|
|
--
|
Zingy Science 4-5 (California
4th and 5th Grade Science)
7 lessons in introductory Electricity, Magnetism, Ecosystems, Chemistry,
Biology, Earth and Space. Hundreds of short-answer and multiple-choice
questions:
| Lesson
1: Electricity and Magnetism
Topic 1: Simple circuits
Topic 2: Series and parallel circuits
Topic 3: Resistance
Topic 4: Current
Topic 5: Transformation of energy
Topic 6: Magnets
Topic 7: Magnetic field
Topic 8: Electromagnetism
Topic 9: Electromagnetism and transformation of energy
Topic 10: Electrical charges
Topic 11: Static Electricity
Topic 12: Activity
Lesson
2: Ecosystems
Topic 1:
Atoms and molecules
Topic 2:
Plants/producers
Topic 3:
Consumers
Topic 4:
Decomposers
Topic 5:
Plant and animal relationships
Topic 6:
Microorganisms
Topic 7:
Ecosystems
Topic 8:
Adaptation
Topic 9: Activity |
Lesson
3: Rocks
Topic 1:
Minerals
Topic 2:
Rock cycle
Topic 3:
Reshaping Earth’s land surfaces
Topic 4: Activity
Lesson 4: Chemistry
Topic 1:
Atoms
Topic 2:
Images of atoms
Topic 3:
Elements and compounds
Topic 4:
Metals, salts and molecules
Topic 5:
States of matter
Topic 6:
Chemical reactions and physical changes
Topic 7:
Chemical reactions part II
Topic 8:
Compounds and mixtures
Topic 9:
Properties of metals
Topic 10:
Properties of salts
Topic 11:
Properties of molecules
Topic 12:
Atomic number
Topic 13:
Groups and properties
Topic 14:Chemistry
of earth
Topic 15: Activity |
Lesson
5: Biology
Topic 1:
Plants and photosynthesis
Topic 2:
Cellular respiration
Topic 3:
Circulatory system
Topic 4:
Digestive system
Topic 5:
Urinary system
Topic 6: Activity
Lesson
6: Water, weather and the solar system
Topic 1:
Fresh water and salt water
Topic 2:
The water cycle
Topic 3:
Water resources
Topic 4:
Atmosphere
Topic 5:
Wind and weather
Topic 6:
Severe weather
Topic 7:
The Sun
Topic 8:
Gravitational attraction
Topic 9:
The solar system
Topic 10: Activity
Lesson
7: Measuring
Topic 1:
Length and Time
Topic 2:
Weight and Volume
Topic 3: Activity
|
Zingy Science 6 (California
6th Grade Science)
6 lessons in introductory Earth Sciences, Ecology and Heat. Hundreds of
short-answer and multiple-choice questions:
| Lesson
1: Plate Tectonics
Topic 1: Earth layers
Topic 2: Tectonic plate motion
Topic 3: Volcanoes
Topic 4: Earthquakes
Lesson
2: Shaping Earth’s crust
Topic 1: Weathering
Topic 2: Erosion
Lesson 3: Heat
Topic 1: Radiation
Topic 2: Conduction
Topic 3: Convection
Topic 4: Convection and weather
Topic 5: Combustion
|
Lesson
4: Ecology
Topic 1: Atoms and molecules
Topic 2: Producers
Topic 3: Consumers
Topic 4: Organism categories
Topic 5: Ecological roles
Topic 6: Biodiversity and resources
Lesson
5: Energy and material resources
Topic 1: Hydro and wind energy
Topic 2: Solar energy
Topic 3: Geothermal energy
Topic 4: Nuclear energy
Topic 5: Fossil fuel energy
Topic 6: Biomass energy and biofuels
Topic 7: Battery and hydrogen energy
Topic 8: Renewable vs. non-renewable
Topic 9: Materials
|
Zingy Science 7 (California
7th Grade Science)
7 lessons in introductory Biology, Optics, and Earth Sciences. Hundreds
of short-answer and multiple-choice questions:
| Lesson
1: Cell Biology
Topic 1: Atoms and molecules
Topic 2: Introduction to cells
Topic 3: Mitochondria
Topic 4: Proteins and DNA
Topic 5: Mitosis
Topic 6: Animal cell differentiation
Topic 7: Animal and plant cells
Topic 8: Plant cell differentiation
Topic 9: Cell comparisons
Lesson
2: Genetics
Topic 1: Sexual reproduction (human)
Topic 2: Sexual reproduction (plant)
Topic 3: Asexual reproduction
Topic 4: Chromosome pairs
Topic 5: Genes and traits
Topic 6: Dominant/Recessive Part I
Topic 7: Dominant/Recessive Part II
Topic 8: Punnett square model
Topic 9: X/Y chromosomes |
Lesson
3: Reproduction
Topic 1: Male reproductive system
Topic 2: Female reproductive system
Topic 3: Umbilicus and placenta
Topic 4: Plant reproduction
Lesson
4: Musculoskeletal, Respiratory circulatory and auditory systems
Topic 1: Levels of organization
Topic 2: Bones and muscles
Topic 3: Levers and joints
Topic 4: Levers (advanced)
Topic 5: Lungs and heart
Topic 6: The ear
Lesson
5: The eye and light properties
Topic 1: The eye
Topic 2: The electromagnetic spectrum
Topic 3: Visible light
Topic 4: Light reflection and mirrors
Topic 5: Light refraction
Topic 6: Lenses and focal length
Topic 7: Lenses and the eye
Topic 8: Lenses and instruments |
Lesson
6: Earth and life history
Topic 1: Uniformitarianism
Topic 2: The rock cycle
Topic 3: Relative rock dating
Topic 4: Absolute dating
Topic 5: Fossils
Topic 6: Plate tectonics
Topic 7: Geological timescale
Lesson
7: Evolution
Topic 1: Evolution
Topic 2: Natural selection
Topic 3: Extinction
Topic 4: Evidence for evolution
Topic 5: Classification of living organisms
|
Zingy Science 8 (California
8th Grade Science)
This program includes two portions: LESSONS and REVIEW
The REVIEW portion covers the basic concepts required for the course.
The LESSONS portion is more comprehensive, covering the standards in depth.
If
your students use the program two to three times a week, we recommend
assigning the LESSONS topics throughout the year, and assigning the REVIEW
topics the last month prior to testing. If your students use the program
several times a month, we recommend assigning the REVIEW topics primarily.
LESSONS |
| Lesson
1: Structure of Matter
Topic 1: Introduction to the periodic table
Topic 2: Elements and atoms
Topic 3: Protons, neutrons and electrons
Topic 4: Electric charges of protons, neutrons and electrons
Topic 5: Atomic number
Topic 6: Isotopes
Topic 7: Metals and non-metals
Topic 8: Periodic table trends
Topic 9: Summary
Topic 10: Activity
Lesson
2: Molecules and Changes of State
Topic 1: Elements, compounds and properties
Topic 2: States of matter
Topic 3: Introduction to chemical bonding
Topic 4: Ionic bonding
Topic 5: Metallic bonding
Topic 6: Covalent bonding
Topic 7: Changing states
Topic 8: Summary
Topic 9: Activity
|
Lesson
3: Physical and Chemical Changes
Topic 1: Mixing substances
Topic 2: Conservation of atoms
Topic 3: Conservation of mass
Topic 4: Chemical vs. Physical changes
Topic 5: Acidic, basic and neutral solutions
Topic 6: Litmus paper
Topic 7: pH scale and liquid indicators
Topic 8: Summary
Topic 9: Activity
Lesson
4: Density and Buoyancy
Topic 1: Volume
Topic 2: Mass and weight
Topic 3: Density
Topic 4: Density, floating and sinking
Topic 5: Buoyancy, floating and sinking
Topic 6: Summary
Topic 7: Activity
Lesson
5: Molecules of Life
Topic 1: The molecules of life
Topic 2: Summary
Topic 3: Activity |
Lesson
6: Motion
Topic 1: Length
Topic 2: Metric Sytem
Topic 3: Time
Topic 4: Speed
Topic 5: Solving for speed
Topic 6: Speed - math concepts
Topic 7: Solving for distance and time
Topic 8: Constant speed versus changing speeds
Topic 9: Average speed
Topic 10: Velocity
Topic 11: Acceleration
Topic 12: Graphing: distance vs. time
Topic 13: Graphing: velocity vs. time
Topic 14: Summary
Topic 15: Activity
Lesson
7: Forces
Topic 1: Force
Topic 2: Force - magnitude and weight
Topic 3: Reaction forces
Topic 4: Staying still
Topic 5: Moving
Topic 6: Gravitational force
Topic 7: Describing forces
Topic 8: Summary
Topic 9: Activity
Lesson
8: Space
Topic 1: Introduction to stars and galaxies
Topic 2: The Birth and death of stars
Topic 3: Earth and moon rotations
Topic 4: Looking up at the sky
Topic 5: Looking into the past
Topic 6: Our solar system
Topic 7: Summary
Topic 8: Activity
|
REVIEW |
| Lesson
9: Chemistry review
Topic 1: Periodic table
Topic 2: Elements and atoms
Topic 3: Isotopes
Topic 4: Metals and non-metals
Topic 5: elements and compounds
Topic 6: substances
Topic 7: States of matter
Topic 8: Subscripts and coefficients
Topic 9: Chemical reactions
Topic 10: Acids and bases
Topic 11: Identifying acids and bases
Topic 12: Mass and volume
Topic 13: Density
Topic 14: Sinking and floating
Topic 15: Molecules of life
|
Lesson
10: Physics review
Topic 1: Length and time
Topic 2: Speed
Topic 3: Graphing
Topic 4: Velocity
Topic 5: Force
Topic 6: Mass and force
Topic 7: Types of forces
Topic 8: Stars and galaxies
Topic 9: The solar system
Topic 10: The sky
Topic 11: Large distances |
| ZINGY
SCIENCE 4-5 LESSONS |
CALIFORNIA
STANDARDS |
CALIFORNIA
CST RELEASED QUESTIONS |
| Lesson
1: Electricity and Magnetism |
4.1 |
|
| Lesson
2: Ecosystems |
4.1 + 4.3 |
35-45 |
| Lesson
3: Rocks |
4.4 + 4.5 |
60-68 |
| Lesson
4: Chemistry |
5.1 |
1-13 |
| Lesson
5: Biology |
5.2 |
23-34 |
| Lesson
6: Water, weather and the solar system |
5.3 + 5.4 + 5.5 |
46-59 |
| Lesson
7: Measuring |
4.6 + 5.6 |
72,74 |
CALIFORNIA
GRADE 4-5 SCIENCE STANDARDS
|
ZINGY
SCIENCE 4-5 LESSONS |
PHYSICAL SCIENCES
4.1. Electricity and magnetism are related effects that have many
useful applications in everyday life.
