|
|
--
|
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 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 and time
Topic 2: Speed
Topic 3: Constant speed versus changing speeds
Topic 4: Average speed
Topic 5: Velocity
Topic 6: Acceleration
Topic 7: Graphing: distance vs. time
Topic 8: Graphing: velocity vs. time
Topic 9: Summary
Topic 10: 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 |
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
|
|
-- |
