# Grade Level Component Page Number(s) Current Text Proposed Corrected Text Reason for Edit 1 6 Unit 6 Overview 2 (bacteria, protists, viruses, and fungi can divide…) Replace ‘divide’ with ‘can reproduce’… Simple factual errors 2 6 Unit 6 Lesson 22 Reading 1 The other kind of cell division…A cell splits in half, and each half cell can later combine with a half cell from another individual to produce a complete cell that a baby grows from. The other kind of cell division…This division generates cells that have half the number of chromosomes as compared to a regular body cell. Later, a reproductive cell from the female will merge with the reproductive cell of a male, to produce a cell with a complete set of chromosomes. The baby will grow from the merged cell. Simple factual errors 3 6 Unit 6 Lesson 17 2 The body breaks down the food or fat from our bodies and releases a steady flow of glucose into the bloodstream for our cells to use for energy. LS1.A: Structure and Function. Tell students this breakdown process happens in cell structures called mitochondria. The body breaks down the food or fat from our bodies and releases a steady flow of glucose into the bloodstream for our cells to use for energy. LS1.A: Structure and Function. Tell students that glucose breakdown involves cell structures called mitochondria Simple factual errors 4 6 Unit 6 Lesson 17 2 Get energy Chloroplasts meet the energy needs of plant cells and plant-like cells; students might wonder how animal cells get energy. Chloroplasts provide energy for plant cells. Students might wonder how animal cells get energy. Simple factual errors
10 6 Unit 3 Lesson 3 1 Observing ice us that water molecules form a tight bond when they freeze, and this bond is hard to break. The fact that drops of water stick together tells us that water molecules are magnetic. Observing ice tells us that water molecules form a tight bond when they freeze, and this bond is harder to break. The fact that drops of water stick together tells us that water molecules are attracted to one another. Simple factual error 11 6 Unit 8 Traits and Survival Summative Assessment, Item 2 1 Two male deer often fight using their antlers in order to get the chance to mate with a female. Explain why female deer mate with the winner of the fight. Answer: Answers may vary. Sample: Female deer want to mate with the winner of the fight because that male is often larger, stronger, and more aggressive than the other male. These are dominant traits that are advantageous for the deer to have in order to pass on their traits to the next generation. The female deer wants her offspring to have these dominant traits. Answer: Answers may vary. Sample: Female deer has a better chance to mate with the winner, and therefore pass on the traits of the winner to their offspring. Simple factual error
12 7 Unit 6 Overview 1 The cracker will keep the flame burning for some time, indicating that it contains some type of fuel: sugar The cracker will keep the flame burning for some time, indicating that it contains some type of fuel: starch. Simple factual error 13 7 Unit 6 Lesson 13 5 Photosynthesis involves plants taking in water and CO2 while they create sugar and O2 Cellular respiration does the exact opposite: animals take in sugar and O2 to make energy and convert these into water and CO2. Photosynthesis involves plants taking in and CO2 while they create sugar and O2. Cellular respiration does the exact opposite: cells take in sugar and O2 to make energy and convert these into water and CO2 Simple factual error 14 7 Unit 6 Lesson 7 Reading 1 These algae are a useful energy source because they, unlike plants, “bloom” in many different habitats: making them an extremely reliable source to attract energy These algae are a useful energy source because they grow in many different habitats: making them an extremely reliable source to attract energy Simple factual error 15 7 Unit 6 Lesson 7 1 Opener:…Of course people also need to eat sugars which would give the body energy for their workout. This is cellular respiration. ,…Of course people would also need to eat sugars which would breakdown in order to give the body energy for their workout. This process is cellular respiration. Imprecise definition
16 7 Unit 6 Lesson 7 4 (cellulose) cannot be used as energy because the glucose molecules are wound too tightly together. (cellulose) cannot be used as energy because our body does not have the means (enzymes) to break down cellulose into glucose units. Simple factual error 17 7 Unit 6 Lesson 7 3 If a food is from a and it is a seed (nut or bean or pea), then it is likely to be mostly protein. If a food is from a plant, and it is a seed (nut or bean or pea), then it is often rich in (made of) protein. Imprecise definition 18 7 Unit 7 Lesson 5 2 One organism lives on another but the other organism isn’t bothered or affected, such as barnacles on a whale. This is mutualism that is One organism lives on another but the other organism isn’t bothered or affected, such as barnacles on a whale. This is commensalism that is one-sided Imprecise definition 19 7 Unit 6 Lesson 7 2 Fats are another type of molecule which has several functions (energy storage) Fats are another type of molecule which has several functions (e.g. building membranes, energy storage) Imprecise definition 20 8 Unit 8 Lesson 15 1 The chromosomes are a bundle of all the DNA: bundles called chromosomes are found in the nuclei of all cells. The chromosomes are made of the entire DNA of an organism. These bundles of DNA, called chromosomes, are found in the nuclei of all cells (except for prokaryotes) Imprecise definition