As a basis for understanding this concept, students know:
|
|
a.
Students know how to design and build simple series and parallel circuits
by
using components such as wires, batteries, and bulbs.
|
Lesson 1 - Topics 1,2,3,4 |
| b. Students
know how to build a simple compass and use it to detect magnetic effects,
including Earth’s magnetic field. |
Lesson
1 - Topic 7 |
| c. Students
know electric currents produce magnetic fields and know how to build
a simple electromagnet. |
Lesson
1 - Topic 8 |
| d. Students
know the role of electromagnets in the construction of electric motors,
electric generators, and simple devices, such as doorbells and earphones.
|
Lesson
1 - Topic 9 |
| e. Students
know electrically charged objects attract or repel each other. |
Lesson
1 - Topics 10,11 |
| f. Students
know that magnets have two poles (north and south) and that like poles
repel each other while unlike poles attract each other. |
Lesson 1 - Topic
6 |
| g. Students
know electrical energy can be converted to heat, light, and motion. |
Lesson
1 - Topics 5,9 |
LIFE SCIENCES
4.2. All organisms need energy and matter to live and grow.
As a basis for understanding this concept, students know:
|
|
| a.
Students know plants are the primary source of matter and energy entering
most food chains. |
Lesson 2 - Topics 1,2, |
| b. Students
know producers and consumers (herbivores, carnivores, omnivores, and
decomposers) are related in food chains and food webs and may compete
with each other for resources in an ecosystem. |
Lesson 2 - Topics
2,3 |
| c. Students
know decomposers, including many fungi, insects, and microorganisms,
recycle matter from dead plants and animals. |
Lesson 2 - Topic
4 |
| LIFE
SCIENCES
4.3. Living organisms depend
on one another and on their environment for survival.
As a basis for understanding this concept, students know:
|
|
| a.
Students know ecosystems can be characterized by their living and
nonliving components. |
Lesson 2 - Topic 7 |
| b. Students
know that in any particular environment, some kinds of plants and
animals survive well, some survive less well, and some cannot survive
at all. |
Lesson 2 - Topic
8 |
| c. Students
know many plants depend on animals for pollination and seed dispersal,
and animals depend on plants for food and shelter. |
Lesson 2 - Topic
5 |
| d. Students
know that most microorganisms do not cause disease and that many are
beneficial. |
Lesson 2 - Topic
6 |
| EARTH SCIENCE
4.4. The properties of rocks
and minerals reflect the processes that formed them.
As the basis for understanding this concept, students know:
|
|
| a.
Students know how to differentiate among igneous, sedimentary, and
metamorphic rocks by referring to their properties and methods of
formation (the rock cycle). |
Lesson 3 - Topic 2 |
| b. Students
know how to identify common rock-forming minerals (including quartz,
calcite, feldspar, mica, and hornblende) and ore minerals by using
a table of diagnostic properties. |
Lesson 3 - Topic
1 |
| EARTH SCIENCE
4.5. Waves, wind, water, and
ice shape and reshape Earth’s land surface. As a basis for
understanding this concept:
|
|
| a.
Students know some changes in the earth are due to slow processes,
such as erosion, and some changes are due to rapid processes, such
as landslides, volcanic eruptions, and earthquakes. |
Lesson 3 - Topic 3 |
| b. Students
know natural processes, including freezing and thawing and the growth
of roots, cause rocks to break down into smaller pieces. |
Lesson 3 - Topic
2 |
| c. Students
know moving water erodes landforms, reshaping the land by taking it
away from some places and depositing it as pebbles, sand, silt, and
mud in other places (weathering, transport, and deposition). |
Lesson 3 - Topic
3 |
| PHYSICAL SCIENCES
5.1. Elements and their combinations
account for all the varied types of matter in the world.
As a basis for understanding this concept, students know:
|
|
| a.
Students know that during chemical reactions the atoms in the reactants
rearrange to form products with different properties. |
Lesson 4 - Topics 5,6,7 |
| b. Students
know all matter is made of atoms, which may combine to form molecules. |
Lesson 4 - Topics
1,4 |
| c. Students
know metals have properties in common, such as high electrical and
thermal conductivity. Some metals, such as aluminum (Al), iron (Fe),
nickel (Ni), copper (Cu), silver (Ag), and gold (Au), are pure elements;
others, such as steel and brass, are composed of a combination of
elemental metals. |
Lesson 4 - Topic
9 |
| d. Students
know that each element is made of one kind of atom and that the elements
are organized in the periodic table by their chemical properties. |
Lesson 4 - Topics
3,12,13 |
| e. Students
know scientists have developed instruments that can create discrete
images of atoms and molecules that show that the atoms and molecules
often occur in well-ordered arrays. |
Lesson 4 - Topic
2 |
| f. Students
know differences in chemical and physical properties of substances
are used to separate mixtures and identify compounds. |
Lesson 4 - Topic
8 |
| g.
Students know properties of solid, liquid, and gaseous substances,
such as sugar (C6H12O6), water (H2O), helium (He), oxygen (O2), nitrogen
(N2), and carbon dioxide (CO2). |
Lesson 4 - Topic
11 |
| h.
Students know living organisms and most materials are composed of
just a few elements. |
Lesson 4 - Topic
14 |
| i.
Students know the common properties of salts, such as sodium chloride
(NaCl). |
Lesson 4 - Topic
10 |
| LIFE SCIENCES
5.2. Plants and animals have
structures for respiration, digestion, waste disposal, and transport
of materials.
As a basis for understanding this concept, students know:
|
|
| a.
Students know many multicellular organisms have specialized structures
to support the transport of materials. |
Lesson 5 - Topic 1 |
| b. Students
know how blood circulates through the heart chambers, lungs, and body
and how carbon dioxide (CO2) and oxygen (O2) are exchanged in the
lungs and tissues. |
Lesson 5 - Topic
3 |
| c. Students
know the sequential steps of digestion and the roles of teeth and
the mouth, esophagus, stomach, small intestine, large intestine, and
colon in the function of the digestive system. |
Lesson 5 - Topic
4 |
| d. Students
know the role of the kidney in removing cellular waste from blood
and converting it into urine, which is stored in the bladder. |
Lesson 5 - Topic
5 |
| e. Students
know how sugar, water, and minerals are transported in a vascular
plant. |
Lesson 5 - Topic
1 |
| f. Students
know plants use carbon dioxide (CO2) and energy from sunlight to build
molecules of sugar and release oxygen. |
Lesson 5 - Topic
1 |
| g. Students
know plant and animal cells break down sugar to obtain energy, a process
resulting in carbon dioxide (CO2) and water (respiration). |
Lesson 5 - Topic
2 |
| EARTH SCIENCES
5.3. Water on Earth moves between
the oceans and land through the processes of evaporation and condensation.
|
|
| a.
Students know most of Earth’s water is present as salt water
in the oceans, which cover most of Earth’s surface. |
Lesson 6 - Topic 1 |
| b. Students
know when liquid water evaporates, it turns into water vapor in the
air and can reappear as a liquid when cooled or as a solid if cooled
below the freezing point of water. |
Lesson 6 - Topic
2 |
| c. Students
know water vapor in the air moves from one place to another and can
form fog or clouds, which are tiny droplets of water or ice, and can
fall to Earth as rain, hail, sleet, or snow. |
Lesson 6 - Topic
2 |
| d. Students
know that the amount of fresh water located in rivers, lakes, under
ground sources, and glaciers is limited and that its availability
can be extended by recycling and decreasing the use of water. |
Lesson 6 - Topic
3 |
| e. Students
know the origin of the water used by their local communities. |
|
| EARTH SCIENCES
5.4. Energy from the Sun heats
Earth unevenly, causing air movements that result in changing weather
patterns.
|
|
| a.
Students know uneven heating of Earth causes air movements (convection
currents). |
Lesson 6 - Topic 5 |
| b. Students
know the influence that the ocean has on the weather and the role
that the water cycle plays in weather patterns. |
Lesson 6 - Topic
5 |
| c. Students
know the causes and effects of different types of severe weather. |
Lesson 6 - Topic
6 |
| d. Students
know how to use weather maps and data to predict local weather and
know that weather forecasts depend on many variables. |
Lesson 6 - Topic
5 |
| e. Students
know that the Earth’s atmosphere exerts a pressure that decreases
with distance above Earth’s surface and that at any point it
exerts this pressure equally in all directions. |
Lesson 6 - Topic
4 |
| EARTH SCIENCES
5.5.
The solar system consists of planets and other bodies that orbit
the Sun in predict able paths. |
|
| a.
Students know the Sun, an average star, is the central and largest
body in the solar system and is composed primarily of hydrogen and
helium. |
Lesson 6 - Topic 7 |
| b. Students
know the solar system includes the planet Earth, the Moon, the Sun,
eight other planets and their satellites, and smaller objects, such
as asteroids and comets. |
Lesson 6 - Topic
9 |
| c. Students
know the path of a planet around the Sun is due to the gravitational
attraction between the Sun and the planet. |
Lesson 6 - Topic
8 |
| ZINGY
SCIENCE 6 LESSONS |
CALIFORNIA
STANDARDS |
| Lesson
1: Plate Tectonics |
6.1 |
| Lesson
2: Shaping Earth’s crust |
6.2 |
| Lesson
3: Heat |
6.3 + 6.4 |
| Lesson
4: Ecology |
6.5 |
| Lesson
5: Energy and material resources |
6.6 |
CALIFORNIA
GRADE 6 SCIENCE STANDARDS
|
ZINGY
SCIENCE 6 LESSONS |
PLATE TECTONICS
AND EARTH'S STRUCTURE
6.1. Plate tectonics explains important features of the Earth's surface
and major geologic events.
As a basis for understanding this concept, students know:
|
|
| a.
the fit of the continents, location of earthquakes, volcanoes, and
midocean ridges, and the distribution of fossils, rock types, and
ancient climatic zones provide evidence for plate tectonics. |
Lesson 1 - Topics 2 |
| b. the solid
Earth is layered with cold, brittle lithosphere; hot, convecting mantle;
and dense, metallic core. |
Lesson
1 - Topic 1 |
| c. lithospheric
plates that are the size of continents and oceans move at rates of
centimeters per year in response to movements in the mantle. |
Lesson
1 - Topics 1,2 |
| d. earthquakes
are sudden motions along breaks in the crust called faults, and volcanoes/fissures
are locations where magma reaches the surface. |
Lesson
1 - Topics 3,4 |
| e. major geologic
events, such as earthquakes, volcanic eruptions, and mountain building
result from plate motions. |
Lesson
1 - Topics 3,4 |
| f. how to explain
major features of California geology in terms of plate tectonics (including
mountains, faults, volcanoes). |
Lesson 1 - Topics
3,4 |
| g.
how to determine the epicenter of an earthquake and that the effects
of an earthquake vary with its size, distance from the epicenter,
local geology, and the type of construction involved. |
Lesson
1 - Topics 4 |
SHAPING THE
EARTH'S SURFACE
6.2.Topography is reshaped by weathering of rock and soil and by the
transportation and deposition of sediment.
