Spreadsheet: 103088d1300912680-work-around-for-countifs-255-character-limit-plan-book-sample
Sheet: STANDARDS

EC |  | [NAME] | Strand | Big_Idea | Concept | Grade | Code | STANDARD_Description | Content_Standard | Goals | DOK | 7 | 8 | 6
ES |  | Science | EC | 1 | A | 6 | a | Identify the biotic factors (populations of organisms) and abiotic factors (e.g., quantity of light and water, range of temperatures, soil composition) that make up an ecosystem | 4
FM |  | Science | EC | 1 | B | 6 | a | Identify populations within a community that are in competition with one another for resources | 4
IN |  | Science | EC | 1 | B | 6 | b | Identify the factors that affect the number and types of organisms an ecosystem can support (e.g., food availability, abiotic factors such as quantity of light and water, temperature and temperature range, soil composition, disease, competitions from other organisms, predation) | 4
LO |  | Science | EC | 1 | B | 6 | c | Predict the possible effects of changes in the number and types of organisms in an ecosystem on the populations of other organisms within that ecosystem | 4
ME |  | Science | EC | 1 | D | 6 | a | Describe beneficial and harmful activities of organisms, including humans (e.g., deforestation, overpopulation, water and air pollution, global warming, restoration of natural environments, river bank/coastal stabilization, recycling, channelization, reintroduction of species, depletion of resources), and explain how these activities affect organisms within an ecosystem | 4
ST |  | Science | EC | 1 | D | 6 | b | Predict the impact (beneficial or harmful) of a natural environmental change (e.g., forest fire, flood, volcanic eruption, avalanche) on the organisms in an ecosystem | 4
UN |  | Science | EC | 1 | D | 6 | c | Describe possible solutions to potentially harmful environmental changes within an ecosystem | 4
 |  | Science | EC | 1 | D | 8 | a | Explain the beneficial or detrimental impact that some organisms (i.e., viruses, bacteria, protists, fungi) may have on other organisms (e.g., diseases, antibiotics, breakdown of waste, fermentation) | 4
 |  | Science | EC | 2 | A | 6 | a | Diagram and describe the transfer of energy in an aquatic food web and a land food web with reference to producers, consumers, decomposers, scavengers, and predator/prey relationships | 4
 |  | Science | EC | 2 | A | 6 | b | Classify populations of unicellular and multicellular organisms as producers, consumers, and decomposers by the role they serve in the ecosystem | 4
 |  | Science | EC | 2 | B | 8 | a | Illustrate the oxygen/carbon dioxide cycles (including the processes of photosynthesis and cellular respiration) | 4
 |  | Science | EC | 2 | B | 8 | b | Describe the processes involved in the recycling of matter in the oxygen/carbon dioxide cycles | 4
 |  | Science | EC | 3 | A | 6 | a | Identify fossils as evidence some types of organisms (e.g., dinosaurs, trilobites, mammoths, giant tree ferns) that once lived in the past, and have since become extinct, have similarities with and differences from organisms living today | 4
 |  | Science | EC | 3 | C | 6 | a | Relate examples of adaptations (specialized structures or behaviors) within a species to its ability to survive in a specific environment (e.g., hollow bones/flight, hollow hair/insulation, dense root structure/compact soil, seeds/food, protection for plant embryo vs. spores, fins/movement in water) | 4
 |  | Science | EC | 3 | C | 6 | b | Predict how certain adaptations, such as behavior, body structure, or coloration, may offer a survival advantage to an organism in a particular environment | 4
 |  | Science | ES | 1 | A | 6 | a | Describe the components of soil and other factors that influence soil texture, fertility, and resistance to erosion (e.g., plant roots and debris, bacteria, fungi, worms, rodents) | 5
 |  | Science | ES | 1 | A | 8 | a | Differentiate between minerals and rocks (which are composed of different kinds of minerals) | 5
 |  | Science | ES | 1 | A | 8 | b | Describe the distinguishing properties that can be used to classify minerals (i.e., texture, smell, luster, hardness, crystal shape, streak, reaction to magnets and acids) | 5
 |  | Science | ES | 1 | A | 8 | c | Describe the methods used to identify the distinguishing properties of minerals | 5
 |  | Science | ES | 1 | A | 8 | d | Classify rocks as sedimentary, igneous, or metamorphic | 5
 |  | Science | ES | 1 | B | 6 | a | Identify and describe the properties of water that make it an essential component of the Earth system (e.g., its ability to act as a solvent, its ability to remain as a liquid at most Earth temperatures) | 5
 |  | Science | ES | 1 | C | 7 | a | Describe the composition of the Earth’s atmosphere (i.e., mixture of gases, water and minute particles) and how it circulates as air masses | 5
 |  | Science | ES | 1 | C | 7 | b | Describe the role atmosphere (e.g., clouds, ozone) plays in precipitation, reflecting and filtering light from the Sun, and trapping heat energy emitted from the Earth’s surface | 5
 |  | Science | ES | 2 | A | 6 | a | Make inferences about the formation of sedimentary rocks from their physical properties (e.g., layering and the presence of fossils indicate sedimentation) | 5
 |  | Science | ES | 2 | A | 6 | b | Explain how the formation of sedimentary rocks depends on weathering and erosion | 5
 |  | Science | ES | 2 | A | 6 | c | Describe how weathering agents and erosional processes (i.e., force of water as it freezes or flows, expansion/contraction due to temperature, force of wind, force of plant roots, action of gravity, chemical decomposition) slowly cause surface changes that create and/or change landforms | 5
 |  | Science | ES | 2 | A | 6 | d | Describe how the Earth’s surface and surface materials can change abruptly through the activity of floods, rock/mudslides, or volcanoes | 5
 |  | Science | ES | 2 | B | 6 | a | Identify events (earthquakes, volcanic eruptions) and the landforms created by them on the Earth’s surface that occur at different plate boundaries | 5
 |  | Science | ES | 2 | B | 8 | a | Explain convection currents are the result of uneven heating inside the mantle resulting in the melting of rock materials, convection of magma, eruption/flow of magma, and movement of crustal plates | 5
 |  | Science | ES | 2 | B | 8 | b | Explain how rock layers are affected by the folding, breaking, and uplifting of rock layers due to plate motion | 5
 |  | Science | ES | 2 | B | 8 | c | Describe how the movement of crustal plates can cause earthquakes and volcanic eruptions that can result in mountain building and trench formation | 5
 |  | Science | ES | 2 | C | 8 | a | Explain how heating and cooling in the mantle layer leads to the formation of metamorphic rocks and some igneous rocks | 5