21 8 Unit 8 Lesson 15 1 Students will understand the role of mutations in creating variation (that can be inherited) in populations, however they will understand and model that this process is random and very slow. Students will understand the role of mutations in creating variation (that can be inherited) in populations. Students will understand and model that this process is random and very slow. Imprecise definition 22 8 Unit 8 Summative Assessment, Item 2, Part A 1 Which of the following statements describes how the initial fly received its white eyes? A. The fly’s eyes were damaged in the lab and turned white. B. The gene for white eyes was inherited from the parent. C. The eye color gene in the fly’s DNA mutated. D. The fly was born blind due to the environment. Answer: C Answer B is also correct Simple factual error 23 6-8 Program Overview 11 The lesson plan includes differentiation notes….and students with learning differences (SLD). The lesson plan includes differentiation notes….and students with special learning disabilities (SLD). Grammatical errors or misspellings 24 6 Unit 1 Lesson 8 4 The data supports/disproves my question The data supports/disproves my prediction (or hypothesis) Grammatical errors or misspellings 25 6 Unit 1 Lesson 8 3 The metric system makes math and comparison a little easier to remember. The metric system makes calculations and conversions much easier to do. Grammatical errors or misspellings
26 6 Unit 6 Lesson 24 3 When a chromosome is changed, the instructions that that chromosome carries may also be changed, impacting the function of the cell. When a chromosome is changed, the instructions that the chromosome carries may also be changed, impacting the function of the cell. Grammatical errors or misspellings 27 6 Unit 7 Lesson 16 2, Body Systems SLD If students are having trouble with the Opener, they my need more information. SLD If students are having trouble with the Opener, they might need more information. Grammatical errors or misspellings 28 6 Unit 8 Lesson 2 2 Short nature videos about weird and interesting species showing traits that animals have that help with survival. Show short nature videos about weird and interesting species showing traits that animals have that help with survival. Grammar – No verb in sentence 29 6 Unit 3 Lesson 5 6 temperature of water evaporated the fastest? Under which temperature conditions was water evaporation the fastest? Grammatical errors or misspellings 30 6 Unit 3 Lesson 7 4 steam from beaker is evaporation, water that collects on the cookie sheet is condensation, and the droplets combining into drops that fall on the tray below are precipitation. steam indicates evaporation, water that collects… indicates condensation and droplets combining into drops represent precipitation. Grammatical errors or misspellings 31 7 Unit 6 1, Overview In the previous unit, students learned about why species might become endangered, and how we could address the problem. In the previous year, students learned about why species might become endangered, and how we could address the problem. is no previous unit in grade 7 about endangered species.
32 7 Unit 6 Planning Chart Lesson 3 Activity Food (glucose) is used in for energy to be released through the process of cellular respiration. Students will investigate burning saltine crackers as a model for energy released during respiration. Grammatical errors or misspellings 33 7 Unit 7 Lesson 9 5 These populations had been too high, but after wolves were more likely to return to their more stable levels. The herbivore populations had been too high, but wolves were introduced, the herbivores were more likely to return to their more stable levels. Grammatical errors or misspellings 34 7 Unit 7 Lesson 9 5 If a predator catches a rodent that has eaten poison, the predator my die. This will result in an overall increase in the number of rodents. If a predator catches a rodent that has eaten poison, the predator might die. This will result in an overall increase in the number of rodents. Grammatical errors or misspellings 35 7 Unit 2 1, System Overview examining the forces that shape geological features and drive the rock transformation processes that students just explored. examining the forces that shape geological features and drive the processes that transformed the rocks that students just explored. Grammatical errors or misspellings 36 7 Unit 2 1, Earth’s System Overview as students consider the potential cause for this clear boundary area where magma is often near to the surface causing volcanic activity, and earthquakes show us movement in the Earth’s crust. as students consider the potential cause for this clear boundary area where magma is often seen as a result of volcanic activity, and earthquakes show us movement in the Earth’s crust Grammatical errors or misspellings