As a basis for understanding this concept, students know:
|
|
| a.
water running downhill is the dominant process in shaping the landscape,
including California's landscape. |
Lesson 2 - Topics 1 |
| b. rivers and
streams are dynamic systems that erode and transport sediment, change
course, and flood their banks in natural and recurring patterns. |
Lesson 2 - Topic
2 |
| c. beaches are
dynamic systems in which sand is supplied by rivers and moved along
the coast by wave action. |
Lesson 2 - Topic
2 |
| d. earthquakes,
volcanic eruptions, landslides, and floods change human and wildlife
habitats. |
Lesson 1 - Topics
3,4 |
| HEAT
(THERMAL ENERGY)
6.3. Heat moves in a predictable
flow from warmer objects to cooler objects until all objects are
at the same temperature.
As a basis for understanding this concept, students know:
|
|
| a.
energy can be carried from one place to another by heat flow, or by
waves including water waves, light and sound, or by moving objects.
|
Lesson 3 - Topics 1,2,3 |
| b. when fuel
is consumed, most of the energy released becomes heat energy. |
Lesson 3 - Topic
5 |
| c. heat flows
in solids by conduction (which involves no flow of matter) and in
fluids by conduction and also by convection (which involves flow of
matter). |
Lesson 3 - Topic
2,3 |
| d. heat energy
is also transferred between objects by radiation; radiation can travel
through space. |
Lesson 3 - Topics
1 |
| ENERGY IN THE
EARTH SYSTEM
6.4. Many phenomena on the
Earth's surface are affected by the transfer of energy through radiation
and convection currents.
As the basis for understanding this concept, students know:
|
|
| a.
the sun is the major source of energy for phenomena on the Earth's
surface, powering winds, ocean currents, and the water cycle. |
Lesson 3 - Topics 1,4 |
| b. solar energy
reaches Earth through radiation, mostly in the form of visible light.
|
Lesson 3 - Topic
1 |
| c. heat from
Earth's interior reaches the surface primarily through convection.
|
Lesson 3 - Topics
3 |
| d. convection
currents distribute heat in the atmosphere and oceans. |
Lesson 3 - Topic
4 |
| e. differences
in pressure, heat, air movement, and humidity result in changes of
weather. |
Lesson 3 - Topic
4 |
| ECOLOGY
6.5. Organisms in ecosystems
exchange energy and nutrients among themselves and with the environment.
As a basis for understanding this concept, students know:
|
|
| a.
energy entering ecosystems as sunlight is transferred by producers
into chemical energy through photosynthesis, and then from organism
to organism in food webs. |
Lesson 4 - Topics 2,3 |
| b. over time,
matter is transferred from one organism to others in the food web,
and between organisms and the physical environment. |
Lesson 4 - Topics
3 |
| c. populations
of organisms can be categorized by the functions they serve in an
ecosystem. |
Lesson 4 - Topic
4 |
| d. different
kinds of organisms may play similar ecological roles in similar biomes.
|
Lesson 4 - Topis
5 |
| e. the number
and types of organisms an ecosystem can support depends on the resources
available and abiotic factors, such as quantity of light and water,
range of temperatures, and soil composition. |
Lesson 4 - Topic
6 |
| RESOURCES
6.6. Sources of energy and
materials differ in amounts, distribution, usefulness, and the time
required for their formation.
As a basis for understanding this concept, students know:
|
|
| a.
the utility of energy sources is determined by factors that are involved
in converting these sources to useful forms and the consequences of
the conversion process. |
Lesson 5 - Topics 1-7 |
| b. different
natural energy and material resources, including air, soil, rocks,
minerals, petroleum, fresh water, wildlife, and forests, and classify
them as renewable or nonrenewable. |
Lesson 5 - Topic
8 |
| c. natural origin
of the materials used to make common objects. |
Lesson 5 - Topic
9 |
| ZINGY
SCIENCE 7 LESSONS |
CALIFORNIA
STANDARDS |
| Lesson
1: Cell biology |
7.1 |
| Lesson
2: Genetics |
7.2 |
| Lesson
3: Reproduction |
7.5 |
| Lesson
4: Musculoskeletal, Respiratory circulatory and auditory systems |
7.5 + 7.6 |
| Lesson
5: The
eye and light properties |
7.5 + 7.6 |
| Lesson
6: Earth and life history |
7.4 |
| Lesson
7: Evolution |
7.3 |
CALIFORNIA
GRADE 7 SCIENCE STANDARDS
|
ZINGY
SCIENCE 7 LESSONS |
CELL BIOLOGY
7.1. All living organisms are composed of cells, from just one to
many trillions, whose details usually are visible only through a microscope.
As a basis for understanding this concept, students know:
|
|
| a.
cells function similarly in all living organisms. |
Lesson 1 - Topics 9 |
| b. the characteristics
that distinguish plant cells from animal cells, including chloroplasts
and cell walls. |
Lesson
1 - Topic 7 |
| c. the nucleus
is the repository for genetic information in plant and animal cells.
|
Lesson
1 - Topic 2,4 |
| d. mitochondria
liberate energy for the work that cells do, and chloroplasts capture
sunlight energy for photosynthesis. |
Lesson
1 - Topic 3,7 |
| e. cells divide
to increase their numbers through a process of mitosis, which results
in two daughter cells with identical sets of chromosomes. |
Lesson
1 - Topic 5 |
| f. as multicellular
organisms develop, their cells differentiate. |
Lesson
1 - Topics 6,8 |
GENETICS
7.2. A typical cell of any organism contains genetic instructions
that specify its traits. Those traits may be modified by environmental
influences.
As a basis for understanding this concept, students know:
|
|
| a.
the differences between the life cycles and reproduction of sexual
and asexual organisms. |
Lesson 2 - Topics 3 |
| b. sexual reproduction
produces offspring that inherit half their genes from each parent.
|
Lesson 2 - Topic
1,2 |
| c. an inherited
trait can be determined by one or more genes. |
Lesson 2 - Topic
5 |
| d. plant and
animal cells contain many thousands of different genes, and typically
have two copies of every gene. The two copies (or alleles) of the
gene may or may not be identical, and one may be dominant in determining
the phenotype while the other is recessive. |
Lesson 2 - Topics
4,6,7,8,9 |
| e. DNA is the
genetic material of living organisms, and is located in the chromosomes
of each cell. |
Lesson 2 - Topic
5 |
| EVOLUTION
7.3. Biological evolution accounts
for the diversity of species developed through gradual processes
over many generations.
As a basis for understanding this concept, students know:
|
|
| a.
both genetic variation and environmental factors are causes of evolution
and diversity of organisms. |
Lesson 7 - Topics 2,3 |
| b. the reasoning
used by Darwin in making his conclusion that natural selection is
the mechanism of evolution. |
Lesson 7 - Topic
2 |
| c. how independent
lines of evidence from geology, fossils, and comparative anatomy provide
a basis for the theory of evolution. |
Lesson 7 - Topic
4 |
| d. how to construct
a simple branching diagram to classify living groups of organisms
by shared derived characteristics, and expand the diagram to include
fossil organisms. |
Lesson 7 - Topics
5 |
| e. extinction
of a species occurs when the environment changes and the adaptive
characteristics of a species are insufficient for its survival. |
Lesson 7 - Topic
3 |
| EARTH AND LIFE
HISTORY
7.4. Evidence from rocks allows
us to understand the evolution of life on Earth.
As the basis for understanding this concept, students know:
|
|
| a.
Earth processes today are similar to those that occurred in the past
and slow geologic processes have large cumulative effects over long
periods of time. |
Lesson 6 - Topic 1 |
| b. the history
of life on Earth has been disrupted by major catastrophic events,
such as major volcanic eruptions or the impact of an asteroid. |
Lesson 6 - Topic
1 |
| c. the rock
cycle includes the formation of new sediment and rocks. Rocks are
often found in layers with the oldest generally on the bottom. |
Lesson 6 - Topics
2,3 |
| d. evidence
from geologic layers and radioactive dating indicate the Earth is
approximately 4.6 billion years old, and that life has existed for
more than 3 billion years. |
Lesson 6 - Topic
4 |
| e. fossils provide
evidence of how life and environmental conditions have changed. |
Lesson 6 - Topic
5 |
| f. how movements
of the Earth's continental and oceanic plates through time, with associated
changes in climate and geographical connections, have affected the
past and present distribution of organisms. |
Lesson 6 - Topic
6 |
| g. how to explain
significant developments and extinctions of plant and animal life
on the geologic time scale. |
Lesson 6 - Topic
7 |
| STRUCTURE AND
FUNCTION IN LIVING SYSTEMS
7.5. The anatomy and physiology
of plants and animals illustrate the complementary nature of structure
and function.
As a basis for understanding this concept, students know:
|
|
| a.
plants and animals have levels of organization for structure and function,
including cells, tissues, organs, organ systems, and the whole organism.
|
Lesson 4 - Topic 1 |
| b. organ systems
function because of the contributions of individual organs, tissues,
and cells. The failure of any part can affect the entire system. |
Lesson 4 - Topics
1 |
| c. how bones
and muscles work together to provide a structural framework for movement.
|
Lesson 4 - Topic
2 |
| d. how the reproductive
organs of the human female and male generate eggs and sperm, and how
sexual activity may lead to fertilization and pregnancy. |
Lesson 3 - Topics
1,2 |
| e. the function
of the umbilicus and placenta during pregnancy. |
Lesson 3 - Topic
3 |
| f. the structures
and processes by which flowering plants generate pollen and ovules,
seeds, and fruit. |
Lesson 3 - Topic
4 |
| g.
how to relate the structures of the eye and ear to their functions. |
Lesson 4 - Topic
6
Lesson 5 - Topic 1 |
| PHYSICAL PRINCIPLES
UNDERLIE BIOLOGICAL STRUCTURES AND FUNCTIONS
7.6. Physical principles underlie
biological structures and functions.
