South Carolina Science Academic Standards Grades 6–8 · PDF fileSouth Carolina Science Academic Standards Grades 6–8 ... to the South Carolina Science ... correlations to the South

South CarolinaScience Academic StandardsGrades 6–8

correlated to the

McDougal Littell Science Modules

correlated to the

South Carolina Science Academic Standards Grades 6–8

Table of Contents

Earth’s Atmosphere, Matter and Energy, Life Over Time, Diversity of Living Things, Motion and Forces, and Electricity andMagnetism correlations to the South Carolina Science Academic Standards, Grade 6……………………………………1

Earth’s Waters, Matter and Energy, Chemical Interactions, Cells and Heredity, Ecology, and Human Biology correlationsto the South Carolina Science Academic Standards, Grade 7……………………………………………………………… 11

Earth’s Surface, The Changing Earth, Motion and Forces, Waves, Sound, and Light, Space Science, and Life Over Timecorrelations to the South Carolina Science Academic Standards, Grade 8…………………………………………………20

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correlated to the

South Carolina Science Academic Standards, Grade 6

Standard Pupil/Teacher Edition AncillariesScientific InquiryStandard 6–1: The student will demonstrate an understanding of technological design and scientific inquiry, including process skills, mathematical thinking,controlled investigative design and analysis, and problem solving.6–1.1 Use appropriate tools and instruments(including a spring scale, beam balance, barometer,and sling psychrometer) safely and accurately whenconducting a controlled scientific investigation.

All Units xxiv, R12–R19Earth’s AtmospherePE/TE: D5, D17, D22, D64–D65, D104–D105,D119, D130–D131, D133Additional TE: D22Matter and EnergyPE/TE: A13, A14–A15, A17, A20, A31, A47, A56,A61, A75, A84–A85, A89, A101, A112, A116,A122Life Over TimeB46, B68–B69, B106–B107Diversity of Living ThingsPE/TE: C13, C31, C52Motion and ForcesPE/TE: C19, C27, C32–C33, C58, C118, C125,C133, C136–C137, C151, C157, C170–C171Electricity and MagnetismPE/TE: E22, E28, E31, E43, E54, E66–E67, E88,E90, E95

Earth’s AtmosphereUnit Resource Book: 9, 31, 71–73, 75–77,134–135, 138–139, 205, 208, 233, 254, 263, 267Lab Manual: 2, 19–20, 31–34, 39, 40, 41–43Matter and EnergyUnit Resource Book: 30, 52, 63–71, 92, 124–125,128–129, 133–135, 137–140, 153, 174, 183–190,200, 223, 242–249Unit Assessment Book: 2, 3, 7–19Lab Manual: 5–8, 13, 15–16, 19–22, 23, 24, 25–28,34, 36Life Over TimeUnit Resource Book: 79, 109, 113, 118–120,122–124, 168–169, 172–173Lab Manual: 11, 13, 17–19, 23–24Diversity of Living ThingsUnit Resource Book: 20, 52, 101Lab Manual: 1, 3, 14, 33–34

McDougal Littell Science Modules correlated to theSouth Carolina Science Academic Standards Grade 6

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Standard Pupil/Teacher Edition AncillariesMotion and ForcesUnit Resource Book: 31, 43, 57, 61, 66, 70, 107,210–212, 214–216, 218, 230, 241, 252, 267–269,271–272, 276–278, 280–282, 296, 307, 326–327,330–331Lab Manual: 2, 4, 6, 9–12, 15, 33–35, 37, 38, 39,41–42, 45–47, 49, 50, 51–52Electricity and MagnetismUnit Resource Book: 31, 42, 62–63, 66–67, 82, 93,114, 118, 123–124, 127–128, 152Lab Manual: 2, 3, 9–10, 13, 14, 17–19, 26, 27Process and Lab Skills: 3–10

6–1.2 Differentiate between observation andinference during the analysis and interpretation ofdata.

All Units xxiii–xxv, R2–R5, R33, R35Earth’s AtmospherePE/TE: D10, D17, D24, D45, D59, D90, D97,D119, D130–D133Matter and EnergyPE/TE: A20, A21, A24, A57, A71, A85Life Over TimeB9, B27, B28, B69, B107Diversity of Living ThingsPE/TE: C22–C23, C72–C73, C104–C106,C180–C181Motion and ForcesPE/TE: C22–C23, C48, C58, C66, C84, C96–C97,C128, C157, C171Electricity and MagnetismPE/TE: E14, E17–E18, E22, E27, E31, E50, E54,E67, E85, E86, E94, E98, E101

Earth’s AtmosphereUnit Resource Book: 9, 63–65, 73–74, 77–78,136–137, 140–141, 149–150, 265Lab Manual: 6–8, 11–12, 21–22, 25–26, 34, 38,47–48Matter and EnergyUnit Resource Book: 41, 72–75, 102, 124–127,128–131, 133–140, 183–190, 192–199Unit Assessment Book: 6, 13, 17–19Lab Manual: 9–12, 15–18, 19–22, 25–28, 29–32Life Over TimeUnit Resource Book: 53, 112, 116, 171, 175Lab Manual: 6, 16, 26Diversity of Living ThingsUnit Resource Book: 61–68, 70–77, 131–138,140–147, 201–208, 340–347Lab Manual: 5–8, 9–12, 17–24, 29–36, 51–58Motion and ForcesUnit Resource Book: 201–208, 326–333Unit Assessment Book: 37, 57, 79Lab Manual: 27–32, 51–54


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Standard Pupil/Teacher Edition AncillariesElectricity and MagnetismUnit Resource Book: 53–60, 114–122, 186–202Lab Manual: 31–34, 35–38Process and Lab Skills: 11–16, 35–36Science Toolkit: A2–A3, A11–A12, A17–A20,A35–A38, L9–L10, L15–L16, L29–L30

6–1.3 Classify organisms, objects, and materialsaccording to their physical characteristics by usinga dichotomous key.