 |  | Science | ES | 2 | C | 8 | b | Make inferences about the formation of igneous and metamorphic rocks from their physical properties (e.g., crystal size indicates rate of cooling, air pockets or glassy texture indicate volcanic activity) | 5
 |  | Science | ES | 2 | C | 8 | c | Explain and diagram the external and internal processes of the rock cycle (e.g., weathering and erosion, sedimentation, compaction, heating, recrystallization, resurfacing due to forces that drive plate motion) | 5
 |  | Science | ES | 2 | D | 6 | a | Explain the types of fossils and the processes by which they are formed (i.e., replacement, mold and cast, preservation, trace) | 5
 |  | Science | ES | 2 | D | 6 | b | Use fossil evidence to make inferences about changes on Earth and in its environment  (i.e., superposition of rock layers, similarities between fossils in different geographical locations, fossils of seashells indicate the area was once underwater) | 5
 |  | Science | ES | 2 | D | 8 | a | Describe the methods used to estimate geologic time and the age of the Earth (e.g., techniques used to date rocks and rock layers, presence of fossils) | 5
 |  | Science | ES | 2 | D | 8 | b | Use rock and fossil evidence to make inferences about the age, history, and changing life forms and environment of the Earth (i.e., changes in successive layers of sedimentary rock and the fossils contained within them, similarities between fossils in different geographic locations, similarities between fossils and organisms present today, fossils of organisms indicating changes in climate, fossils of extinct organisms) | 5
 |  | Science | ES | 2 | E | 7 | a | Explain and trace the possible paths of water through the hydrosphere, geosphere, and atmosphere (i.e., the water cycle: evaporation, condensation, precipitation, surface run-off/groundwater flow) | 5
 |  | Science | ES | 2 | E | 7 | b | Relate the different forms water can take (i.e., snow, rain, sleet, fog, clouds, dew, humidity) as it moves through the water cycle to atmospheric conditions (i.e., temperature, pressure, wind direction and speed, humidity) at a given geographic location | 5
 |  | Science | ES | 2 | E | 7 | c | Explain how thermal energy is transferred throughout the water cycle by the processes of convection, conduction, and radiation | 5
 |  | Science | ES | 2 | F | 7 | a | Explain how the differences in surface temperature, due to the different heating and cooling rates of water and soil, affect the temperature and movement of the air above | 5
 |  | Science | ES | 2 | F | 7 | b | Describe the characteristics of air masses (i.e., high/low barometric pressure, temperature) and predict their effect on the weather in a given location | 5
 |  | Science | ES | 2 | F | 7 | c | Identify weather conditions associated with cold fronts and warm fronts | 5
 |  | Science | ES | 2 | F | 7 | d | Identify factors that affect weather patterns in a particular region (e.g., proximity to large bodies of water, latitude, altitude, prevailing wind currents, amount of solar radiation, location with respect to mountain ranges) | 5
 |  | Science | ES | 2 | F | 7 | e | Collect and interpret weather data (e.g., cloud cover, precipitation, wind speed and direction) from weather instruments and maps to explain present day weather and to predict the next day’s weather | 5
 |  | Science | ES | 2 | F | 7 | f | Describe the significant changes in temperature and barometric pressure may cause dramatic weather phenomena (i.e., severe thunderstorms, tornadoes, hurricanes) | 5
 |  | Science | ES | 2 | F | 7 | g | Differentiate between weather and climate | 5
 |  | Science | ES | 2 | F | 7 | h | Identify factors that affect climate (e.g., latitude, altitude, prevailing wind currents, amount of solar radiation) | 5
 |  | Science | ES | 3 | A | 6 | a | Relate the comparative amounts of fresh water and salt water on the Earth to the availability of water as a resource for living organisms and human activity | 5
 |  | Science | ES | 3 | A | 6 | b | Describe the affect of human activities (e.g., landfills, use of fertilizers and herbicides, farming, septic systems) on the quality of water | 5
 |  | Science | ES | 3 | A | 6 | c | Analyze the ways humans affect the erosion and deposition of soil and rock materials (e.g., clearing of land, planting vegetation, paving land, construction of new buildings, building or removal of dams) and propose possible solutions | 5
 |  | Science | ES | 3 | A | 7 | a | Distinguish between renewable (e.g., geothermal, hydroelectric) and nonrenewable (e.g., fossil fuel) energy sources | 5
 |  | Science | ES | 3 | A | 7 | b | Provide examples of how the availability of fresh water for humans and other living organisms is dependent upon the water cycle | 5
 |  | Science | FM | 1 | A | 7 | a | Describe the circular motion of a moving object as the result of a force acting toward the center | 2
 |  | Science | FM | 1 | A | 7 | b | Classify different types of motion (e.g., straight line, projectile, circular, vibrational) | 2
 |  | Science | FM | 1 | A | 7 | c | Given an object in motion, calculate its speed (distance/time) | 2
 |  | Science | FM | 1 | A | 7 | d | Interpret a line graph representing an object’s motion in terms of distance over time (speed) using metric units | 2
 |  | Science | FM | 2 | A | 7 | a | Identify and describe the types of forces acting on an object in motion, at rest, floating/sinking (i.e., type of force, direction, amount of force in Newton's) | 2
 |  | Science | FM | 2 | A | 7 | b | Compare the forces acting on an object by using a spring scale to measure them to the nearest Newton | 2
 |  | Science | FM | 2 | B | 7 | a | Explain every object exerts a gravitational force of attraction on every other object | 2
 |  | Science | FM | 2 | B | 7 | b | Recognize an object’s weight is a measure of the gravitational force of a planet/moon acting on that object | 2
 |  | Science | FM | 2 | B | 7 | c | Compare the amount of gravitational force acting between objects (which is dependent upon their masses and the distance between them) | 2
 |  | Science | FM | 2 | D | 7 | a | Compare the effects of balanced and unbalanced forces (including magnetic, gravity, friction, push or pull) on an object’s motion | 2
 |  | Science | FM | 2 | D | 7 | b | Explain that when forces (including magnetic, gravity, friction, push or pull) are balanced, objects are at rest or their motion remains constant | 2
 |  | Science | FM | 2 | D | 7 | c | Explain that a change in motion is the result of an unbalanced force acting upon an object | 2
 |  | Science | FM | 2 | D | 7 | d | Explain how the acceleration of a moving object is affected by the amount of net force applied and the mass of the object | 2