As a basis for understanding this concept, students know:
|
|
| a.
visible light is a small band within a very broad electromagnetic
spectrum. |
Lesson 5 - Topics 2,3 |
| b. for an object
to be seen, light emitted by or scattered from it must enter the eye.
|
Lesson 5 - Topic
1 |
| c. light travels
in straight lines except when the medium it travels through changes.
|
Lesson 5 - Topic
5 |
| d. how simple
lenses are used in a magnifying glass, the eye, camera, telescope,
and microscope. |
Lesson 5 - Topics
6,7,8 |
| e. white light
is a mixture of many wavelengths (colors), and that retinal cells
react differently with different wavelengths. |
Lesson 5 - Topic
3 |
| f. light interacts
with matter by transmission (including refraction), absorption, or
scattering (including reflection). |
Lesson 5 - Topics
3,4,5 |
| g. the angle
of reflection of a light beam is equal to the angle of incidence. |
Lesson 5 - Topic
4 |
| h. how to compare
joints in the body (wrist, shoulder, thigh) with structures used in
machines and simple devices (hinge, ball-and-socket, and sliding joints).
|
Lesson 4 - Topic
3 |
| i. how levers
confer mechanical advantage and how the application of this principle
applies to the musculoskeletal system. |
Lesson 4 - Topics
3,4 |
| j. contractions
of the heart generate blood pressure, and heart valves prevent backflow
of blood in the circulatory system. |
Lesson 4 - Topic
5 |
| INVESTIGATION
AND EXPERIMENTATION
7.7. Scientific progress is
made by asking meaningful questions and conducting careful investigations.
As a basis for understanding this concept, and to address the content
the other three strands, students should develop their own questions
and perform investigations. Students will:
|
Possible
class activites on : |
| a.
select and use appropriate tools and technology (including calculators,
computers, balances, spring scales, microscopes, and binoculars) to
perform tests, collect data, and display data. |
All lessons |
| b. utilize a
variety of print and electronic resources (including the World Wide
Web) to collect information as evidence as part of a research project.
|
All lessons |
| c. communicate
the logical connection among hypothesis, science concepts, tests conducted,
data collected, and conclusions drawn from the scientific evidence.
|
All lessons |
| d. construct
scale models, maps and appropriately labeled diagrams to communicate
scientific knowledge (e.g., motion of Earth's plates and cell structure).
|
All lessons |
| e. communicate
the steps and results from an investigation in written reports and
verbal presentations. |
All lessons |
| ZINGY
SCIENCE 8 LESSONS |
CALIFORNIA
STANDARDS |
CALIFORNIA
CST RELEASED QUESTIONS |
| Lesson
1: Structure of matter |
8.3
+ 8.7 |
|
| Lesson
2: Molecules and changes of state |
8.3 |
23,24 |
| Lesson
3: Physical and chemical changes |
8.5 |
38-42 |
| Lesson
4: Density and buoyancy |
8.8 |
4,5,17-20,32 |
| Lesson
5: Molecules of life |
8.6 |
43-45 |
| Lesson
6: Motion |
8.1 |
1,2,6-11 |
| Lesson
7: Force |
8.2 |
3,12-16 |
| Lesson
8: Space |
8.4 |
33-37 |
| ZINGY
SCIENCE 8 REVIEW |
CALIFORNIA
STANDARDS |
CALIFORNIA
CST RELEASED QUESTIONS |
| Lesson
1: Chemistry review |
8.3
+ 8.5 + 8.6 + 8.7 + 8.8 |
|
| Lesson
2: Physics review |
8.1 + 8.2 + 8.4 |
1-3, 6-16, 33-37
|
CALIFORNIA
GRADE 8 SCIENCE STANDARDS
|
ZINGY
SCIENCE 8 LESSONS |
ZINGY
SCIENCE 8 REVIEW |
MOTION
8.1. The velocity of an object is the rate of change of its position.
As a basis for under-standing this concept:
|
|
|
| a.
Students know position is defined in relation to some choice of a
standard reference point and a set of reference directions. |
Lesson 6 - Topics 7,8 |
Lesson 10 - Topics 2 |
| b. Students
know that average speed is the total distance traveled divided by
the total time elapsed and that the speed of an object along the path
traveled can vary. |
Lesson
6 - Topics 1,2,3,4 |
Lesson
10 - Topics 2 |
| c. Students
know how to solve problems involving distance, time, and average speed.
|
Lesson
6 - Topics 4 |
Lesson
10 - Topics 2 |
| d. Students
know the velocity of an object must be described by specifying both
the direction and the speed of the object. |
Lesson
6 - Topic 5 |
Lesson
10 - Topics 4 |
| e. Students
know changes in velocity may be due to changes in speed, direction,
or both. |
Lesson
6 - Topics 5,6 |
Lesson
10 - Topics 4 |
| f. Students
know how to interpret graphs of position versus time and graphs of
speed versus time for motion in a single direction. |
Lesson
6 - Topics 7,8 |
Lesson
10 - Topics 3 |
FORCES
8.2. Unbalanced forces cause changes in velocity. As a basis for understanding
this concept:
|
|
|
| a.
Students know a force has both direction and magnitude. |
Lesson 7 - Topics 1,2,7 |
Lesson 10 - Topics 5 |
| b.Students know
when an object is subject to two or more forces at once, the result
is the cumulative effect of all the forces. |
Lesson 7 - All
topics |
Lesson 10 -
Topics 5 |
| c. Students
know when the forces on an object are balanced, the motion of the
object does not change. |
Lesson 7 - Topics
1, 4 |
Lesson 10 -
Topics 5,7 |
| d. Students
know how to identify separately the two or more forces that are acting
on a single static object, including gravity, elastic forces due to
tension or compression in matter, and friction. |
Lesson 7 - Topics
1,3 |
Lesson 10 -
Topics 7 |
| e. Students
know that when the forces on an object are unbalanced, the object
will change its velocity (that is, it will speed up, slow down, or
change direction). |
Lesson 7 - Topics
5,6,7 |
Lesson 10 -
Topics 7 |
| f. Students
know the greater the mass of an object, the more force is needed to
achieve the same rate of change in motion. |
Lesson 7 - Topic
6 |
Lesson 10 -
Topics 6 |
g.
Students know the role of gravity in forming and maintaining the
shapes of planets, stars, and the solar system. |
Lesson 7 - Topic
6 |
Lesson 10 -
Topics 7 |
| STRUCTURE
OF MATTER
8.3. Each of the more than
100 elements of matter has distinct properties and a distinct atomic
structure. All forms of matter are composed of one or more of the
elements. As a basis for understanding this concept:
|
|
|
| a.Students
know the structure of the atom and know it is composed of protons,
neutrons, and electrons. |
Lesson 1 - Topics 1,2,3,4 |
Lesson 9 - Topics 2 |
| b. Students
know that compounds are formed by combining two or more different
elements and that compounds have properties that are different from
their constituent elements. |
Lesson 2 - Topic
1 |
Lesson 9 - Topics
5 |
| c. Students
know atoms and molecules form solids by building up repeating patterns,
such as the crystal structure of NaCl or long-chain polymers. |
Lesson 2 - Topic
2,6 |
Lesson 9 - Topics
7 |
| d. Students
know the states of matter (solid, liquid, gas) depend on molecular
motion. |
Lesson 2 - Topics
2,7 |
Lesson 9 - Topics
7 |
| e. Students
know that in solids the atoms are closely locked in position and can
only vibrate; in liquids the atoms and molecules are more loosely
connected and can collide with and move past one another; and in gases
the atoms and molecules are free to move independently, colliding
frequently. |
Lesson 2 - Topics
2,7 |
Lesson 9 - Topics
7 |
| f. know how
to use the periodic table to identify elements in simple compounds.
|
Lesson 1 - Topic
1 |
Lesson 9 - Topics
1 |
| EARTH IN THE
SOLAR SYSTEM
8.4. The structure and composition
of the universe can be learned from studying stars and galaxies
and their evolution. As a basis for understanding this concept:
|
|
|
| a.
Students know galaxies are clusters of billions of stars and may have
different shapes. |
Lesson 8 -
Topic 1 |
Lesson 10 - Topics 8 |
| b. Students
know that the Sun is one of many stars in the Milky Way galaxy and
that stars may differ in size, temperature, and color. |
Lesson 8 - Topics
1,2 |
Lesson 10 -
Topics 8 |
| c. Students
know how to use astronomical units and light years as measures of
distances between the Sun, stars, and Earth. |
Lesson 8 - Topic
5 |
Lesson 10 -
Topics 11 |
| d. Students
know that stars are the source of light for all bright objects in
outer space and that the Moon and planets shine by reflected sunlight,
not by their own light. |
Lesson 8 - Topics
3,4,6 |
Lesson 10 -
Topics 10 |
| e. Students
know the appearance, general composition, relative position and size,
and motion of objects in the solar system, including planets, planetary
satellites, comets, and asteroids. |
Lesson 8 - Topics
3,4,6 |
Lesson 10 -
Topics 9 |
| REACTIONS
8.5. Chemical reactions are
processes in which atoms are rearranged into different combinations
of molecules. As a basis for understanding this concept:
|
|
|
| a.
Students know reactant atoms and molecules interact to form products
with different chemical properties. |
Lesson 3 - Topic 1 |
Lesson 9 - Topics 9 |
| b. Students
know the idea of atoms explains the conservation of matter: In chemical
reactions the number of atoms stays the same no matter how they are
arranged, so their total mass stays the same. |
Lesson 3 - Topics
2,3 |
Lesson 9 - Topics
9 |
| c. Students
know chemical reactions usually liberate heat or absorb heat. |
Lesson 3 - Topic
4 |
Lesson 9 - Topics
9 |
| d. Students
know physical processes include freezing and boiling, in which a material
changes form with no chemical reaction. |
Lesson 3 - Topic
4 |
Lesson 9 - Topics
9 |
| e. Students
know how to determine whether a solution is acidic, basic, or neutral. |
Lesson 3 - Topics
5,6,7 |
Lesson 9 - Topics
10 |
| CHEMISTRY OF
LIVING SYSTEMS
8.6. Principles of chemistry
underlie the functioning of biological systems. As a basis for understanding
this concept:
|
|
|
| a.
Students know that carbon, because of its ability to combine in many
ways with itself and other elements, has a central role in the chemistry
of living organisms. |
Lesson 5 - Topic 1 |
Lesson 9 - Topics 15 |
| b. Students
know that living organisms are made of molecules consisting largely
of carbon, hydrogen, nitrogen, oxygen, phosphorus, and sulfur. |
Lesson 5 - Topic
1 |
Lesson 9 - Topics
15 |
| c. Students
know that living organisms have many different kinds of molecules,
including small ones, such as water and salt, and very large ones,
such as carbohydrates, fats, proteins, and DNA. |
Lesson 5 - Topic
1 |
Lesson 9 - Topics
15 |
| PERIODIC TABLE
8.7 The organization of the
periodic table is based on the properties of the elements and reflects
the structure of atoms. As a basis for understanding this concept:
|
|
|
| a.