Life Over TimePE/TE: B56–B57

Life Over TimeUnit Resource Book: 118–126Unit Assessment Book: 28, 32Lab Manual: 17–20

6–1.4 Use a technological design process to planand produce a solution to a problem or a product(including identifying a problem, designing asolution or a product, implementing the design, andevaluating the solution or the product).

All Units xxvi–xxvii, R2–R5, R33, R35Earth’s AtmospherePE/TE: D104–D105Matter and EnergyPE/TE: A61, A75, A77, A122–A123Additional TE: A77Diversity of Living ThingsPE/TE: C52Additional TE: C39, C52Motion and ForcesPE/TE: C2–C5, C19, C46, C62–C63, C88,C164–C171Electricity and MagnetismPE/TE: E2–E5, E66

Earth’s AtmosphereUnit Resource Book: 204–212Lab Manual: 31–34Matter and EnergyUnit Resource Book: 5–6, 9–10, 175Lab Manual: 29–32, 35–38Motion and ForcesUnit Resource Book: 5–10, 326–334Lab Manual: 51–54Electricity and MagnetismUnit Resource Book: 7–10, 114–131, 186–193Lab Manual: 17–20, 31–34Process and Lab Skills: 51–54Science Toolkit: L11–L12, L21–L22

6–1.5 Use appropriate safety procedures whenconducting investigations.

All Units R10–R13All Chapter Investigations are coded withappropriate safety symbols.



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Standard Pupil/Teacher Edition AncillariesStructures, Processes, and Responses of Plants

Standard 6–2: The student will demonstrate an understanding of structures, processes, and responses of plants that allow them to survive and reproduce. (LifeScience)6–2.1 Summarize the characteristics that allorganisms share (including the obtainment and useof resources for energy, the response to stimuli, theability to reproduce, and process of physical growthand development).

All Units xiv–xixDiversity of Living ThingsPE/TE: C8–C14, C24–C25Additional TE: 5B, C8, C11, C14

Diversity of Living ThingsUnit Resource Book: 13–18, 149Unit Assessment Book: 1–2, 21–22, 41Science Toolkit: C39

6–2.2 Recognize the hierarchical structure of theclassification (taxonomy) of organisms (includingthe seven major levels or categories of livingthings—namely, kingdom, phylum, class, order,family, genus, and species).

Life Over TimePE/TE: B40–B73Additional TE: 41, 45, 48, 62Diversity of Living ThingsPE/TE: C10–C11, C86Additional TE: C11

Life Over TimeUnit Resource Book: 72–80, 83–91, 94–101Unit Assessment Book: 22–38Diversity of Living ThingsUnit Resource Book: 13–18Unit Assessment Book: 1, 2, 7–19

6–2.3 Compare the characteristic structures ofvarious groups of plants (including vascular ornonvascular, seed or spore–producing, flowering orcone–bearing, and monocot or dicot).

Diversity of Living ThingsPE/TE: C87, C94, C96–C103, C107–C110Additional TE: C87, C94, C96, C103, C107–C110

Diversity of Living ThingsUnit Resource Book: 163–169, 171, 174–182,196–197, 210–218Unit Assessment Book: 43–59Lab Manual: 27–28, 33–36Science Toolkit: B19, C11, C46

6–2.4 Summarize the basic functions of thestructures of a flowering plant for defense, survival,and reproduction.

Diversity of Living ThingsPE/TE: C88–C90, C106–C113Additional TE: C88–C90, C108–C110

Diversity of Living ThingsUnit Resource Book: 185–193, 216–218Unit Assessment Book: 43–59Lab Manual: 27–28Science Toolkit: C11

6–2.5 Summarize each process in the life cycleof flowering plants (including germination, plantdevelopment, fertilization, and seed production).

Diversity of Living ThingsPE/TE: C107–C109Additional TE: C108–109

Diversity of Living ThingsUnit Resource Book: 7, 201–218Unit Assessment Book: 45, 47–59Science Toolkit: B29, C11, D13

6–2.6 Differentiate between the processes ofsexual and asexual reproduction of floweringplants.

Diversity of Living ThingsPE/TE: C48–C49, C95–C103, C107–C111Additional TE: C48, C95–C103, C108–C110

Diversity of Living ThingsUnit Resource Book: 83–90, 210–218Unit Assessment Book: 27–38, 45–59Science Toolkit: C11


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Standard Pupil/Teacher Edition Ancillaries6–2.7 Summarize the processes required forplant survival (including photosynthesis,respiration, and transpiration).

Diversity of Living ThingsPE/TE: C51–C53, C84, C86–C88Additional TE: C51–C53, C88–C89

Diversity of Living ThingsUnit Resource Book: 94, 96, 98, 100, 102Unit Assessment Book: 24, 27–38, 43, 47–59Science Toolkit: B1, B19

6–2.8 Explain how plants respond to externalstimuli (including dormancy and the forms oftropism known as phototropism, gravitropism,hydrotropism, and thigmotropism).