 |  | Science | FM | 2 | F | 7 | a | Recognize examples of work being done on an object (force applied and distance moved in the direction of the applied force) with and without the use of simple machines | 2
 |  | Science | FM | 2 | F | 7 | b | Calculate the amount of work done when a force is applied to an object over a distance (W = F x d) | 2
 |  | Science | FM | 2 | F | 7 | c | Explain how simple machines affect the amount of effort force, distance through which a force is applied, and/or direction of force while doing work | 2
 |  | Science | FM | 2 | F | 7 | d | Recognize the amount of work output is never greater than the amount of work input, with or without the use of a simple machine | 2
 |  | Science | FM | 2 | F | 7 | e | Evaluate simple machine designs to determine which design requires the least amount of effort force and explain why | 2
 |  | Science | IN | 1 | A | 6 | a | Formulate testable questions and hypotheses | 7
 |  | Science | IN | 1 | A | 6 | b | Identify and describe the importance of the independent variable, dependent variables, control of constants, and multiple trials to the design of a valid experiment | 7
 |  | Science | IN | 1 | A | 6 | c | Design and conduct a valid experiment | 7
 |  | Science | IN | 1 | A | 6 | d | Evaluate the design of an experiment and make suggestions for reasonable improvements or extensions of an experiment | 7
 |  | Science | IN | 1 | A | 6 | e | Recognize that different kinds of questions suggest different kinds of scientific investigations (e.g., some involve observing and describing objects, organisms, or events; some involve collecting specimens; some involve experiments; some involve making observations in nature; some involve discovery of new objects and phenomena; some involve making models) | 7
 |  | Science | IN | 1 | A | 7 | a | Formulate testable questions and hypotheses | 7
 |  | Science | IN | 1 | A | 7 | b | Identify and describe the importance of the independent variable, dependent variables, control of constants, and multiple trials to the design of a valid experiment | 7
 |  | Science | IN | 1 | A | 7 | c | Design and conduct a valid experiment | 7
 |  | Science | IN | 1 | A | 7 | d | Evaluate the design of an experiment and make suggestions for reasonable improvements or extensions of an experiment | 7
 |  | Science | IN | 1 | A | 7 | e | Recognize that different kinds of questions suggest different kinds of scientific investigations (e.g., some involve observing and describing objects, organisms, or events; some involve collecting specimens; some involve experiments; some involve making observations in nature; some involve discovery of new objects and phenomena; some involve making models) | 7
 |  | Science | IN | 1 | A | 7 | f | Acknowledge there is no fixed procedure called “the scientific method”, but some investigations involve systematic observations, carefully collected and relevant evidence, logical reasoning, and imagination in developing hypotheses and other explanations | 7
 |  | Science | IN | 1 | A | 8 | a | Formulate testable questions and hypotheses | 7
 |  | Science | IN | 1 | A | 8 | b | Identify and describe the importance of the independent variable, dependent variables, control of constants, and multiple trials to the design of a valid experiment | 7
 |  | Science | IN | 1 | A | 8 | c | Design and conduct a valid experiment | 7
 |  | Science | IN | 1 | A | 8 | d | Evaluate the design of an experiment and make suggestions for reasonable improvements or extensions of an experiment | 7
 |  | Science | IN | 1 | A | 8 | e | Recognize that different kinds of questions suggest different kinds of scientific investigations (e.g., some involve observing and describing objects, organisms, or events; some involve collecting specimens; some involve experiments; some involve making observations in nature; some involve discovery of new objects and phenomena; some involve making models) | 7
 |  | Science | IN | 1 | A | 8 | f | Acknowledge there is no fixed procedure called “the scientific method”, but some investigations involve systematic observations, carefully collected and relevant evidence, logical reasoning, and imagination in developing hypotheses and other explanations | 7
 |  | Science | IN | 1 | B | 6 | a | Make qualitative observations using the five senses | 7
 |  | Science | IN | 1 | B | 6 | b | Determine the appropriate tools and techniques to collect data | 7
 |  | Science | IN | 1 | B | 6 | c | Use a variety of tools and equipment to gather data (e.g., microscopes, thermometers, computers, spring scales, balances, magnets, metric rulers, graduated cylinders, stopwatches) | 7
 |  | Science | IN | 1 | B | 6 | d | Measure length to the nearest millimeter, mass to the nearest gram, volume to the nearest milliliter, temperature to the nearest degree Celsius, force (weight) to the nearest Newton, time to the nearest [NAME] | 7
 |  | Science | IN | 1 | B | 6 | e | Compare amounts/measurements | 7
 |  | Science | IN | 1 | B | 6 | f | Judge whether measurements and computation of quantities are reasonable | 7
 |  | Science | IN | 1 | B | 7 | a | Make qualitative observations using the five senses | 7
 |  | Science | IN | 1 | B | 7 | b | Determine the appropriate tools and techniques to collect data | 7
 |  | Science | IN | 1 | B | 7 | c | Use a variety of tools and equipment to gather data (e.g., microscopes, thermometers, analog and digital meters, computers, spring scales, balances, metric rulers, graduated cylinders, stopwatches) | 7
 |  | Science | IN | 1 | B | 7 | d | Measure length to the nearest millimeter, mass to the nearest gram, volume to the nearest milliliter, force (weight) to the nearest Newton, temperature to the nearest degree Celsius, time to the nearest [NAME] | 7
 |  | Science | IN | 1 | B | 7 | e | Compare amounts/measurements | 7
 |  | Science | IN | 1 | B | 7 | f | Judge whether measurements and computation of quantities are reasonable | 7
 |  | Science | IN | 1 | B | 7 | g | Calculate the range and average/mean of a set of data | 7
 |  | Science | IN | 1 | B | 8 | a | Make qualitative observations using the five senses | 7
 |  | Science | IN | 1 | B | 8 | b | Determine the appropriate tools and techniques to collect data | 7
 |  | Science | IN | 1 | B | 8 | c | Use a variety of tools and equipment to gather data (e.g., microscopes, thermometers, analog and digital meters, computers, spring scales, balances, metric rulers, graduated cylinders, stopwatches) | 7
 |  | Science | IN | 1 | B | 8 | d | Measure length to the nearest millimeter, mass to the nearest gram, volume to the nearest milliliter, force (weight) to the nearest Newton, temperature to the nearest degree Celsius, time to the nearest [NAME] | 7
 |  | Science | IN | 1 | B | 8 | e | Compare amounts/measurements | 7
 |  | Science | IN | 1 | B | 8 | f | Judge whether measurements and computation of quantities are reasonable | 7