Students know how to identify regions corresponding to metals, nonmetals,
and inert gases. |
Lesson 1 - Topic 7 |
Lesson 9 - Topics 4 |
| b. Students
know each element has a specific number of protons in the nucleus
(the atomic number) and each isotope of the element has a different
but specific number of neutrons in the nucleus. |
Lesson 1 - Topics
5,6 |
Lesson 9 - Topics
3 |
| c. Students
know substances can be classified by their properties, including their
melting temperature, density, hardness, and thermal and electrical
conductivity. |
Lesson 1 - Topics
7,8 |
Lesson 9 - Topics
4 |
DENSITY AND
BUOYANCY
8.8 All objects experience
a buoyant force when immersed in a fluid. As a basis for understanding
this concept:
|
|
|
| a.
Students know density is mass per unit volume. |
Lesson 4 - Topics 1,2,3 |
Lesson 9 - Topics 13 |
| b. Students
know how to calculate the density of substances (regular and irregular
solids and liquids) from measurements of mass and volume. |
Lesson 4 - Topic
3 |
Lesson 9 - Topics
13 |
| c. Students
know the buoyant force on an object in a fluid is an upward force
equal to the weight of the fluid the object has displaced. |
Lesson 4 - Topic
5 |
Lesson 9 - Topics
14 |
d. Students
know how to predict whether an object will float or sink |
Lesson 4 - Topics
4,5 |
Lesson 9 - Topics
14 |
| INVESTIGATION
AND EXPERIMENTATION
8.9. Scientific progress is
made by asking meaningful questions and conducting careful investigations.
As a basis for understanding this concept and addressing the content
in the other three strands, students should develop their own questions
and perform investigations. Students will:
|
Possible
class activites on : |
Possible
class activites on : |
| a.
Plan and conduct a scientific investigation to test a hypothesis. |
All lessons |
All review topics |
| b. Evaluate
the accuracy and reproducibility of data. |
Lesson 1 - Topic
7 |
All review topics |
| c. Distinguish
between variable and controlled parameters in a test. |
Lesson 4 - Topic
2 |
Lesson 10 -
Topic 3 |
| d. Recognize
the slope of the linear graph as the constant in the relationship
y = kx and apply this principle in interpreting graphs constructed
from data. |
Lesson 6 - Topics
7,8 |
Lesson 10 -
Topic 3 |
| e. Construct
appropriate graphs from data and develop quantitative statements about
the relationships between variables. |
Lesson 6 - Topics
7,8 |
Lesson 10 -
Topic 3 |
| f. Apply simple
mathematic relationships to determine a missing quantity in a mathematic
expression, given the two remaining terms (including speed = distance/time,
density = mass/volume, force = pressure x area, volume = area x height). |
Lesson 4 - Topic
2
Lesson 6 - Topic 4 |
Lesson 9 - Topic
13
Lesson 10 - Topic 3 |
g.
Distinguish between linear and nonlinear relationships on a graph
of data. |
Lesson 6 - Topic
8 |
Lesson 10 -
Topic 3 |
Science and Technology (Massachusetts 6th-8th
Grade Science and Technology)
9 lessons in introductory Chemistry, Biology, Earth Sciences and Technology.
Hundreds of questions:
| Lesson
1: Chemistry
Topic 1: Periodic Table of Elements
Topic 2: Atoms
Topic 3: Elements and compounds part I
Topic 4: Elements and compounds part II
Topic 5: States of matter
Topic 6: Chemical reactions and physical changes
Topic 7: Chemical Equations
Topic 8: Conservation of matter
Topic 9: Conservation of mass
Topic 10: Mixtures
Topic 11: Salts, molecules and metals
Topic 12: Periodic table trends
Topic 13: Properties of metals and non-metals
Lesson
2: Properties
Topic 1: Volume
Topic 2: Mass
Topic 3: Weight
Topic 4: Density
Topic 5: Floating and sinking
Lesson
3: Motion and Energy
Topic 1: Metric system
Topic 2: Motion
Topic 3: Graphing
Topic 4: Potential and Kinetic Energy
Topic 5: Heat and Temperature
Topic 6: Radiation, convection and conduction |
Lesson
4: The cell
Topic 1: Chemistry of living things
Topic 2: Introduction to the cell
Topic 3: Cell membrane
Topic 4: Mitochondria
Topic 5: Proteins
Topic 6: Mitosis
Topic 7: Animal and plant cells
Topic 8: Cell comparisons
Lesson
5: Biological systems
Topic 1: Tissues, organs and systems
Topic 2: Digestive system
Topic 3: Urinary system
Topic 4: Respiratory circulatory system
Topic 5: Musculoskeletal and nervous systems
Topic 6: Asexual and sexual reproduction
Topic 7: Chromosome pairs
Topic 8: Genes and traits
Topic 9: Dominant/Recessive
Topic 10: X/Y chromosomes
Lesson
6: Ecosystems
Topic 1: Ecosystems
Topic 2: Producers
Topic 3: Consumers
Topic 4: Decomposers
Topic 5: Plant and animal relationships I
Topic 6: Plant and animal relationships II
|
Lesson
7: Evolution
Topic 1: Evolution
Topic 2: Natural selection
Topic 3: Extinction
Topic 4: Evidence for evolution
Topic 5: Classification of living organisms
Lesson
8: Earth and Space
Topic 1: Mapping of Earth
Topic 2: Structure of Earth
Topic 3: Plate tectonics
Topic 4: Volcanoes and earthquakes
Topic 5: Rocks
Topic 6: The water cycle
Topic 7: Wind and weather
Topic 8: Stars and galaxies
Topic 9: The solar system
Topic 10: Seasons and moon phases
Topic 11: Eclipses and tides
Lesson
9: Technology
Topic 1: Materials, Tools, and Machines
Topic 2: Engineering design
Topic 3: Communication
Topic 4: Manufacturing
Topic 5: Construction
Topic 6: Transportation
Topic 7: Bioengineering
|
Science and Technology (Massachusetts
6th-8th Grade Science and Technology)
9 lessons in introductory Chemistry, Biology, Earth Sciences
and Technology. Hundreds of questions:
| ZINGY
PROGRAM |
MASSACHUSETTS
GRADE 7-9 SCIENCE AND TECHNOLOGY MCAS STANDARDS |
CHEMISTRY
|
|
| Lesson
1 – Topic 1 |
5. Recognize that there are more than 100 elements that combine
in a multitude of ways to produce compounds that make up all of
the living and nonliving things that we encounter. |
Lesson 1 –
Topic 2
Lesson 1 – Topic 3
Lesson 1 – Topic 4 |
6.
Differentiate between an atom (the smallest unit of an element that
maintains the characteristics of that element) and a molecule (the
smallest unit of a compound that maintains the characteristics of
that compound).
7. Give basic examples of elements and compounds.
|
| Lesson 1 –
Topic 5 |
9.
Recognize that a substance (element or compound) has a melting point
and a boiling point, both of which are independent of the amount
of the sample. |
| Lesson 1 –
Topic 6 |
10.
Differentiate between physical changes and chemical changes. |
Lesson 1 –
Topic 7
Lesson 1 – Topic 8
Lesson 1 – Topic 9
|
4.
Explain and give examples of how mass is conserved in a closed system. |
Lesson 1 –
Topic 10
Lesson 1 – Topic 11
Lesson 1 – Topic 12
Lesson 1 – Topic 13
|
8.
Differentiate between mixtures and pure substances. |
PROPERTIES
|
|
Lesson
2 – Topic 1
Lesson 2 – Topic 2
|
2. Differentiate between volume and mass. Define density.
3. Recognize that the measurement of volume and mass requires understanding
of the sensitivity of measurement tools (e.g., rulers, graduated cylinders,
balances) and knowledge and appropriate use of significant digits. |
| Lesson 2 –
Topic 3 |
1. Differentiate
between weight and mass, recognizing that weight is the amount of
gravitational pull on an object. Determine the weight of a dense object
in air and in water. Explain how the results are related to the different
definitions of mass. |
Lesson
2 – Topic 4
Lesson 2 – Topic 5
|
2. Differentiate
between volume and mass. Define density. |
MOTION
AND ENERGY
|
|
Lesson
3 – Topic 1
Lesson 3 – Topic 2
|
11. Explain and give examples of how the motion of an object can be
described by its position, direction of motion, and speed. |
| Lesson 3 –
Topic 3 |
12. Graph and
interpret distance vs. time graphs for constant speed. |
| Lesson 3 –
Topic 4 |
13. Differentiate
between potential and kinetic energy. Identify situations where kinetic
energy is transformed into potential energy and vice versa. |
| Lesson 3 –
Topic 5 |
14. Recognize
that heat is a form of energy and that temperature change results
from adding or taking away heat from a system.
15. Explain the effect of heat on particle motion through a description
of what happens to particles during a change in phase.
16. Give examples of how heat moves in predictable ways, moving from
warmer objects to cooler ones until they reach equilibrium. |
| Lesson 3 –
Topic 6 |
3. Differentiate
among radiation, conduction, and convection, the three mechanisms
by which heat is transferred through the earth’s system. |
THE CELL
|
|
Lesson
4 – Topic 1
Lesson 4 – Topic 2
Lesson 4 – Topic 3
Lesson 4 – Topic 4
Lesson 4 – Topic 5
Lesson 4 – Topic 6
|
4. Recognize that within cells, many of the basic functions of organisms
(e.g., extracting energy from food and getting rid of waste) are carried
out. The way in which cells function is similar in all living organisms. |
| Lesson 4 –
Topic 7 |
3. Compare and
contrast plant and animal cells, including major organelles
(cell membrane, cell wall, nucleus, cytoplasm, chloroplasts, mitochondria,
vacuoles). |
| Lesson 4 –
Topic 8 |
2. Recognize
that all organisms are composed of cells, and that many organisms
are single-celled (unicellular), e.g., bacteria, yeast. In these single-celled
organisms, one cell must carry out all of the basic functions of life. |
BIOLOGICAL SYSTEMS
|
|
| Lesson
5 – Topic 1 |
5. Describe the hierarchical organization of multicellular organisms
from cells to tissues to organs to systems to organisms. |
Lesson 5 –
Topic 2
Lesson 5 – Topic 3
Lesson 5 – Topic 4
Lesson 5 – Topic 5
|
6. Identify
the general functions of the major systems of the human body (digestion,
respiration, reproduction, circulation, excretion, protection from
disease, and movement, control, and coordination) and describe ways
that these systems interact with each other. |
| Lesson 5 –
Topic 6 |
9. Compare sexual
reproduction (offspring inherit half of their genes from each parent)
with asexual reproduction (offspring is an identical copy of the parent’s
cell). |
Lesson
5 – Topic 7
Lesson 5 – Topic 8
Lesson 5 – Topic 9
Lesson 5 – Topic 10
|
7. Recognize
that every organism requires a set of instructions that specifies
its traits. These instructions are stored in the organism’s
chromosomes. Heredity is the passage of these instructions from one
generation to another.