Diversity of Living ThingsPE/TE: C53–C57Additional TE: C54–C55, C57

Diversity of Living ThingsUnit Resource Book: 95, 97, 99, 102Unit Assessment Book: 24, 27–38, 47–59Science Toolkit: A15

6–2.9 Explain how disease–causing fungi canaffect plants.

Diversity of Living ThingsPE/TE: C69–C71Additional TE: C71

Diversity of Living ThingsUnit Resource Book: 117–121


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Standard Pupil/Teacher Edition AncillariesStructures, Processes, and Responses of AnimalsStandard 6–3: The student will demonstrate an understanding of structures, processes, and responses of animals that allow them to survive and reproduce.(Life Science)6–3.1 Compare the characteristic structures ofinvertebrate animals (including sponges, segmentedworms, echinoderms, mollusks, and arthropods)and vertebrate animals (fish, amphibians, reptiles,birds, and mammals).

Diversity of Living ThingsPE/TE: C120, C123–C133, C136–C140,C144–C149, C157–C162, C164–C171,C173–C179, C182–C187Additional TE: C120, C122–C125, C128–C133,C136–C140, C144–C149, C157–C162,C164–C171, C173–C179, C182–C184, C186–C187

Diversity of Living ThingsUnit Resource Book: 233–269, 289–339, 358–359Unit Assessment Book: 63–80, 83–100–113Lab Manual: 37–39, 45–49, 51–58

6–3.2 Summarize the basic functions of thestructures of animals that allow them to defendthemselves, to move, and to obtain resources.

Diversity of Living ThingsPE/TE: C45–C46, C58–C64, C123–C149,C157–C164Additional TE: C58, C64, C123, C128–C164

Diversity of Living ThingsUnit Resource Book: 80–91, 105–115, 126–127,280–288, 340–357Unit Assessment Book: 25, 61–63, 81–82, 101–113Lab Manual: 41–48, 51–58

6–3.3 Compare the response that a warm–blooded(endothermic) animal makes to a fluctuation inenvironmental temperature with the response that acold–blooded (ectothermic) animal makes to such afluctuation.

Diversity of Living ThingsPE/TE: C63–C64, C164, C170–C171, C147–C175,C183–C184Additional TE: C164, C170–C171, C174, C184

Diversity of Living ThingsUnit Resource Book: 303–311, 314–319, 321,324–329, 331–332Unit Assessment Book: 84–86, 101–113Lab Manual: 50Science Toolkit: B37

6–3.4 Explain how environmental stimuli causephysical responses in animals (including shedding,blinking, shivering, sweating, panting, and foodgathering).

Diversity of Living ThingsPE/TE: C62–C63, C158–C159, C164, C175Additional TE: C164

Diversity of Living ThingsUnit Assessment Book: 85, 87–99Lab Manual: 39, 41–44

6–3.5 Illustrate animal behavioral responses(including hibernation, migration, defense, andcourtship) to environmental stimuli.

Diversity of Living ThingsPE/TE: C62–C64, C173–C174, C176, C178, C184Additional TE: C62

Diversity of Living ThingsUnit Resource Book: 83–88, 271–279, 333–334

6–3.6 Summarize how the internal stimuli(including hunger, thirst, and sleep) of animalsensure their survival.

Diversity of Living ThingsPE/TE: C62–C63

Diversity of Living ThingsUnit Resource Book: 106, 108, 110, 113

6–3.7 Compare learned to inherited behaviors inanimals.

Diversity of Living ThingsPE/TE: C62–C64, C158–C159Additional TE: C62–C63

Diversity of Living ThingsUnit Resource Book: 83–88Lab Manual: 51–54


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Standard Pupil/Teacher Edition AncillariesEarth’s Atmosphere and WeatherStandard 6–4: The student will demonstrate an understanding of the relationship between Earth’s atmospheric properties and processes and its weather andclimate. (Earth Science)6–4.1 Compare the composition and structure ofEarth’s atmospheric layers (including the gases anddifferences in temperature and pressure within thelayers).

Earth’s AtmospherePE/TE: D19–D21, D23,D 44–D45Additional TE: D20–D21, D44–D45

Earth’s AtmosphereUnit Resource Book: 25, 27, 29, 32, 84, 86, 88Unit Assessment Book: 4, 5, 8, 10, 12, 14, 16, 18

6–4.2 Summarize the interrelationships among thedynamic processes of the water cycle (includingprecipitation, evaporation, transpiration,condensation, surface–water flow, and groundwaterflow).

Earth’s AtmospherePE/TE: D12–D13, D56–D59, D66–D70Additional TE: D13, D56–D59, D66–D70

Earth’s AtmosphereUnit Resource Book: 113, 117–118, 121–127Unit Assessment Book: 25–40

6–4.3 Classify shapes and types of cloudsaccording to elevation and their associated weatherconditions and patterns.

Earth’s AtmospherePE/TE: D60–D63Additional TE: D60–D63

Earth’s AtmosphereUnit Resource Book: 106–107, 110–112, 114Unit Assessment Book: 25, 27–40

6–4.4 Summarize the relationship of the movementof air masses, high and low pressure systems, andfrontal boundaries to storms (includingthunderstorms, hurricanes, and tornadoes) and otherweather conditions.