 |  | Science | IN | 1 | B | 8 | g | Calculate the range and average/mean of a set of data | 7
 |  | Science | IN | 1 | C | 6 | a | Use quantitative and qualitative data as support for reasonable explanations (conclusions) | 7
 |  | Science | IN | 1 | C | 6 | b | Use data as support for observed patterns and relationships, and to make predictions to be tested | 7
 |  | Science | IN | 1 | C | 6 | c | Determine the possible effects of errors in observations, measurements, and calculations on the formulation of explanations (conclusions) | 7
 |  | Science | IN | 1 | C | 6 | d | Evaluate the reasonableness of an explanation (conclusion) | 7
 |  | Science | IN | 1 | C | 6 | e | Analyze whether evidence (data) and scientific principles support proposed explanations (hypotheses, laws, theories) | 7
 |  | Science | IN | 1 | C | 7 | a | Use quantitative and qualitative data as support for reasonable explanations (conclusions) | 7
 |  | Science | IN | 1 | C | 7 | b | Use data as support for observed patterns and relationships, and to make predictions to be tested | 7
 |  | Science | IN | 1 | C | 7 | c | Determine the possible effects of errors in observations, measurements, and calculations on the formulation of explanations (conclusions) | 7
 |  | Science | IN | 1 | C | 7 | d | Evaluate the reasonableness of an explanation (conclusion) | 7
 |  | Science | IN | 1 | C | 7 | e | Analyze whether evidence (data) and scientific principles support proposed explanations (hypotheses, laws, theories) | 7
 |  | Science | IN | 1 | C | 8 | a | Use quantitative and qualitative data as support for reasonable explanations (conclusions) | 7
 |  | Science | IN | 1 | C | 8 | b | Use data as support for observed patterns and relationships, and to make predictions to be tested | 7
 |  | Science | IN | 1 | C | 8 | c | Determine the possible effects of errors in observations, measurements, and calculations on the formulation of explanations (conclusions) | 7
 |  | Science | IN | 1 | C | 8 | d | Evaluate the reasonableness of an explanation (conclusion) | 7
 |  | Science | IN | 1 | C | 8 | e | Analyze whether evidence (data) and scientific principles support proposed explanations (hypotheses, laws, theories) | 7
 |  | Science | IN | 1 | D | 6 | a | Communicate the procedures and results of investigations and explanations through: oral presentations,  drawings and maps, data tables  (allowing for the recording and analysis of data relevant to the experiment, such as independent and dependent variables, multiple trials,  beginning and ending times or temperatures, derived quantities), graphs (bar, single line, pictograph), writings | 7
 |  | Science | IN | 1 | D | 7 | a | Communicate the procedures and results of investigations and explanations through: oral presentations, drawings and maps, data tables (allowing for the recording and analysis of data relevant to the experiment such as independent and dependent variables, multiple trials, beginning and ending times or temperatures, derived quantities), graphs (bar, single, and multiple line), equations and writings | 7
 |  | Science | IN | 1 | D | 8 | a | Communicate the procedures and results of investigations and explanations through: oral presentations, drawings and maps, data tables (allowing for the recording and analysis of data relevant to the experiment such as independent and dependent variables, multiple trials, beginning and ending times or temperatures, derived quantities), graphs (bar, single, and multiple line), equations and writings | 7
 |  | Science | LO | 1 | A | 6 | a | Describe the common life processes necessary to the survival of organisms (i.e., growth, reproduction, life span, response to stimuli, energy use, exchange of gases, use of water, elimination of waste) | 3
 |  | Science | LO | 1 | A | 8 | a | Recognize that most plants and animals require food and oxygen (needed to release the energy from that food) | 3
 |  | Science | LO | 1 | C | 6 | a | Recognize all organisms are composed of cells, the fundamental units of life, which carry on all life processes | 3
 |  | Science | LO | 1 | D | 8 | a | Identify and contrast the structures of plants and animals that serve similar functions (e.g., taking in water and oxygen, support, response to stimuli, obtaining energy, circulation, digestion, excretion, reproduction) | 3
 |  | Science | LO | 1 | E | 6 | a | Recognize most of the organisms on Earth are unicellular (e.g., bacteria, protists) and other organisms, including humans, are multicellular | 3
 |  | Science | LO | 1 | E | 6 | b | Identify examples of unicellular (e.g., bacteria, some protists, fungi) and multicellular organisms (e.g., some fungi, plants, animals) | 3
 |  | Science | LO | 2 | A | 6 | a | Compare and contrast the following plant and animal cell structures: cell membrane, nucleus, cell wall, chloroplast, and cytoplasm | 3
 |  | Science | LO | 2 | A | 6 | b | Recognize the chloroplast as the cell structure where food is produced in plants and some unicellular organisms (e.g., algae, some protists) | 3
 |  | Science | LO | 2 | A | 8 | a | Describe how the cell membrane helps regulate the transfer of materials in and out of the cell | 3
 |  | Science | LO | 2 | A | 8 | b | Identify the function of the chloroplast during photosynthesis | 3
 |  | Science | LO | 2 | B | 6 | a | Describe how plants use energy from the Sun to produce food and oxygen through the process of photosynthesis | 3
 |  | Science | LO | 2 | B | 8 | a | Describe photosynthesis as a chemical change with reactants (water and carbon dioxide) and products (energy-rich sugar molecules and oxygen) that takes place in the presence of light and chlorophyll | 3
 |  | Science | LO | 2 | B | 8 | b | Describe how oxygen is needed by all cells of most organisms for the release of energy from nutrient (sugar) molecules | 3
 |  | Science | LO | 2 | B | 8 | c | Describe the importance of the transport and exchange of oxygen and carbon dioxide to the survival of the organism | 3
 |  | Science | LO | 2 | C | 8 | a | Identify and give examples of each level of organization (cell, tissue, organ, organ system) in multicellular organisms (plants, animals) | 3
 |  | Science | LO | 2 | C | 8 | b | Illustrate and explain the path water and nutrients take as they move through the transport system of a plant | 3
 |  | Science | LO | 2 | C | 8 | c | Explain the interactions between the circulatory and digestive systems as nutrients are processed by the digestive system, passed into the blood stream, and transported in and out of the cell | 3
 |  | Science | LO | 2 | C | 8 | d | Compare and contrast the processes of mechanical and chemical digestion, and their role in providing materials necessary for survival of the cell and organism | 3