37 7 Unit 8 Lesson 2 5 Why was these changes needed? Why were these changes needed? Grammatical errors or misspellings 38 7 Unit 7 Lesson 18 Reading 1 Walking between the City Slicker’s West Oakland Farm Park is like exploring a food forest. Walking along the City Slicker’s West Oakland Farm Park is like exploring a food forest. Grammatical errors or misspellings 39 7 Unit 2 Lesson 14 6 Several have students rereading some of the articles from the unit. Have students reread some of the articles from the unit. Grammatical errors or misspellings 40 6 Unit 7 Lesson 14 6 Eyes need to be disposed of, tables cleaned, and hands washed. Eyes need to be disposed of according to the local enforcement agencies (LEA) regulations, tables cleaned, and hands washed Grammatical errors or misspellings 41 6 Unit 7 Lesson 16 Reading 1 As you can see in the of the neuron, they have lots of branches reaching out to communicate with each other. Figure shows a whole body but not neurons. Mislabeled pictures or 42 7 Unit 7 Lesson 4 2 Predator Prey simulation: There is no reproduction or death of the predator Adjust simulation to affect predator population. Mislabeled pictures or 43 7 Unit 7 Lesson 13 2 Food Web of a tropical ecosystem – No arrows into detrivores (taken from Wikimedia) Draw arrows from plant to detrivores. Mislabeled pictures or 44 7 Unit 4 Lesson 1 4 is a FIGURE with three circles, matter, containing elements, containing atoms. Provide reasoning for placing items in figure. Mislabeled pictures or
45 6 Unit 8 Traits and Survival 1, Summative Item 3 Large birds such as hawks and eagles often eat rabbits. The images below represent the population sizes of light-brown and rabbits in a given area over the course of five years. During this time a drought was occurring, and the area received little to no rainfall. You need to explain what is the relationship between the three terms, and why they are drawn this way. Mislabeled pictures or 46 7 Unit 4 Elements and Compounds Item 1, Part B Diamond and graphite (pencil “lead”) are both made of carbon atoms. FIGURE Write a sentence comparing the carbon atoms in these two materials. Answer: Answers will vary. The atoms are exactly the same. They are just arranged in different ways. Add valence electrons to graphite, to show four electrons in shell of any carbon. Mislabeled pictures or 47 8 Unit: 8 Lesson 3 1 How this trait (beak shape) changes over time. How the proportion of birds with certain variations of the beak shape trait changes overtime (between generations) Language precision to reinforcing misconception
48 8 Unit: 8 Lesson: 3 3 Our simulation today will be about how different beaks are better at eating different kinds of foods. Our simulation today will be about how different beaks are better at eating different kinds of foods. The birds inherited beaks suited for food they specialize in eating. Language precision to reinforcing misconception 49 8 Unit: 8 Lesson: 4 2 clams are all different colors/shades These clams of the same species are all different colors/shades Language precision to reinforcing misconception 50 8 Unit: 8 Lesson: 4 2 We will review the terms dominant alleles, recessive alleles, genotypes, and phenotypes. We will review the terms students learned in 6th grade, dominant alleles, recessive alleles, genotypes, and phenotypes. Students have learned yet 51 8 Unit: 8 Lesson: 4 1 This is because they are one of nature’s best examples of Darwin’s theory of evolution by natural selection. Deletion. Language precision to reinforcing misconception 52 8 Unit: 8 Lesson: 5 1 They will also see how the alleles and genotypes for this trait change in response to the success of this physical trait. They will also see how the proportion of alleles in the population change between generations in response to the successful survival & reproduction of those with certain “successful” traits. Language precision to reinforcing misconception
53 8 Unit: 8 Lesson: 5 1 This simulation shows how populations that change over time and develop different traits. This simulation shows a population changing between generations and the emergence of a new trait because of a genetic mutation. Clarification 54 8 Unit: 8 Lesson: 5 5 The technical definition of evolution is a change in alleles in a population over time. The technical definition of evolution is a change in allele frequency in a population over time. Incorrect 55 8 Unit: 8 Lesson: 5 5 …because of the predator. ...because the expression of the allele allows for success (survival and reproduction) of individuals with that variant in that environment at that time. This example shows a reduction in the other variant due to predation and thus lack of survival and reproduction. Language precision to reinforcing misconception
56 8 Unit: 8 Lesson: 10 reading 1 Horses changed over time: based on the fossil evidence, they got larger as you can see in the diagram. The early Eocene horse was adapted to a forest-like habitat that was dominant when these fossils were found. However, the environment changed slowly; the vegetation changed from a forest to a grassland over several million years. Small horses can easily hide in the forest; but as the forest changed and slowly turned into grasses, horses evolved to do better in the new environment. Over time, horses changed their diet from being browsers (eating whole branches, leaves, stems, etc.) to eating just grass. Horses changed over time: on the fossil evidence, they got larger across generations as you can see in the diagram. The early Eocene horse population was adapted to a forest-like habitat that was dominant when these fossils were found. However, the environment changed slowly; the vegetation shifted from a forest to a grassland over several million years. Small horses can easily hide in the forest; but as the forest changed and slowly turned into grasses, horses evolved to survive their changing environment. Language precision to reinforcing misconception