Earth’s AtmospherePE/TE: D47–D49, D79–D85, D87–D96Additional TE: D79–D85, D87–D96

Earth’s AtmosphereUnit Resource Book: 156–163, 167–168, 171–173,178–184, 186, 197–198, 213–221Unit Assessment Book: 43, 45, 47–59Science Toolkit: B18–B19, C38–C39, H1–H8

6–4.5 Use appropriate instruments and tools tocollect weather data (including wind speed anddirection, air temperature, humidity, and airpressure).

Earth’s AtmospherePE/TE: D46, D99, D104–D105, D110–D111Additional TE: D99, D104–D105

Earth’s AtmosphereUnit Resource Book: 189, 204–212Unit Assessment Book: 46–59Science Toolkit: F13

6–4.6 Predict weather conditions and patternsbased on weather data collected from directobservations and measurements, weather maps,satellites, and radar.

Earth’s AtmospherePE/TE: D98–D105Additional TE: D98–D105

Earth’s AtmosphereUnit Resource Book: 189–196Unit Assessment Book: 46–60


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Standard Pupil/Teacher Edition Ancillaries6–4.7 Explain how solar energy affects Earth’satmosphere and surface (land and water).

Earth’s AtmospherePE/TE: D16–D19, D22–D25Additional TE: D16–D19

Earth’s AtmosphereUnit Resource Book: 24–32, 35–44Unit Assessment Book: 4, 5, 7, 8, 9, 11, 12, 13, 15,16, 17

6–4.8 Explain how convection affects weatherpatterns and climate.

Earth’s AtmospherePE/TE: D18–D19, D36, D53, D81–D83, D93,D119Additional TE: D19, D53, D119

Earth’s AtmosphereUnit Resource Book: 24–30, 163, 178, 180, 182Unit Assessment Book: 45, 48, 50

6–4.9 Explain the influence of global winds andthe jet stream on weather and climatic conditions.

Earth’s AtmospherePE/TE: D48–D54, D129, D136Additional TE: D48–D54, D129–D136

Earth’s AtmosphereUnit Resource Book: 95–96, 99–103, 284–286Unit Assessment Book: 24, 27–39


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Standard Pupil/Teacher Edition AncillariesConservation of EnergyStandard 6–5: The student will demonstrate an understanding of the law of conservation of energy and the properties of energy and work. (Physical Science)

6–5.1 Identify the sources and properties of heat,solar, chemical, mechanical, and electrical energy.

All Units xviii, xixMatter and EnergyPE/TE: A71–A73, A81, A88–A89, A100,A110–A111Additional TE: A71–A73, A81, A88–A89,A110–A111Motion and ForcesPE/TE: C128Electricity and MagnetismPE/TE: E108

Matter and EnergyUnit Resource Book: 146–152, 173–175, 183–191Unit Assessment Book: 42, 44–58, 78–90Lab Manual: 24, 34

6–5.2 Explain how energy can be transformedfrom one form to another (including the two typesof mechanical energy, potential and kinetic, as wellas chemical and electrical energy) in accordancewith the law of conservation of energy.

All Units xxiii, xixMatter and EnergyPE/TE: A73–A76, A78–A85Additional TE: A73–A76, A78–A83Motion and ForcesPE/TE: C122–C128Additional TE: C122–C128

Matter and EnergyUnit Resource Book: 152–154, 157–164, 173–175,178, 183–200Unit Assessment Book: 42, 43, 45–58, 78–90Lab Manual: 23, 25–32Motion and ForcesUnit Resource Book: 231, 234–242Unit Assessment Book: 63, 65–78

6–5.3 Explain how magnetism and electricity areinterrelated by using descriptions, models, anddiagrams of electromagnets, generators, and simpleelectrical motors.

Matter and EnergyPE/TE: A73Additional TE: A73Electricity and MagnetismPE/TE: E88–E103, E108Additional TE: E89–E98, E102–E103

Electricity and MagnetismUnit Resource Book: 147–155, 158–166, 169–178,181–182, 186–194Unit Assessment Book: 42–58Lab Manual: 26–28

6–5.4 Illustrate energy transformations (includingthe production of light, sound, heat, and mechanicalmotion) in electrical circuits.

Matter and EnergyPE/TE: A83Electricity and MagnetismPE/TE: E43–E44, E51–E55Additional TE: E44, E51–E55

Electricity and MagnetismUnit Resource Book: 86–94Unit Assessment Book: 23, 25–38Lab Manual: 14

6–5.5 Illustrate the directional transfer of heatenergy through convection, radiation, andconduction.

Matter and EnergyPE/TE: A117–A119Additional TE: A117–A119Electricity and MagnetismPE/TE: E11, E22

Matter and EnergyUnit Resource Book: 227–234, 251–261Unit Assessment Book: 63–76, 78–90Lab Manual: 39–42Science Toolkit: B31


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Standard Pupil/Teacher Edition Ancillaries6–5.6 Recognize that energy is the ability to dowork (force exerted over a distance).

All Units xixMatter and EnergyPE/TE: A72Motion and ForcesPE/TE: C121–C123, C148–C149Additional TE: C121–C122, C148–C149

Motion and ForcesUnit Resource Book: 234–240, 275Unit Assessment Book: 62–78, 81Lab Manual: 26–38

6–5.7 Explain how the design of simple machines(including levers, pulleys, and inclined planes)helps reduce the amount of force required to dowork.