8. Recognize that hereditary information is contained in genes located
in the chromosomes of each cell. A human cell contains about 30,000
different genes on 23 different chromosomes. |
ECOSYSTEMS
|
|
Lesson
6 – Topic 1
Lesson 6 – Topic 2 |
16. Recognize that producers (plants that contain chlorophyll) use
the energy from sunlight to make sugars from carbon dioxide and water
through a process called photosynthesis. This food can be used immediately,
stored for later use, or used by other organisms. |
| Lesson 6 –
Topic 3 |
14. Explain
the roles and relationships among producers, consumers, and decomposers
in the process of energy transfer in a food web. |
| Lesson 6 –
Topic 4 |
15. Explain
how dead plants and animals are broken down by other living organisms
and how this process contributes to the system as a whole. |
Lesson 6 –
Topic 5
Lesson 6 – Topic 6
|
13. Give examples
of ways in which organisms interact and have different functions within
an ecosystem that enable the ecosystem to survive. |
| EVOLUTION |
|
Lesson
7 – Topic 1
Lesson 7 – Topic 2
|
10. Give examples of ways in which genetic variation and environmental
factors are causes of evolution and the diversity of organisms.
17. Identify ways in which ecosystems have changed throughout geologic
time in response to physical conditions, interactions among organisms,
and the actions of humans. Describe how changes may be catastrophes
such as volcanic eruptions or ice storms.
18. Recognize that biological evolution accounts for the diversity
of species developed through gradual processes over many generations.
|
| Lesson 7 –
Topic 3 |
12. Relate the
extinction of species to a mismatch of adaptation and the environment. |
| Lesson 7 –
Topic 4 |
11. Recognize
that evidence drawn from geology, fossils, and comparative anatomy
provides the basis of the theory of evolution. |
| Lesson 7 –
Topic 5 |
1. Classify
organisms into the currently recognized kingdoms according to characteristics
that they share. Be familiar with organisms from each kingdom. |
| EARTH AND SPACE |
|
Lesson
8 – Topic 1
|
1. Recognize, interpret, and be able to create models of the earth’s
common physical features in various mapping representations, including
contour maps. |
| Lesson 8 –
Topic 2 |
2. Describe
the layers of the earth, including the lithosphere, the hot convecting
mantle, and the dense metallic core. |
Lesson 8 –
Topic 3
Lesson 8 – Topic 4
|
5. Describe
how the movement of the earth’s crustal plates causes both slow
changes in the earth’s surface (e.g., formation of mountains
and ocean basins) and rapid ones (e.g., volcanic eruptions and earthquakes). |
| Lesson 8 –
Topic 5 |
6. Describe
and give examples of ways in which the earth’s surface is built
up and torn down by natural processes, including deposition of sediments,
rock formation, erosion, and weathering.
7. Explain and give examples of how physical evidence, such as fossils
and surface features of glaciation, supports theories that the earth
has evolved over geologic time. |
Lesson 8 –
Topic 6
Lesson 8 – Topic 7
|
4. Explain the
relationship among the energy provided by the sun, the global patterns
of atmospheric movement, and the temperature differences among water,
land, and atmosphere. |
| Lesson
8 – Topic 8 |
8. Recognize
that gravity is a force that pulls all things on and near the earth
toward the center of the earth. Gravity plays a major role in the
formation of the planets, stars, and solar system and in determining
their motions.
12. Recognize that the universe contains many billions of galaxies,
and that each galaxy contains many billions of stars. |
| Lesson 8 –
Topic 9 |
10. Compare
and contrast properties and conditions 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, and atmospheric
conditions). |
Lesson 8 –
Topic 10
Lesson 8 – Topic 11
|
9. Describe
lunar and solar eclipses, the observed moon phases, and tides. Relate
them to the relative positions of the earth, moon, and sun.
11. Explain how the tilt of the earth and its revolution around the
sun result in an uneven heating of the earth, which in turn causes
the seasons. |
| TECHNOLOGY |
|
Lesson
9 – Topic 1
|
1. Materials, Tools, and Machines
Central Concept: Appropriate materials, tools, and machines enable
us to solve problems, invent, and construct. |
| Lesson 9 –
Topic 2 |
2. Engineering
Design
Central Concept: Engineering design is an iterative process that involves
modeling and optimizing to develop technological solutions to problems
within given constraints. |
| Lesson 9 –
Topic 3 |
3. Communication
Technologies
Central Concept: Ideas can be communicated though engineering drawings,
written reports, and pictures. |
| Lesson 9 –
Topic 4 |
4. Manufacturing
Technologies
Central Concept: Manufacturing is the process of converting raw materials
(primary process) into physical goods (secondary process), involving
multiple industrial processes (e.g., assembly, multiple stages of
production, quality control). |
| Lesson 9–
Topic 5 |
5. Construction
Technologies
Central Concept: Construction technology involves building structures
in order to contain, shelter, manufacture, transport, communicate,
and provide recreation. |
| Lesson
9– Topic 6 |
6. Transportation
Technologies
Central Concept: Transportation technologies are systems and devices
that move goods and people from one place to another across or through
land, air, water, or space. |
| Lesson 9–
Topic 7 |
7. Bioengineering
Technologies
Central Concept: Bioengineering technologies explore the production
of mechanical devices, products, biological substances, and organisms
to improve health and/or contribute improvements to our daily lives. |
Zingy Science Texas (Texas
3rd-5th Grade Science and Technology)
| Lesson
1: Properties
1: Atoms – part I
2: Atoms – part II
3: States of matter
4: Changes of state
5: Mixtures
6: Properties
Lesson 2: Energy and Forces
1: Electricity
2: Series and parallel circuits
3: Transformation of energy
4: Magnetism
5: Magnetizing
6: Light
7: Reflection
8: Refraction
9: Sound
10: Force
11: Simple machines
12: Types of forces (advanced)
|
Lesson
3: Earth
1: Earth layers
2: Tectonic plate motion
3: Volcanoes
4: Earthquakes
5: Rock cycle
6: Changes
7: Fossils
8: Soil
9: The water cycle
10: Wind and weather
Lesson
4: Space
1: The sun
2: The solar system
3: Seasons
4: Moon phases
5: Eclipses and tides |
Lesson
5: Energy Resources
1: Hydro and wind energy
2: Solar energy
3: Geothermal energy
4: Nuclear energy
5: Fossil fuel energy
6: Biomass and biofuels
7: Battery and hydrogen energy
8: Renewable and non-renewable energy resources
9: Materials
Lesson
6: Ecosystems
1: Ecosystems I
2: Ecosystems II
3: Producers
4: Consumers
5: Decomposers
6: Plant and animal relationships I
7: Plant and animal relationships II
8: Biogeochemical cycles
9: Plant and animal cycle
10: Metamorphosis of insects
11: Traits
|
Lesson
7: Measuring
1: Length and time
2: Volume
3: Mass and weight
|
Zingy Science Texas (Texas
3rd-5th Grade Science and Technology)
| ZINGY
PROGRAM |
TEXAS
GRADE 3-5 SCIENCE STANDARDS |
PROPERTIES
|
|
|
Lesson
1 – Topics 1,2,3 |
- Classify
matter based on physical properties, physical state (solid, liquid,
and gas) |
Lesson
1 – Topic 4
|
-
Predict,
observe, and record changes in the state of matter caused by heating
or cooling.
Identify the boiling and freezing/melting points of water on the
Celsius scale;
|
Lesson
1 – Topic 5
|
-
Identify changes that can occur in the physical properties of
the ingredients of solutions such as dissolving salt in water
or adding lemon juice to water.
- Demonstrate that some mixtures maintain physical properties
of their ingredients such as iron filings and sand; and
|
Lesson
1 – Topic 6
|
-
Classify
matter based on physical properties, including mass, magnetism,
physical state (solid, liquid, and gas), relative density (sinking
and floating), solubility in water, and the ability to conduct
or insulate thermal energy or electric energy;
|
ENERGY AND
FORCES
|
|
Lesson
2 – Topics 1,2,4
|
- Demonstrate that the flow of electricity in circuits requires
a complete path through which an electric current can pass and can
produce light, heat, and sound;
- Explore the uses of energy, including mechanical, light, thermal,
electrical, and sound energy; |
| Lesson 2 –
Topics 4,5 |
- Classify
matter based on physical properties, including mass,
magnetism, physical state (solid, liquid,
and gas), relative density (sinking and floating), solubility in
water, and the ability to conduct or insulate thermal energy or
electric energy; |
Lesson
2 – Topics 6,7,8
|
- Demonstrate
that light travels in a straight line until it strikes an object
or travels through one medium to another and demonstrate that light
can be reflected such as the use of mirrors or other shiny surfaces
and refracted such as the appearance of an object when observed
through water |
| Lesson
2 – Topic 9 |
- Explore
the uses of energy, including mechanical, light, thermal, electrical,
and sound
energy |
| Lesson
2 – Topic 10 |
- Design an
experiment that tests the effect of force on an object. |
| Lesson
2 – Topic 11 |
- Demonstrate
and observe how position and motion can be changed by pushing and
pulling objects to show work being done such as swings, balls, pulleys,
and wagons. |
EARTH
|
|
Lesson 3–
Topics 1-4
|
- Investigate
rapid changes in Earth’s surface such as volcanic eruptions,
earthquakes, and landslides. |
| Lesson 3–
Topics 5,6 |
- Explore
the processes that led to the formation of sedimentary rocks and
fossil fuels
- Recognize how landforms such as deltas, canyons, and sand dunes
are the result of changes to Earth’s surface by wind, water,
and ice |
| Lesson 3–
Topic 7 |
- Identify
fossils as evidence of past living organisms and the nature of the
environments at the time using models. |
| Lesson 3–
Topic 8 |
- Examine
properties of soils, including color and texture, capacity to retain
water, and ability to support the growth of plants |
| Lesson
3– Topic 9 |
- Describe
and illustrate the continuous movement of water above and on the
surface of Earth through the water cycle and explain the role of
the Sun as a major source of energy in this process; and
- Explain how the Sun and the ocean interact in the water cycle |
| Lesson 3–
Topic 10 |
- Measure
and record changes in weather and make predictions using weather
maps, weather symbols, and a map key;
- Differentiate between weather and climate; |
SPACE
|
|
Lesson
4 – Topic 1
|
- Identify and compare the physical characteristics of the Sun,
Earth, and Moon. |
| Lesson 4 –
Topic 2 |
- Identify
the planets in Earth’s solar system and their position in
relation to the Sun |
| Lesson
4 – Topics 3,5,6 |
- Demonstrate
that Earth rotates on its axis once approximately every 24 hours
causing the day/night cycle and the apparent movement of the Sun
across the sky
-
Collect and analyze data to identify sequences and predict patterns
of change in shadows, tides, seasons, and the observable appearance
of the Moon over time. |
ENERGY RESOURCES
|
|
| Lesson
5 – Topics 1-9 |
- Identify alternative energy resources such as wind, solar, hydroelectric,
geothermal, and biofuels; and
- Identify and classify Earth’s renewable resources, including
air, plants, water, and animals; and nonrenewable resources, including
coal, oil, and natural gas; and the importance of conservation.
|
ECOSYSTEMS
|
|
| Lesson
6 –
Topics 1,2,3,4,5
|
-
Observe the way organisms live and survive in their ecosystem by
interacting with the living and non-living elements
- Observe and describe the physical characteristics of environments
and how they support populations and communities within an ecosystem.