 |  | Science | LO | 2 | C | 8 | e | Identify the importance of the transport and exchange of nutrient and waste molecules to the survival of the cell and organism | 3
 |  | Science | LO | 2 | C | 8 | f | Explain the interactions between the circulatory and respiratory systems in exchanging oxygen and carbon dioxide between cells and the atmosphere (when oxygen enters the body, passes into the blood stream, and is transported into the cell; carbon dioxide is transported out of the cell, passes into the blood stream, and exits the body) | 3
 |  | Science | LO | 2 | C | 8 | g | Explain the interactions between the nervous and muscular systems when an organism responds to a stimulus | 3
 |  | Science | LO | 2 | F | 8 | a | Predict the response the body may take to maintain internal balance during an environmental change (e.g., shivering when cold, slowing metabolism when food supply decreases or when dehydrated, adrenaline rAH when frightened) | 3
 |  | Science | LO | 2 | G | 8 | a | Explain the cause and effect of diseases (e.g., AIDS, cancer, diabetes, hypertension) on the human body | 3
 |  | Science | LO | 2 | G | 8 | b | Relate some common diseases (i.e., cold, influenza, strep throat, dysentery, fungal infections) to the organisms that cause them (bacteria, viruses, protests, fungi) | 3
 |  | Science | LO | 2 | G | 8 | c | Differentiate between infectious and noninfectious diseases | 3
 |  | Science | LO | 2 | G | 8 | d | Explain the role of antibiotics and vaccines in the treatment and prevention of diseases | 3
 |  | Science | LO | 3 | A | 8 | a | Compare and contrast the processes of asexual and sexual reproduction, including the type and number of cells involved (one body cell in asexual, two sex cells in sexual), and the number of gene sets (body cell has two sets, sex cells have one set each) passed from parent(s) to offspring | 3
 |  | Science | LO | 3 | A | 8 | b | Identify examples of asexual reproduction (i.e., plants budding, binary fission of single cell organisms) | 3
 |  | Science | LO | 3 | A | 8 | c | Compare and contrast the reproductive mechanisms of classes of vertebrates (i.e., internal vs. external fertilization) | 3
 |  | Science | LO | 3 | A | 8 | d | Describe how flowering plants reproduce sexually | 3
 |  | Science | LO | 3 | C | 8 | a | Identify chromosomes as cellular structures that occur in pairs that carry hereditary information in units called genes | 3
 |  | Science | LO | 3 | C | 8 | b | Recognize and describe how when asexual reproduction occurs, the same genetic information found in the parent cell is copied and passed on to each new daughter cell | 3
 |  | Science | LO | 3 | C | 8 | c | Recognize and describe how when sexual reproduction occurs, genetic material from both parents is passed on and combined to form the genetic code for the new organism | 3
 |  | Science | LO | 3 | D | 8 | a | Recognize and describe when asexual reproduction occurs, the daughter cell is identical to the parent cell (assuming no change in the parent genes) | 3
 |  | Science | LO | 3 | D | 8 | b | Recognize and describe when sexual reproduction occurs, the offspring is not identical to either parent due to the combining of the different genetic codes contained in each sex cell | 3
 |  | Science | ME | 1 | A | 6 | a | Identify matter is anything that has mass and volume | 1
 |  | Science | ME | 1 | A | 6 | b | Describe and compare the volumes (the amount of space an object occupies) of objects or substances directly, using a graduated cylinder, and/or indirectly, using displacement methods | 1
 |  | Science | ME | 1 | A | 6 | c | Describe and compare the masses (amounts of matter) of objects to the nearest gram using a balance | 1
 |  | Science | ME | 1 | A | 6 | d | Classify the types of matter in an object into pure substances or mixtures using their specific physical properties | 1
 |  | Science | ME | 1 | A | 8 | a | Identify elements (unique atoms) and compounds (molecules or crystals) are pure substances that have characteristic properties | 1
 |  | Science | ME | 1 | A | 8 | b | Describe the physical and chemical properties (e.g., magnetic attraction, conductivity, melting point and boiling point, reactivity) of pure substances (elements or compounds) (e.g., copper wire, aluminum wire, iron, charcoal, sulfur, water, salt, sugar, sodium bicarbonate, galena, quartz, magnetite, pyrite) using appropriate senses and tools | 1
 |  | Science | ME | 1 | B | 6 | a | Describe the properties of each component in a mixture/solution and their distinguishing properties (e.g., salt water, oil and vinegar, pond water, [NAME]) | 1
 |  | Science | ME | 1 | B | 6 | b | Describe appropriate ways to separate the components of different types of mixtures (sorting, evaporation, filtration, magnets, boiling, chromatography, screening) | 1
 |  | Science | ME | 1 | B | 6 | c | Predict how various solids (soluble/insoluble) behave (e.g., dissolve, settle, float) when mixed with water | 1
 |  | Science | ME | 1 | C | 6 | a | Describe evidence (e.g., diffusion of food coloring in water, light reflecting off of dust particles in the air, condensation of water vapor by increased pressure or decreased temperature) that supports the theory that matter is composed of small particles (atoms, molecules) that are in constant, random motion | 1
 |  | Science | ME | 1 | C | 8 | a | Describe evidence (e.g., diffusion of colored material into clear material such as water; light reflecting off of dust particles in air; changes in physical properties and reactivity such as gold hammered into foil, oil spreading on the surface of water, decay of organic matter, condensation of water vapor by increased pressure) that supports the theory that matter is composed of moving particles too small to be seen (atoms, molecules) | 1
 |  | Science | ME | 1 | D | 6 | a | Describe the relationship between the change in the volume of water and changes in temperature as it relates to the properties of water (i.e., water expands and becomes less dense when frozen) | 1
 |  | Science | ME | 1 | D | 7 | a | Describe the relationship between temperature and the movement of atmospheric gases (i.e., warm air rises due to expansion of the volume of gas, cool air sinks due to contraction of the volume of gas) | 1
 |  | Science | ME | 1 | D | 8 | a | Using the Kinetic Theory model, illustrate and account for the physical properties (i.e., shape, volume, malleability,  viscosity) of a solid, liquid, or gas in terms of the arrangement and motion of molecules in a substance | 1
 |  | Science | ME | 1 | D | 8 | b | Use the Kinetic Theory model to explain changes in the volume, shape, and viscosity of materials in response to temperature changes during a phase change | 1