Motion and ForcesPE/TE: C145, C154–C159, C170–C173Additional TE: C145, C155–C159

Motion and ForcesUnit Resource Book: 289–297, 300–308, 335–345Unit Assessment Book: 81–97Lab Manual: 38, 41–44, 55–58

6–5.8 Illustrate ways that simple machines exist incommon tools and in complex machines.

Motion and ForcesPE/TE: C145, C153–C173Additional TE: C154–C160, C164–C166, C168

Motion and ForcesUnit Resource Book: 300–308, 311–320, 326–334,343–345Unit Assessment Book: 82–96Lab Manual: 51–54, 55–58

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correlated to the

South Carolina Science Academic Standards Grade 7

Standard Pupil/Teacher Edition AncillariesScientific InquiryStandard 7–1: The student will demonstrate an understanding of technological design and scientific inquiry, including process skills, mathematical thinking,controlled investigative design and analysis, and problem solving.7–1.1 Use appropriate tools and instruments(including a microscope) safely and accuratelywhen conducting a controlled scientificinvestigation.

All Units xxiv, R12–R19, R58Earth’s WatersPE/TE: C5, C12, C21, C32–C33, C50, C63, C89Matter and EnergyPE/TE: A13, A14–A15, A17, A20, A31, A47, A56,A61, A75, A84–A85, A89, A101, A112, A116,A122Chemical InteractionsPE/TE: B13, B24–B25, B41, B56, B60–B61, B79,B86, B92–B93, B120, B137Cells and HeredityPE/TE: A12, A16–A17, A21, A86–A87Human BiologyPE/TE: E56–E57, E72–E73, E118

Earth’s WatersUnit Resource Book: 7, 20, 31, 51, 55, 60, 64, 102,120, 124, 191, 195, 199, 250, 254Lab Manual: 1, 2, 15, 21, 33, 43Matter and EnergyUnit Resource Book: 30, 52, 63–71, 92, 124–125,128–129, 133–135, 137–140, 153, 174, 183–190,200, 223, 242–249Unit Assessment Book: 23, 26–38Lab Manual: 5–8, 13, 15–16, 19–22, 23, 24, 25–28,34, 36Chemical InteractionsUnit Resource Book: 20, 50–51, 54–55, 110–112,114–116, 150, 180–182, 184–185, 220, 241,259–261, 263–264Lab Manual: 1, 3, 6, 15, 24, 27–28, 36, 37, 44Cells and HeredityUnit Resource Book: 30, 50–68, 171–181Lab Manual: 1, 5–12, 29–32Human BiologyUnit Resource Book: 109–111, 113–115, 126,168–170, 172–174, 178, 182,Lab Manual: 13–14, 23–26, 28, 31Process and Lab Skills: 1–10


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Standard Pupil/Teacher Edition Ancillaries7–1.2 Generate questions that can be answeredthrough scientific investigation.

All Units xxii–xxiii, R28Earth’s WatersPE/TE: C58–C59Additional TE: C59Matter and EnergyPE/TE: A38–A39Cells and HeredityPE/TE: A17, A65, A108, A143EcologyPE/TE: D14–D15, D62, D65, D106–D107Human BiologyPE/TE: E89, E155

Earth’s WatersUnit Resource Book: 211Matter and EnergyLab Manual: 23, 29–32, 39–42Chemical InteractionsLab Manual: 15–18, 36, 43–46, 53–56Cells and HeredityUnit Resource Book: 111–119Lab Manual: 21–24, 33–36EcologyUnit Resource Book: 51–59, 180–188, 230–238,288–296Lab Manual: 2, 19–22Human BiologyLab Manual: 1, 22, 37–40Process and Lab Skills: 17–18, 43–50, 55–56Science Toolkit: A1, A15–A16

7–1.3 Explain the reasons for testing oneindependent variable at a time in a controlledscientific investigation.

All Units R30Earth’s WatersPE/TE: C58–C59, C116Matter and EnergyPE/TE: A56–A57, A84–A85, A89Chemical InteractionsPE/TE: B55, B92–B93, B132–B133, B170–B171Cells and HeredityPE/TE: A15, A53, A64–A65EcologyPE/TE: D54Human BiologyPE/TE: E56–E57

Matter and EnergyUnit Resource Book: 124–132, 183–191Lab Manual: 24, 35–38Chemical InteractionsUnit Resource Book: 180–188, 250–258, 309–317Lab Manual: 43–46, 53–56Cells and HeredityUnit Resource Book: 91, 111–119Lab Manual: 17–20, 33–36EcologyLab Manual: 19–22Human BiologyLab Manual: 17–20, 21–24Process and Lab Skills: 19–22, 55–56Science Toolkit: A6, A25–A26


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Standard Pupil/Teacher Edition Ancillaries7–1.4 Explain the importance that repeated trialsand a well–chosen sample size have with regard tothe validity of a controlled scientific investigation.

All Units R7Earth’s WatersPE/TE: C138–C139Additional TE: C139Matter and EnergyPE/TE: A14–A15, A84–A85Chemical InteractionsPE/TE: B110, B114, B170–B171EcologyPE/TE: D52–D53

Earth’s WatersUnit Resource Book: 241–249Matter and EnergyUnit Resource Book: 63–71, 183–191Lab Manual: 5–8, 10–12Chemical InteractionsUnit Resource Book: 309–317EcologyLab Manual: 2, 3, 5–8, 13, 15, 19–22Human BiologyLab Manual: 17–20, 33–36, 37–40Process and Lab Skills: 43–50Science Toolkit: A9, A31–A32

7–1.5 Explain the relationships betweenindependent and dependent variables in a controlledscientific investigation through the use ofappropriate graphs, tables, and charts.