- Predict the effects of changes in ecosystems caused by living
organisms, including humans, such as the overpopulation of grazers
or the building of highways; and
Adaptive traits
-Compare the structures and functions of different species that
help them live and survive such as hooves on prairie animals or
webbed feet in aquatic animals
- Describe how the flow of energy derived from the Sun, used by
producers to create their own food, is transferred through a food
chain and food web to consumers and decomposers; |
| Lesson 6 –
Topic 8 |
- Identify
the significance of the carbon dioxide-oxygen cycle to the survival
of plants and animals |
| Lesson 6 –
Topics 9,10 |
- Investigate
and compare how animals and plants undergo a series of orderly changes
in their diverse life cycles such as tomato plants, frogs, and lady
bugs.
- Describe the differences between complete and incomplete metamorphosis
of insects. |
| Lesson 6 –
Topic 11 |
- Differentiate
between inherited traits of plants and animals such as spines on
a cactus or shape of a beak and learned behaviors such as an animal
learning tricks or a child riding a bicycle |
Zingy Science Texas (Texas
6th-8th Grade Science and Technology)
14 lessons in introductory Chemistry, Biology, Earth Sciences
and Technology. Hundreds of questions:
Note that specific topics can be blocked in student accounts.
| Lesson
1: Atoms
1: Periodic Table of Elements
2: Atoms
3 : Protons and electrons
4: Neutrons
5: Charge
Lesson 2: Properties and Changes
1: Elements and compounds part I
2: Elements and compounds part II
3: States of matter
4: Chemical reactions and physical changes
5: Chemical Equations
6: Conservation of matter
7: Conservation of mass
8: Mixtures
9: Salts, molecules and metals
10: Periodic table trends
11: Metals and non-metals
Lesson
3: Density
1: Volume
2: Mass
3: Density
4: Floating and sinking
Lesson
4: Motion
1: Metric system
2: Time
3: Speed
4: Velocity
5: Acceleration
6: Graphing (distance vs. time)
7: Graphing (speed vs. time)
Lesson
5: Forces
1: Force
2: Friction and air resistance
3: Gravitational force
4: Weight
5: Moving
6: Reaction forces
7: F=ma |
Lesson
6: Simple Machines
1: Work
2: Ramp and screw
3: Lever
4: Pulley
Lesson
7: Energy
1: Transformation of energy
2: Potential and Kinetic Energy
3: Energy Calculations
4: Heat and temperature
5: Specific heat
6: Heat calculations
7: Heat transfer
Lesson
8: The cell
1: Chemistry of living things
2: Introduction to the cell
3: Cell membrane
4: Mitochondria
5: Proteins
6: Mitosis
7: Animal and plant cells
8: Cell comparisons
Lesson
9: Biological systems
1: Tissues, organs and systems
2: Digestive system
3: Urinary system (waste removal)
4: Respiratory circulatory system
5: Musculoskeletal and nervous systems
6: Homeostasis
Lesson
10: Genetics
1: Asexual and sexual reproduction
2: Chromosome pairs
3: Genes and traits
4: Dominant/Recessive
5: X/Y chromosomes
6: Punnett square
|
Lesson
11: Ecosystems
1: Ecosystems
2: Producers
3: Consumers
4: Decomposers
5: Plant and animal relationships I
6: Plant and animal relationships II
7: Biogeochemical cycles
8: Introduction to evolution
9: Natural selection
10: Extinction
11: Evidence for evolution
12: Classification
Lesson 12: Earth
1: Mapping of Earth
2: Structure of Earth
3: Plate tectonics
4: Volcanoes and earthquakes
5: Rocks
6: Mineral properties
7: The water cycle
8: Wind and weather
Lesson 13: Space
1: Stars and galaxies
2: The solar system
3: Seasons and moon phases
4: Eclipses and tides
5: Large distances
Lesson 14: Energy Resources
1: Hydro and wind energy
2: Solar energy
3: Geothermal energy
4: Nuclear energy
5: Fossil fuel energy
6: Biomass and biofuels
7: Battery and hydrogen energy
8: Renewable and non-renewable energy resources
|
Zingy Science Texas (Texas
6th-8th Grade Science and Technology)
9 lessons in introductory Chemistry, Biology, Earth Sciences and Technology.
Hundreds of questions:
(Note that only the standards highlighted in black are included in the 8th grade STAAR Science
assessment.)
| ZINGY
PROGRAM |
TEXAS
GRADE 6-8 SCIENCE STANDARDS |
ATOMS
|
|
| Lesson
1 – Topic 1 |
Grade 6 - 5.B recognize that a limited number of the many known
elements comprise the largest portion of solid Earth, living matter,
oceans, and the atmosphere; |
Lesson 1 –
Topic 2
Lesson 1 – Topic 3
Lesson 1 – Topic 4
Lesson 1 – Topic 5 |
Grade
8 - 5.A describe the structure of atoms, including the masses,
electrical charges, and locations, of protons and neutrons in
the nucleus and electrons in the electron cloud;
Grade 8 - 5.B identify that protons determine an element's identity;
|
PROPERTIES
AND CHANGES
|
|
Lesson
2 – Topic 1
Lesson 2 – Topic 2
|
Grade 6 - 5.A know that an element is a pure
substance represented by chemical symbols;
Grade 6 - 5.C differentiate between elements and compounds on the
most basic level; |
Lesson 2 –
Topic 3
Lesson 2 – Topic 4 |
Grade 6 -
5.D identify the formation of a new substance by using the evidence
of a possible chemical change such as production of a gas, change
in temperature, production of a precipitate, or color change.
Grade 8 - 5.E investigate how evidence of chemical reactions indicate
that new substances with different properties are formed |
Lesson
2 – Topic 5
|
Grade 8 -
5.D recognize that chemical formulas are used to identify substances
and determine the number of atoms of each element in chemical formulas
containing subscripts; |
Lesson
2 – Topic 6
Lesson 2 – Topic 7 |
Grade 8 -
5.F recognize whether a chemical equation containing coefficients
is balanced or not and how that relates to the law of conservation
of mass. |
| Lesson
2 – Topic 8 |
|
Lesson
2 – Topic 9
Lesson 2 – Topic 10 |
Grade 8 -
5.C interpret the arrangement of the Periodic Table, including groups
and periods, to explain how properties are used to classify elements; |
| Lesson
2 – Topic 11 |
Grade 6 -
6.A compare metals, nonmetals, and metalloids using physical properties
such as luster, conductivity, or malleability; |
DENSITY
|
|
Lesson
3 – Topic 1
Lesson 3 – Topic 2
Lesson 3 – Topic 3
Lesson 3 – Topic 4
|
Grade 6 - 6.B calculate density to identify an unknown substance; |
MOTION
|
|
Lesson
4 – Topic 1
Lesson 4 – Topic 2
Lesson 4 – Topic 3
Lesson 4 – Topic 4
Lesson 4 – Topic 5
|
Grade 6 - 8.C calculate average speed using distance and time measurements;
Grade 8 - 6.B differentiate between speed, velocity, and acceleration |
Lesson 4 –
Topic 6
Lesson 4 – Topic 7 |
Grade 6 -
8.D measure and graph changes in motion |
FORCES
|
|
Lesson
5 – Topic 1
Lesson 5 – Topic 2
Lesson 5 – Topic 3
Lesson 5 – Topic 4
Lesson 5 – Topic 5 |
Grade 6 - 8.B identify and describe the changes
in position, direction, and speed of an object when acted upon by
unbalanced forces;
Grade 8 - 6.A demonstrate and calculate how unbalanced forces change
the speed or direction of an object's motion; |
Lesson 5 –
Topic 6
Lesson 5 – Topic 7
|
Grade 8 -
6.C investigate and describe applications of Newton's law of inertia,
law of force and acceleration, and law of action-reaction such as
in vehicle restraints, sports activities, amusement park rides,
Earth's tectonic activities, and rocket launches. |
SIMPLE MACHINES
|
|
Lesson
6 – Topic 1
Lesson 6 – Topic 2
Lesson 6 – Topic 3
Lesson 6 – Topic 4 |
Grade 6 - 8.E investigate how inclined planes
and pulleys can be used to change the amount of force to move an
object.