 |  | Science | ME | 1 | D | 8 | c | Predict the effect of energy transfer on the physical properties of a substance as it changes to or from a solid, liquid, or gas (i.e., phase changes that occur during freezing, melting, evaporation, boiling, condensation) | 1
 |  | Science | ME | 1 | F | 8 | a | Identify more than 100 known elements (unique atoms) exist that may be combined in nature or by man to produce compounds that make up the living and nonliving substances in the environment | 1
 |  | Science | ME | 1 | G | 6 | a | Identify and classify changes in matter as chemical and/or physical | 1
 |  | Science | ME | 1 | G | 6 | b | Identify chemical changes (i.e., rusting, oxidation, burning, decomposition by acids, decaying, baking) in common objects (i.e., rocks such as limestone, minerals, wood, steel wool, plants) as a result of interactions with sources of energy or other matter that form new substances with different characteristic properties | 1
 |  | Science | ME | 1 | G | 6 | c | Identify physical changes in common objects (e.g., rocks, minerals, wood, water, steel wool, plants) and describe the processes which caused the change (e.g., weathering, erosion, cutting, dissolving) | 1
 |  | Science | ME | 1 | I | 6 | a | Demonstrate and provide evidence that mass is conserved during a physical change | 1
 |  | Science | ME | 1 | I | 7 | a | Explain that the amount of matter remains constant while being recycled through the water cycle | 1
 |  | Science | ME | 1 | I | 8 | a | Provide evidence that mass is conserved during a chemical change in a closed system (e.g., vinegar + baking soda, mold growing in a closed container, steel wool rusting) | 1
 |  | Science | ME | 1 | I | 8 | b | Explain that the amount of matter remains constant while being recycled through the rock cycle | 1
 |  | Science | ME | 1 | I | 8 | c | Explain that the amount of matter remains constant while being recycled through food chains and food webs | 1
 |  | Science | ME | 2 | A | 6 | a | Identify sources of visible light (e.g., the Sun and other stars, flint, bulb, flames, lightning) | 1
 |  | Science | ME | 2 | A | 6 | b | Describe evidence (i.e., cannot bend around walls) that visible light travels in a straight line, using the appropriate tools (i.e., pinhole viewer, ray box, laser pointer) | 1
 |  | Science | ME | 2 | A | 6 | c | Compare the reflection of visible light by various surfaces (i.e., mirror, smooth and rough surfaces, shiny and dull surfaces, [NAME]) | 1
 |  | Science | ME | 2 | A | 6 | d | Compare the refraction of visible light passing through different transparent and translucent materials (e.g., prisms, water, a lens) | 1
 |  | Science | ME | 2 | A | 6 | e | Predict how different surfaces (transparent, translucent, opaque) and lenses (convex, concave) affect the behavior of visible light rays and the resulting image of an object | 1
 |  | Science | ME | 2 | A | 6 | f | Identify receivers of visible light energy (e.g., eye, photocell) | 1
 |  | Science | ME | 2 | A | 6 | g | Recognize and explainthat an object is “seen” only when the object emits or reflects light to the eye | 1
 |  | Science | ME | 2 | A | 6 | h | Recognize differences in wavelength and energy levels within that range of visible light that can be seen by the human eye are perceived as differences in color | 1
 |  | Science | ME | 2 | A | 6 | i | Describe how sound energy is transferred by wave-like disturbances that spread away from the source through a medium | 1
 |  | Science | ME | 2 | A | 6 | j | Describe how changes in energy cause changes in loudness and pitch of a sound | 1
 |  | Science | ME | 2 | A | 6 | k | Predict how the properties of the medium (e.g., air, water, empty space, rock) affect the speed of different types of mechanical waves (i.e., earthquake, sound) | 1
 |  | Science | ME | 2 | A | 7 | a | Identify thermal energy as the random motion (kinetic energy) of molecules or atoms within a substance | 1
 |  | Science | ME | 2 | A | 7 | b | Use the kinetic molecular model to explain changes in the temperature of a material | 1
 |  | Science | ME | 2 | A | 7 | c | Identify thermal energy is transferred as heat from warmer objects to cooler objects until both reach the same temperature (equilibrium) | 1
 |  | Science | ME | 2 | A | 7 | d | Identify the type of materials that transfer energy by conduction, convection, and/or radiation | 1
 |  | Science | ME | 2 | A | 7 | e | Describe how heat is transferred by conduction, convection, and radiation, and classify examples of each | 1
 |  | Science | ME | 2 | A | 7 | f | Classify common materials (e.g., wood, foam, plastic, glass, aluminum foil, soil, air, water) as conductors or insulators of thermal energy | 1
 |  | Science | ME | 2 | A | 7 | g | Predict the differences in temperature over time on different colored (black and white) objects placed under the same heat source | 1
 |  | Science | ME | 2 | A | 7 | h | Describe the interactions (i.e., repel, attract) of like and unlike charges (i.e., magnetic, static electric, electrical) | 1
 |  | Science | ME | 2 | A | 7 | i | Diagram and identify a complete electric circuit by using a source (battery), means of transfer (wires), and receiver (resistance bulbs, motors, fans) | 1
 |  | Science | ME | 2 | A | 7 | j | Observe and describe the evidence of energy transfer in a closed series circuit | 1
 |  | Science | ME | 2 | A | 7 | k | Describe the effects of resistance (number of receivers), amount of voltage (number of energy sources), and kind of transfer materials on the current being transferred through a circuit (e.g., brightness of light, speed of motor) | 1
 |  | Science | ME | 2 | A | 7 | l | Classify materials as conductors or insulators of electricity when placed within a circuit (e.g., wood, pencil lead, plastic, glass, aluminum foil, lemon juice, air, water) | 1
 |  | Science | ME | 2 | A | 7 | m | Diagram and distinguish between complete series and parallel circuits | 1
 |  | Science | ME | 2 | A | 7 | n | Identify advantages and disadvantages of series and parallel circuits | 1
 |  | Science | ME | 2 | A | 8 | a | Recognize and describe how chemical energy is stored in chemical compounds (e.g., energy stored in and released from food molecules, batteries, nitrogen explosives, fireworks, organic fuels) | 1
 |  | Science | ME | 2 | C | 6 | a | Recognize and describe how energy from the Sun is transferred to Earth in a range of wavelengths and energy levels, including visible light, infrared radiation, and ultraviolet radiation | 1
 |  | Science | ME | 2 | C | 6 | b | Recognize and apply the fact that energy from the Sun is the source of almost all energy used to produce the food for living organisms | 1
 |  | Science | ME | 2 | C | 7 | a | Identify solar radiation as the primary source of energy for weather phenomena | 1