All Units R23–R27, R30–R34Earth’s WatersPE/TE: C37, C116Matter and EnergyPE/TE: A56–A57, A84–A85, A103, A112Chemical InteractionsPE/TE: B55, B120Cells and HeredityPE/TE: A15–A16EcologyPE/TE: D35, D57, D65Human BiologyPE/TE: E56–E57, E137, E147, E155

Earth’s WatersUnit Resource Book: 211, 250–257Matter and EnergyUnit Resource Book: 124–127, 183–191Lab Manual: 10–12, 15–18, 24, 35–38, 53–56Chemical InteractionsUnit Resource Book: 220Lab Manual: 3–6, 27–30, 43–46Cells and HeredityLab Manual: 17–20, 21–24, 33–36EcologyUnit Resource Book: 143–149Lab Manual: 3, 4, 13, 14Human BiologyLab Manual: 23–26, 27–30Process and Lab Skills: 19–22, 27–34, 43–50Science Toolkit: A8, A10, A29–A30, A33–A34,L2, L13–L14


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Standard Pupil/Teacher Edition Ancillaries7–1.6 Critique a conclusion drawn from ascientific investigation.

All Units xxv, R7–R8, R35Earth’s WatersPE/TE: C32–C33, C94–C95Additional TE: C33Chemical InteractionsPE/TE: 7B9Cells and HeredityPE/TE: A44, A91Human BiologyPE/TE: E155

Earth’s WatersUnit Resource Book: 186–189Chemical InteractionsLab Manual: 3–6, 27–31, 43–46, 53–56Cells and HeredityUnit Resource Book: 80, 162Lab Manual: 17–20, 21–24, 33–36EcologyLab Manual: 5–8, 19–22, 29–32Human BiologyLab Manual: 7–10, 17–20, 23–26, 27–30Process and Lab Skills: 35–38, 43–50, 55–56Science Toolkit: A12–A13, A37–A40



All Chapter Investigations are coded withappropriate safety symbols.


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Standard Pupil/Teacher Edition AncillariesCells and Heredity

Standard 7–2: The student will demonstrate an understanding of the structure and function of cells, cellular reproduction, and heredity. (Life Science)

7–2.1 Summarize the structures and functions ofthe major components of plant and animal cells(including the cell wall, the cell membrane, thenucleus, chloroplasts, mitochondria, and vacuoles).

All Units xvCells and HeredityPE/TE: A6, A11, A20–A24, A48–A53, A56–A59Additional TE: A11, A20–A23, A48, A53, A58

Cells and HeredityUnit Resource Book: 23–31, 41, 45–45Unit Assessment Book: 4, 6–18, 20–21Lab Manual: 1–3

7–2.2 Compare the major components of plantand animal cells.

Cells and HeredityPE/TE: A21–A24, A48–A53, A84–A85Additional TE: A21–A22, A48, A53, A84–A85

Cells and HeredityUnit Resource Book: 30–31Unit Assessment Book: 4, 6–18Lab Manual: 1

7–2.3 Compare the body shapes of bacteria(spiral, coccus, and bacillus) and the bodystructures that protists (euglena, paramecium,amoeba) use for food gathering and locomotion.

All Units R52Cells and HeredityPE/TE: A16–A17, A20, A27–A28, A32Additional TE: A28

Cells and HeredityUnit Resource Book: 29, 34–42Unit Assessment Book: 5–18Lab Manual: 2–3

7–2.4 Explain how cellular processes (includingrespiration, photosynthesis in plants, mitosis, andwaste elimination) are essential to the survival ofthe organism.

All Units xxxCells and HeredityPE/TE: A48–A54, A57–A61, A73, A76–A78,A81–A85, A90–A92Additional TE: A48, A50, A51, A54, A58, A60,A61, A76, A81–A83, A90, A91

Cells and HeredityUnit Resource Book: 73–81, 84–90, 92, 94–103,111–130, 133–141, 144–152, 155–167, 163,171–190, 214–222, 230–238Unit Assessment Book: 22–37, 41–50, 96–108Lab Manual: 14–24, 26

7–2.5 Summarize how genetic information ispassed from parent to offspring by using the termsgenes, chromosomes, inherited traits, genotype,phenotype, dominant traits, and recessive traits.

Cells and HeredityPE/TE: A74–A76, A101–A109Additional TE: A74–A76, A101–A107

Cells and HeredityUnit Resource Book: 133–141, 193–200, 230–238,248–249Unit Assessment Book: 60–76, 96–108Lab Manual: 25, 39–47, 49–56

7–2.6 Use Punnett squares to predict inheritedmonohybrid traits.

Cells and HeredityPE/TE: A110–A116Additional TE: A111–A115

Cells and HeredityUnit Resource Book: 200, 203–211Unit Assessment Book: 60, 96–108

7–2.7 Distinguish between inherited traits andthose acquired from environmental factors.

Cells and HeredityPE/TE: A101–A102Additional TE: A101–A102

Cells and HeredityUnit Resource Book: 193–199, 262–270Unit Assessment Book: 96–108


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Standard Pupil/Teacher Edition AncillariesHuman Body Systems and DiseaseStandard 7–3: The student will demonstrate an understanding of the functions and interconnections of the major body systems, including the breakdown instructure or function that disease causes. (Life Science)7–3.1 Summarize the levels of structuralorganization within the human body (includingcells, tissues, organs, and systems).