56 cont 8 Unit: 8 Lesson: 10 reading 1 They evolved to have features and behaviors that were beneficial in the new grasslands environment. The fossil record shows this change by documenting changes to their molars which indicate their diet shifted from being browsers (eating whole branches, leaves, stems, etc.) to eating just grass. The fossil record also shows the reduction inside toes and the middle toe evolving into a single large hoof which is beneficial for survival in the new grasslands environment. See above 57 8 Unit 8 Lesson 15 Reading 1 Eventually, what began as an unintentional process of natural selection turned into an intentional process of selective breeding. Eventually, what began as an unintentional process of natural selection turned into an intentional process of selective breeding (artificial selection). Imprecise definition
62 8 Unit 8 Lesson 13 3 Teacher note: Often a radical change in the environment or a catastrophe has been involved in many extinctions. Teacher note: a rapid change in the environment or a catastrophe has been involved in many extinctions as there is not enough generation time for populations to adapt. Language precision to reinforcing misconceptions. 63 8 Unit 8 Lesson 13 3 Species that have gone extinct often have good adaptations and are unlucky or in the wrong place at the wrong time. Species that have gone extinct have good adaptations for the current environmental conditions, but when the environment changes too rapidly the population is unable to adapt are in the wrong place at the wrong time. Language precision to reinforcing misconceptions. 64 8 Unit 8 Lesson 13 3 But in other cases, organisms accumulate adaptations that end up not serving them well (for whatever reason). But in other cases, populations accumulate adaptations that end up not serving them well (for whatever reason). Language precision to reinforcing misconceptions. 65 8 Unit 8 Lesson 13 3 What are different possible hypotheses for answering the above question? What is evidence for each of these hypotheses? What are different possible explanations for answering the above question? What is evidence for each of these explanations? Incorrect use of hypothesis
66 8 Unit 8 Lesson 13 4 Ask: did the early horse groups go extinct? Climate change and the forests changed into grasslands; as such, the early horses could not survive in this new habitat. Ask: did the early horse groups go extinct? Climate change and the forests changed into grasslands; as such, the early horses did not have trait variants favorable to surviving the shifting environment. Only offspring with trait variants favorable to the changing conditions survived and reproduced, and the population evolved over time as these variations accumulated. Language precision to reinforcing misconceptions. 67 8 Unit 8 Lesson 13 4 Answers will vary. There is not one correct answer here, but several hypotheses. One idea is that they are very well adapted and have not needed to change. Another idea is that their environment has been very stable, so it has not encouraged any evolutionary change. Answers will vary. is not one correct answer here, but several explanations. One idea is that they are very well adapted and thus no change is evident. Another idea is that their environment has been very stable, so there is no selection acting on the population. Language precision to reinforcing misconceptions.
68 8 Unit 8 Lesson 15 1 They do not happen very often and usually they have a negative or neutral (no) effect on the organism. Mutations can sometimes change the protein (the structure of the protein directly affects how it functions), and thus can cause a new trait in organisms. They do not happen very often and usually they have no effect on the organism (are neutral). Sometimes, mutations are beneficial or harmful. Mutations can sometimes change the protein (the structure of the protein directly affects how it functions), and thus can cause a new trait in organisms. Incorrect statement 69 8 Unit 8 Lesson 15 2 Which will evolve faster: mice or elephants? Mice will evolve faster because they have shorter lifespans and more offspring at one time. There is more chance for variation. Which will evolve faster: mice or elephants? Mice will evolve faster because they have faster generation time and more offspring at one time. Variation accumulates faster. Incorrect statement 70 8 Unit 8 Lesson 15 2 So if there is a mutation, there is a trait that is not present or altered by this mutation. Remove sentence Remove 71 8 Unit 8 Lesson 15 2 They will guess whether these new traits (caused by the mutations) are beneficial, harmful, or neutral (will have no effect) on either survival or mating or reproduction. They will guess whether these new traits (caused by the mutations) are beneficial, harmful, or neutral (will have no effect) on either survival or reproductive success. Clarification
Social Content Citations: The panel identified the following social content violations: # SC Code Grade Level Component Page Number(s) Current Text Proposed Corrected Text Reason for Citation 1 L.1. 8 SRB 50 Picture of car crashing into wall Change drawing to a more generic car. It is too obvious that the car in the picture is a “Smart” Car Brand Logo 2 L.1. 6 Unit 7 Lesson 4 n/a Image of runners with Nike tops and AG Insurance bibs Remove or blur names Brand names/ corporate logos 3 L.1. 7 Unit 4 Lesson 12 n/a Image of DuPont Remove or blur brand name names/ corporate logos 4 L.1. 7 Unit 4 Lesson 12 n/a Gore-tex and Rubik Remove brand names from text Brand names/ corporate logos California Department of Education, August 2018