 |  | Science | ME | 2 | F | 7 | a | Identify the different energy transformations that occur between different systems (e.g., chemical energy in battery converted to electricity in circuit converted to light and heat from a bulb) | 1
 |  | Science | ME | 2 | F | 7 | b | Identify that, during an energy transformation, heat is often transferred from one object (system) to another because of a difference in temperature | 1
 |  | Science | ME | 2 | F | 7 | c | Recognize and decribe how energy is not lost but conserved as it is transferred and transformed | 1
 |  | Science | ME | 2 | F | 8 | a | Identify the evidence of different energy transformations (e.g., explosion of light, heat, and sound, temperature change, electrical charge) that may occur as chemical energy is released during a chemical reaction | 1
 |  | Science | ST | 1 | A | 6 | a | Explain how technological improvements, such as those developed for use in space exploration, the military, or medicine, have led to the invention of new products that may improve lives here on Earth (e.g., new materials, freeze-dried foods, infrared goggles, Velcro, satellite imagery, robotics, lasers) | 8
 |  | Science | ST | 1 | A | 7 | a | Explain how technological improvements, such as those developed for use in space exploration, the military, or medicine, have led to the invention of new products that may improve lives here on Earth (e.g., new materials, freeze-dried foods, infrared goggles, Velcro, satellite imagery, robotics, lasers) | 8
 |  | Science | ST | 1 | A | 8 | a | Explain how technological improvements, such as those developed for use in space exploration, the military, or medicine, have led to the invention of new products that may improve lives here on Earth (e.g., new materials, freeze-dried foods, infrared goggles, Velcro, satellite imagery, robotics, lasers) | 8
 |  | Science | ST | 1 | B | 6 | a | Identify the link between technological developments and the scientific discoveries made possible through their development (e.g., Hubble telescope and stellar evolution, composition and structure of the universe; the electron microscope and cell organelles; sonar and the composition of the Earth; manned and unmanned space missions and space exploration; [NAME] radar and weather conditions; MRI and CAT-scans and brain activity) | 8
 |  | Science | ST | 1 | B | 7 | a | Identify the link between technological developments and the scientific discoveries made possible through their development (e.g., Hubble telescope and stellar evolution, composition and structure of the universe; the electron microscope and cell organelles; sonar and the composition of the Earth; manned and unmanned space missions and space exploration; [NAME] radar and weather conditions; MRI and CAT-scans and brain activity) | 8
 |  | Science | ST | 1 | B | 8 | a | Identify the link between technological developments and the scientific discoveries made possible through their development (e.g., Hubble telescope and stellar evolution, composition and structure of the universe; the electron microscope and cell organelles; sonar and the composition of the Earth; manned and unmanned space missions and space exploration; [NAME] radar and weather conditions; MRI and CAT-scans and brain activity) | 8
 |  | Science | ST | 1 | C | 6 | a | Describe how technological solutions to problems (e.g., storm water runoff, fiber optics, windmills, efficient car design, electronic trains without conductors, sonar, robotics, Hubble telescope) can have both benefits and drawbacks (e.g., design constraints, unintended consequences, risks) | 8
 |  | Science | ST | 1 | C | 7 | a | Describe how technological solutions to problems (e.g., storm water runoff, fiber optics, windmills, efficient car design, electronic trains without conductors, sonar, robotics, Hubble telescope) can have both benefits and drawbacks (e.g., design constraints, unintended consequences, risks) | 8
 |  | Science | ST | 1 | C | 8 | a | Describe how technological solutions to problems (e.g., storm water runoff, fiber optics, windmills, efficient car design, electronic trains without conductors, sonar, robotics, Hubble telescope) can have both benefits and drawbacks (e.g., design constraints, unintended consequences, risks) | 8
 |  | Science | ST | 2 | A | 6 | a | Describe how the contributions of scientists and inventors, representing different cultures, races, and gender, have contributed to science, technology and human activity (e.g., GOrge Washington Carver, [NAME], [NAME], [NAME], [NAME], Galileo, [NAME], [NAME], [NAME], [NAME], [NAME], [NAME], [NAME], [NAME], [NAME], [NAME]) | 8
 |  | Science | ST | 2 | A | 7 | a | Describe how the contributions of scientists and inventors, representing different cultures, races, and gender, have contributed to science, technology and human activity (e.g., GOrge Washington Carver, [NAME], [NAME], [NAME], [NAME], Galileo, [NAME], [NAME], [NAME], [NAME], [NAME], [NAME], [NAME], [NAME], [NAME], [NAME]) | 8
 |  | Science | ST | 2 | A | 8 | a | Describe how the contributions of scientists and inventors, representing different cultures, races, and gender, have contributed to science, technology and human activity (e.g., GOrge Washington Carver, [NAME], [NAME], [NAME], [NAME], Galileo, [NAME], [NAME], [NAME], [NAME], [NAME], [NAME], [NAME], [NAME], [NAME], [NAME]) | 8
 |  | Science | ST | 2 | B | 6 | a | Describe the difficulty science innovators experience as they attempt to break through accepted ideas (hypotheses, laws, theories) of their time to reach conclusions that may lead to changes in those ideas and serve to advance scientific understanding (e.g., [NAME], Copernicus, Newton) | 8
 |  | Science | ST | 2 | B | 6 | b | Describe explanations have changed over time as a result of new evidence | 8
 |  | Science | ST | 2 | B | 7 | a | Describe the difficulty science innovators experience as they attempt to break through accepted ideas (hypotheses, laws, theories) of their time to reach conclusions that may lead to changes in those ideas and serve to advance scientific understanding (e.g., [NAME], Copernicus, Newton) | 8
 |  | Science | ST | 2 | B | 7 | b | Describe explanations have changed over time as a result of new evidence | 8
 |  | Science | ST | 2 | B | 8 | a | Describe the difficulty science innovators experience as they attempt to break through accepted ideas (hypotheses, laws, theories) of their time to reach conclusions that may lead to changes in those ideas and serve to advance scientific understanding (e.g., [NAME], Copernicus, Newton) | 8
 |  | Science | ST | 2 | B | 8 | b | Describe explanations have changed over time as a result of new evidence | 8