Human BiologyPE/TE: E9–E12Additional TE: E9–E12Cells and HeredityPE/TE: A29–A31

Human BiologyUnit Resource Book: 5, 13–21Unit Assessment Book: 3Cells and HeredityUnit Resource Book: 35–40Science Toolkit: B3, C36, H1–H8

7–3.2 Recall the major organs of the human bodyand their function within their particular bodysystem.

Human BiologyPE/TE: E14–E20, E22–E27, E37–E43, E45–E50,E52–E55, E65–E81, E83–E88, E101–E107,E110–E116, E118–E124Additional TE: E15–E18, E22–E27, E38–E43,E46–E50, E53–E55, E65–E67, E69–E70, E75–E81,E84–E87, E101–E107, E111–E115, E119–E123

Human BiologyUnit Resource Book: 19–20, 24–32, 35–42, 59–67,72–80, 83–91, 94–101, 131–138, 141–149,152–162, 177–185, 190–197, 200–208, 211–215,235–245Unit Assessment Book: 4–19, 22–24, 41–43, 60–62Lab Manual: 2–16, 23–40

7–3.3 Summarize the relationships of the majorbody systems (including the circulatory,respiratory, digestive, excretory, nervous, muscular,and skeletal systems).

Human BiologyPE/TE: E12, E65–E66, E136–E138Additional TE: E136–E137

Human BiologyUnit Resource Book: 12–21, 131–137, 255Unit Assessment Book: 79, 82–94Lab Manual: 1

7–3.4 Explain the effects of disease on the majororgans and body systems (including infectiousdiseases such as colds and flu, AIDS, and athlete’sfoot and noninfectious diseases such as diabetes,Parkinson’s, and skin cancer.

Human BiologyPE/TE: E19, E74–E76, E152Additional TE: E19, E75Cells and HeredityPE/TE: A146–A148

Human BiologyUnit Assessment Book: 78, 100, 147, 161–162,196, 206


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Standard Pupil/Teacher Edition AncillariesEcology: The Biotic and Abiotic EnvironmentStandard 7–4: The student will demonstrate an understanding of how organisms interact with and respond to the biotic and abiotic components of theirenvironment. (Earth Science, Life Science)7–4.1 Summarize the characteristics of the levelsor organization within ecosystems (includingpopulations, communities, habitats, niches, andbiomes).

EcologyPE/TE: D30–D38, D46–D49Additional TE: D46–D49

EcologyUnit Resource Book: 45, 84–91Unit Assessment Book: 6, 23, 26–39, 59–72

7–4.2 Illustrate energy flow in food chains, foodwebs, and energy pyramids.

EcologyPE/TE: D22–D28Additional TE: D23–D28

EcologyUnit Assessment Book: 34–42Lab Manual: 5, 7–19, 59–72

7–4.3 Explain the interaction among changes inthe environment due to natural hazards (includinglandslides, wildfires, and floods), changes inpopulations, and limiting factors (including climateand the availability of food and water, space, andshelter).

Earth’s WatersPE/TE: C14, C60–C61Additional TE: C61EcologyPE/TE: D2–D5, D63–D68Additional TE: D3–D4, D64–D67

Earth’s WatersUnit Resource Book: 20EcologyUnit Resource Book: 105–113Unit Assessment Book: 25, 59–72Lab Manual: 26–31

7–4.4 Explain the effects of soil quality on thecharacteristics of an ecosystem.

EcologyPE/TE: D10–D15, D32, D67Additional TE: D11–D13, D32, D67

EcologyUnit Resource Book: 13–20, 62–70Unit Assessment Book: 3, 6–19, 59–72Lab Manual: 5–8

7–4.5 Summarize how the location and movementof water on Earth’s surface through groundwaterzones and surface–water drainage basins, calledwatersheds, are important to ecosystems and tohuman activities.

Earth’s WatersPE/TE: C12–C14, C24–C31Additional TE: C12–C14, C25–C31EcologyPE/TE: D10, D11, D13, D16–D17, D21, D38,D83–D85, D89–D90Additional TE: D11, D17, D20, D84–D85, D89,D90

Earth’s WatersUnit Resource Book: 13–20, 35–45, 60–68,261–262Unit Assessment Book: 5–19EcologyUnit Resource Book: 13–20, 23–30, 71–79,143–151, 154–160Unit Assessment Book: 3, 4, 7–19, 42, 59–72Lab Manual: 9–12

7–4.6 Classify resources as renewable ornonrenewable and explain the implications of theirdepletion and the importance of conservation.

Earth’s WatersPE/TE: C30, C60–C66, C130–C135Additional TE: C61–C66, C131–C135EcologyPE/TE: D89–D91, D98–D99, D102–D103Additional TE: D89–D90, D102–D103

Earth’s WatersUnit Resource Book: 95–103, 226–235, 250–262Unit Assessment Book: 24–38, 63–76EcologyUnit Resource Book: 154–160, 165–172Unit Assessment Book: 43–45, 56, 59–72


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Standard Pupil/Teacher Edition AncillariesThe Chemical Nature of MatterStandard 7–5: The student will demonstrate an understanding of the classifications and properties of matter and the changes that matter undergoes. (PhysicalScience)

7–5.1 Recognize that matter is composed ofextremely small particles called atoms.