Grade 7 - 7.A contrast situations where work is done with different
amounts of force to situations where no work is done such as moving
a box with a ramp and without a ramp, or standing still; |
| ENERGY |
|
| Lesson 7 –
Topic 1 |
Grade 6 -
9.C demonstrate energy transformations such as energy in a flashlight
battery changes from chemical energy to electrical energy to light
energy. |
Lesson 7 –
Topic 2
Lesson 7 – Topic 3 |
Grade 6 -
8.A compare and contrast potential and kinetic energy; |
| Lesson 7 –
Topic 4 |
Grade 6 -
9.B verify through investigations that thermal energy moves in a
predictable pattern from warmer to cooler until all the substances
attain the same temperature such as an ice cube melting |
Lesson 7 –
Topic 5
Lesson 7 – Topic 6 |
|
| Lesson
7 – Topic 7 |
Grade 6 -
9.A investigate methods of thermal energy transfer, including conduction,
convection, and radiation; |
| CELL |
|
Lesson
8 – Topic 1
|
Grade 7 - 6.A identify that organic compounds contain carbon and
other elements such as hydrogen, oxygen, phosphorus, nitrogen, or
sulfur; |
| Lesson
8 – Topic 2
Lesson 8 – Topic 3
Lesson 8 – Topic 4
Lesson 8 – Topic 5
Lesson 8 – Topic 6
Lesson 8 – Topic 8 |
Grade 7 -
12.D differentiate between structure and function in plant and animal
cell organelles, including cell membrane, cell wall, nucleus, cytoplasm,
mitochondrion, chloroplast, and vacuole; |
| Lesson 8 –
Topic 8 |
Grade 6 -
12.A understand that all organisms are composed of one or more cells;
Grade 6 - 12.B recognize that the presence of a nucleus determines
whether a cell is prokaryotic or eukaryotic;
Grade 7 - 12.F recognize that according to cell theory all organisms
are composed of cells and cells carry on similar functions such
as extracting energy from food to sustain life. |
| BIOLOGICAL
SYSTEMS |
|
Lesson
9 – Topic 1
|
Grade 7 - 12.C recognize levels of organization in plants and animals,
including cells, tissues, organs, organ systems, and organisms; |
Lesson 9 –
Topic 2
Lesson 9 – Topic 3
Lesson 9 – Topic 4
Lesson 9 – Topic 5 |
Grade 7 -
12.B identify the main functions of the systems of the human organism,
including the circulatory, respiratory, skeletal, muscular, digestive,
excretory, reproductive, integumentary, nervous, and endocrine systems;
Grade 7 - 6.B distinguish between physical and chemical changes
in matter in the digestive system
Grade 7 - 6.C recognize how large molecules
are broken down into smaller molecules such as carbohydrates can
be broken down into sugars. |
Lesson 9 –
Topic 6
|
Grade 7 -
13.A investigate how organisms respond to external stimuli found
in the environment such as phototropism and fight or flight
Grade 7 - 13.B describe and relate responses in organisms that may
result from internal stimuli such as wilting in plants and fever
or vomiting in animals that allow them to maintain balance. |
| GENETICS |
|
Lesson
10 – Topic 1
|
Grade 7 - 14.B compare the results of uniform or diverse offspring
from sexual reproduction or asexual reproduction |
Lesson 10
– Topic 2
Lesson 10 – Topic 3
Lesson 10 – Topic 4
Lesson 10 – Topic 5
Lesson 10 – Topic 6 |
Grade 7 -
14.A define heredity as the passage of genetic instructions from
one generation to the next generation;
Grade 7 - 14.C recognize that inherited traits of individuals are
governed in the genetic material found in the genes within chromosomes
in the nucleus. |
| ECOSYSTEMS |
|
| Lesson 11
– Topic 1 |
Grade
6 - 12.E describe biotic and abiotic parts of an ecosystem in which
organisms interact
Grade 6 - 12.F diagram the levels of organization within an ecosystem,
including organism, population, community, and ecosystem.
Grade 7 - 10.A observe and describe how different environments,
including microhabitats in schoolyards and biomes, support different
varieties of organisms;
Grade 7 - 10.C observe, record, and describe the role of ecological
succession such as in a microhabitat of a garden with weeds. |
Lesson 11
– Topic 2
|
Grade
7 - 5.A recognize that radiant energy from the Sun is transformed
into chemical energy through the process of photosynthesis; |
| Lesson 11
– Topic 3 |
Grade
7 - 5.C diagram the flow of energy through living systems, including
food chains, food webs, and energy pyramids.
Grade 7 - 7.B illustrate the transformation
of energy within an organism such as the transfer from chemical
energy to heat and thermal energy in digestion |
| Lesson 11
– Topic 4 |
Grade
7 - 5.B demonstrate and explain the cycling of matter within living
systems such as in the decay of biomass in a compost bin |
| Lesson
11 – Topic 5 |
Grade
7 - 10.B describe how biodiversity contributes to the sustainability
of an ecosystem |
| Lesson
11 – Topic 6 |
Grade
8 - 11.A describe producer/consumer, predator/prey, and parasite/host
relationships as they occur in food webs within marine, freshwater,
and terrestrial ecosystems;
Grade 8 - 11.B investigate how organisms and populations in an ecosystem
depend on and may compete for biotic and abiotic factors such as
quantity of light, water, range of temperatures, or soil composition; |
| Lesson
11 – Topic 7 |
Grade
8 - 11.D recognize human dependence on ocean systems and explain
how human activities such as runoff, artificial reefs, or use of
resources have modified these systems. |
Lesson
11 – Topic 8
Lesson 11 – Topic 9
Lesson 11 – Topic 10
Lesson 11 – Topic 11 |
Grade
7 - 11.C identify some changes in genetic traits that have occurred
over several generations through natural selection and selective
breeding such as the Galapagos Medium Ground Finch 5.Geospiza fortis
or domestic animals.
Grade 7 - 11.B explain variation within a
population or species by comparing external features, behaviors,
or physiology of organisms that enhance their survival such as migration,
hibernation, or storage of food in a bulb
Grade 7 - 12.A investigate and explain how
internal structures of organisms have adaptations that allow specific
functions such as gills in fish, hollow bones in birds, or xylem
in plants;
Grade 8 - 11.C explore how short- and long-term environmental changes
affect organisms and traits in subsequent populations |
| Lesson
11– Topic 12 |
Grade
6 - 12.C recognize that the broadest taxonomic classification of
living organisms is divided into currently recognized Domains;
Grade 6 - 12.D identify the basic characteristics of organisms,
including prokaryotic or eukaryotic, unicellular or multicellular,
autotrophic or heterotrophic, and mode of reproduction, that further
classify them in the currently recognized Kingdoms;
Grade 7 - 11.A examine organisms or their structures such as insects
or leaves and use dichotomous keys for identification; |
| EARTH |
|
| Lesson 12
– Topic 1 |
Grade
8 - 9.C interpret topographic maps and satellite views to identify
land and erosional features and predict how these features may be
reshaped by weathering. |
Lesson 12
– Topic 2
|
Grade
6 - 10.A build a model to illustrate the structural layers of Earth,
including the inner core, outer core, mantle, crust, asthenosphere,
and lithosphere; |
| Lesson 12
– Topic 3 |
Grade
6 - 10.C identify the major tectonic plates, including Eurasian,
African, Indo-Australian, Pacific, North American, and South American
Grade 8 - 9.A describe the historical development of evidence that
supports plate tectonic theory; |
| Lesson 12
– Topic 4 |
Grade
6 - 10.D describe how plate tectonics causes major geological events
such as ocean basins, earthquakes, volcanic eruptions, and mountain
building.
Grade 8 - 9.B relate plate tectonics to the formation of crustal
features |
| Lesson
12 – Topic 5 |
Grade
6 - 10.B classify rocks as metamorphic, igneous, or sedimentary
by the processes of their formation;
Grade 7 - 8.B analyze the effects of weathering, erosion, and deposition
on the environment in ecoregions of Texas |
| Lesson
12 – Topic 6 |
Grade
6 - 6.C test the physical properties of minerals, including hardness,
color, luster, and streak. |
Lesson
12 – Topic 7
Lesson 12 – Topic 8 |
Grade
8 - 10.A recognize that the Sun provides the energy that drives
convection within the atmosphere and oceans, producing winds and
ocean currents;
Grade 8 - 10.B identify how global patterns of atmospheric movement
influence local weather using weather maps that show high and low
pressures and fronts |
| SPACE |
|
| Lesson 13
– Topic 1 |
Grade
6 - 11.B understand that gravity is the force that governs the motion
of our solar system
Grade 8 - 8.A describe components of the universe, including stars,
nebulae, and galaxies, and use models such as the Herztsprung-Russell
diagram for classification;
Grade 8 - 8.B recognize that the Sun is a medium-sized star near
the edge of a disc-shaped galaxy of stars and that the Sun is many
thousands of times closer to Earth than any other star; |
Lesson 13
– Topic 2
|
Grade
6 - 11.A describe the physical properties, locations, and movements
of the Sun, planets, Galilean moons, meteors, asteroids, and comets;
Grade 7 - 9.A analyze the characteristics of objects in our solar
system that allow life to exist such as the proximity of the Sun,
presence of water, and composition of the atmosphere
Grade 8 - 8.E research how scientific data are used as evidence
to develop scientific theories to describe the origin of the universe. |
| Lesson 13
– Topic 3 |
Grade
8 - 7.A model and illustrate how the tilted Earth rotates on its
axis, causing day and night, and revolves around the Sun causing
changes in seasons;
Grade 8 - 7.B demonstrate and predict the sequence of events in
the lunar cycle |
| Lesson 13
– Topic 4 |
Grade
8 - 7.C relate the position of the Moon and Sun to their effect
on ocean tides. |
| Lesson
13 – Topic 5 |
Grade
8 - 8.D model and describe how light years are used to measure distances
and sizes in the universe |
| ENERGY
RESOURCES |
|
Lesson 14
– Topic 1
Lesson 14 – Topic 2
Lesson 14 – Topic 3
Lesson 14 – Topic 4
Lesson 14 – Topic 5
Lesson 14 – Topic 6
Lesson 14 – Topic 7
Lesson 14 – Topic 8 |
Grade 6 -
7.A research and debate the advantages and disadvantages of using
coal, oil, natural gas, nuclear power, biomass, wind, hydropower,
geothermal, and solar resources |
Product
Uses
The following is a partial list of how schools can benefit from Zingy
Learning software products:
1) In class instruction
using a projector
| |
-
Teacher uses animations to explain concepts.
- The animations tell the story.
- Excellent for classroom management. The visuals catch the students’
attention. You often hear “Oh, I get it!”
- Teacher saves time, by not having to draw on the board.
- Can test students in an interactive way with zingy and self-made quizzes. |
2) Students work at their own pace in computer lab while
teacher acts as a facilitator
| |
-
Students learn at their own pace while the teacher guides the lesson.
- Students learn actively.
- Students get immediate feedback by taking the quizzes included in
the program, thus building confidence. |
3) Students are assigned to work independently in computer
lab or library
| |
-
Each student can learn at his or her own pace.
- Excellent for independent learners. Students who cannot focus in
class often do well using such a learning method.
- This method was extremely successful in dozens of schools. |
4) Students use software on home computer
| |
-
Students prefer to use software versus a textbook.
- Students learn at their own pace.
- Recommended by teachers in conjunction with class use for best results.
- Students who miss class instruction can quickly catch up on their
own and avoid falling behind. |
5) Learning Center applications
| |
-
Specialists who work with students who need individualized instruction
can easily step through the lessons together with the students.
- Students can progress through the lessons at their own pace.
- Teachers can leverage the quizzes and interactive features to engage
the student. |
6) Gifted and Talented resource
| |
-
Students can work and learn at an accelerated pace. |
7) Special teacher features:
| |
Teacher
can:
- create multiple choice and short answer quizzes
- set quizzes to be visible or not visible to students
- view multiple-choice quiz scores
- view short-answer responses with comment option.
- view student login data
- create class messages
|
8) Special principal
features:
| |
Principal
can:
- view quiz results
- view student login data
- edit student accounts
|
|
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