 |  | Science | ST | 3 | B | 6 | a | Describe ways in which science and society influence one another (e.g., scientific knowledge and the procedures used by scientists influence the way many individuals in society think about themselves, others, and the environment; societal challenges often inspire questions for scientific research; social priorities often influence research priorities through the availability of funding for research) | 8
 |  | Science | ST | 3 | B | 6 | b | Identify and evaluate the physical, social, economic, and/or environmental problems that may be overcome using science and technology (e.g., the need for alternative fuels, human travel in space, AIDS) | 8
 |  | Science | ST | 3 | B | 7 | a | Describe ways in which science and society influence one another (e.g., scientific knowledge and the procedures used by scientists influence the way many individuals in society think about themselves, others, and the environment; societal challenges often inspire questions for scientific research; social priorities often influence research priorities through the availability of funding for research) | 8
 |  | Science | ST | 3 | B | 7 | b | Identify and evaluate the physical, social, economic, and/or environmental problems that may be overcome using science and technology (e.g., the need for alternative fuels, human travel in space, AIDS) | 8
 |  | Science | ST | 3 | B | 8 | a | Describe ways in which science and society influence one another (e.g., scientific knowledge and the procedures used by scientists influence the way many individuals in society think about themselves, others, and the environment; societal challenges often inspire questions for scientific research; social priorities often influence research priorities through the availability of funding for research) | 8
 |  | Science | ST | 3 | B | 8 | b | Identify and evaluate the physical, social, economic, and/or environmental problems that may be overcome using science and technology (e.g., the need for alternative fuels, human travel in space, AIDS) | 8
 |  | Science | UN | 1 | A | 7 | a | Classify celestial bodies in the solar system into categories: Sun, [NAME], planets, and other small bodies (i.e., asteroids, comets, meteors), based on physical properties | 6
 |  | Science | UN | 1 | A | 7 | b | Compare and contrast the size, composition, atmosphere, and surface of the planets (inner vs. outer) in our solar system and Earth’s moon | 6
 |  | Science | UN | 1 | A | 7 | c | Describe the relative proximity of common celestial bodies (i.e., Sun, [NAME], planets, smaller celestial bodies such as comets and meteors, other stars) in the sky to the Earth | 6
 |  | Science | UN | 1 | B | 7 | a | Describe how the Earth’s placement in the solar system is favorable to sustain life (i.e., distance from the Sun, temperature, atmosphere) | 6
 |  | Science | UN | 1 | B | 7 | b | Compare and contrast the characteristics of Earth that support life with the characteristics of other planets that are considered favorable or unfavorable to life (e.g., atmospheric gases, extremely high/low temperatures) | 6
 |  | Science | UN | 1 | C | 7 | a | Explain that stars are separated from one another by vast and different distances, which causes stars to appear smaller than the Sun | 6
 |  | Science | UN | 1 | C | 7 | b | Compare the distance light travels from the Sun to Earth to the distance light travels from other stars to Earth using light years | 6
 |  | Science | UN | 2 | A | 7 | a | Relate the apparent east-to-west changes in the positions of the Sun, other stars, and planets in the sky over the course of a day to Earth’s counterclockwise rotation about its axis | 6
 |  | Science | UN | 2 | A | 7 | b | Describe the pattern that can be observed in the changes in number of hours of visible sunlight, and the time and location of sunrise and sunset, throughout the year | 6
 |  | Science | UN | 2 | A | 7 | c | Describe how, in the Northern Hemisphere, the Sun appears lower in the sky during the winter and higher in the sky during the summer | 6
 |  | Science | UN | 2 | A | 7 | d | Describe how, in winter, the Sun appears to rise in the Southeast and set in the Southwest, accounting for a relatively short day length, and, in summer, the Sun appears to rise in the Northeast and set in the Northwest, accounting for a relatively long day length | 6
 |  | Science | UN | 2 | A | 7 | e | Describe how the Sun is never directly overhead when observed from North America | 6
 |  | Science | UN | 2 | B | 7 | a | Observe the change in time and location of [NAME] rise, [NAME] set, and the [NAME]’s appearance relative to time of day and month over several months, and note the pattern in this change | 6
 |  | Science | UN | 2 | B | 7 | b | Describe how the [NAME] rises later each day due to its revolution around the Earth in a counterclockwise direction | 6
 |  | Science | UN | 2 | B | 7 | c | Describe how the [NAME] is in the sky for roughly 12 hours in a 24-hour period (i.e., if the [NAME] rises at about 6 P.M., it will set at about 6 A.M.) | 6
 |  | Science | UN | 2 | B | 7 | d | Describe how that one half of the [NAME] is always facing the Sun and, therefore, one half of the [NAME] is always lit | 6
 |  | Science | UN | 2 | B | 7 | e | Relate the apparent change in the [NAME]’s position in the sky as it appears to move east-to-west over the course of a day to Earth’s counterclockwise rotation about its axis | 6
 |  | Science | UN | 2 | B | 7 | f | Describe how the appearance of the [NAME] that can be seen from Earth changes approximately every 28 days in an observable pattern (moon phases) | 6
 |  | Science | UN | 2 | C | 7 | a | Illustrate and explain a day as the time it takes a planet to make a full rotation about its axis | 6
 |  | Science | UN | 2 | C | 7 | b | Diagram the path (orbital ellipse) the Earth travels as it revolves around the Sun | 6
 |  | Science | UN | 2 | C | 7 | c | Illustrate and explain a year as the time it takes a planet to revolve around the Sun | 6
 |  | Science | UN | 2 | C | 7 | d | Explain the relationships between a planet’s length of year (period of revolution) and its position in the solar system | 6
 |  | Science | UN | 2 | C | 7 | e | Recognize and explain the phases of the moon are due to the relative positions of the [NAME] with respect to the Earth and Sun | 6
 |  | Science | UN | 2 | C | 7 | f | Relate the axial tilt and orbital position of the Earth as it revolves around the Sun to the intensity of sunlight falling on different parts of the Earth during different seasons | 6
 |  | Science | UN | 2 | D | 7 | a | Describe how the Earth’s gravity pulls any object on or near the Earth toward it (including natural and artificial satellites) | 6
 |  | Science | UN | 2 | D | 7 | b | Describe how the planets’ gravitational pull keeps satellites and moons in orbit around them | 6
 |  | Science | UN | 2 | D | 7 | c | Describe how the Sun’s gravitational pull holds the Earth and other planets in their orbits | 6