All Units xiv–xviiMatter and EnergyPE/TE: A16–A19, A20, A34Additional TE: A17, A18Chemical InteractionsPE/TE: B9–B15, B34, B104–B107Additional TE: B10–B14Cells and HeredityPE/TE: A42

Matter and EnergyUnit Resource Book: 23–31Unit Assessment Book: 4, 7–20, 78–89Lab Manual: 1Chemical InteractionsUnit Resource Book: 13–21, 59–67Unit Assessment Book: 3, 6–19, 96–111

7–5.2 Classify matter as element, compound, ormixture on the basis of its composition.

All Units xvMatter and EnergyPE/TE: A21–A25Additional TE: A22–A24Chemical InteractionsPE/TE: B9–B13, B41–B45, B62, B111Additional TE: B42–B44

Matter and EnergyUnit Resource Book: 34–42Unit Assessment Book: 5, 7–20, 78–89Lab Manual: 2Chemical InteractionsUnit Resource Book: 13–21, 73–80Unit Assessment Book: 3, 22, 25–38, 96–111Lab Manual: 11–12

7–5.3 Compare the physical properties of metalsand nonmetals.

Matter and EnergyPE/TE: A58–A63Additional TE: A59–A61Chemical InteractionsPE/TE: B22–B23, B26–B30, B34, B56–B57Additional TE: B27–B30, B56–B57

Matter and EnergyUnit Resource Book: 106–114Unit Assessment Book: 25–39, 78–89Chemical InteractionsUnit Resource Book: 34–42, 95–102Unit Assessment Book: 5–19, 24–38, 96–111Lab Manual: 15–18

7–5.4 Use the periodic table to identify the basicorganization of elements and groups of elements(including metals, nonmetals, and families).

Chemical InteractionsPE/TE: B17–B23, B34Additional TE: B18–B22

Chemical InteractionsUnit Resource Book: 24–31Unit Assessment Book: 4, 6–19, 98–111


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Standard Pupil/Teacher Edition Ancillaries7–5.5 Translate chemical symbols and thechemical formulas of common substances to showthe component parts of the substances (includingNaCl [table salt], H2O [water], C6H12O6 [simplesugar], O2 [oxygen gas], CO2 [carbon dioxide], andN2 [nitrogen gas]).

Chemical InteractionsPE/TE: B42–B45Additional TE: B42–B44

Chemical InteractionsUnit Resource Book: 72–81Unit Assessment Book: 22, 25–38, 96–111Lab Manual: 31–34

7–5.6 Distinguish between acids and bases and useindicators (including litmus paper, pH paper, andphenolphthalein) to determine their relative pH.

Chemical InteractionsPE/TE: B125–B133Additional TE: B126–B130

Chemical InteractionsUnit Resource Book: 224–231, 250–258Unit Assessment Book: 63, 96–111Lab Manual: 39–42

7–5.7 Identify the reactants and products inchemical equations.

Chemical InteractionsPE/TE: B71–B73, B80–B84Additional TE: B71

Chemical InteractionsUnit Resource Book: 140–151Unit Assessment Book: 41, 45–58, 96–111Lab Manual: 31–34

7–5.8 Explain how a balanced chemical equationsupports the law of conservation of matter.

Chemical InteractionsPE/TE: B78–B84, B100Additional TE: B79–B84

Chemical InteractionsUnit Resource Book: 143–151Unit Assessment Book: 42, 45–58, 96–111Lab Manual: 2, 31–34

7–5.9 Compare physical properties of matter(including melting or boiling point, density, andcolor) to the chemical property of reactivity witha certain substance (including the ability to burnor rust).

Matter and EnergyPE/TE: A41–A46Additional TE: A42, A43, A44, A45

Matter and EnergyUnit Resource Book: 85–93, 133–141Unit Assessment Book: 23, 26–39, 78–89Lab Manual: 2–3, 9–12, 15–18, 19–22

7–5.10 Compare physical changes (includingchanges in size, shape, and state) to chemicalchanges that are the result of chemical reactions(including changes in color or temperature andformation of a precipitate or gas).

Matter and EnergyPE/TE: A27–A33, A45, A50–A55Additional TE: A28–A31, A51–A55Chemical InteractionsPE/TE: B70–B71Additional TE: B70–B71

Matter and EnergyUnit Resource Book: 45–53, 72–80, 96–103Unit Assessment Book: 6, 7–20, 24, 26–39, 78–89Lab Manual: 13Chemical InteractionsUnit Resource Book: 132–140Unit Assessment Book: 41, 45–58Lab Manual: 15–18, 31–34

20


correlated to the

South Carolina Science Academic Standards Grade 8

Standard Pupil/Teacher Edition AncillariesScientific InquiryStandard 8–1: The student will demonstrate an understanding of technological design and scientific inquiry, including process skills, mathematical thinking,controlled investigative design and analysis, and problem solving.8–1.1 Designed a controlled scientificinvestigation.

All Units R28–R35Earth’s SurfacePE/TE: A146, A156–A157, A169The Changing EarthPE/TE: B20–B21Additional TE: B113Motion and ForcesPE/TE: C19, C16, C62–C63, C66, C88,C136–C137Waves, Sound, and LightPE/TE: D22–D23, D64–D65, D76Space SciencePE/TE: E106–E107, E120–E121Additional TE: E121Life Over TimePE/TE: B94Additional TE: B94, B107

Earth’s SurfaceUnit Resource Book: 287, 319, 328–336Lab Manual: 53The Changing EarthUnit Resource Book: 62–70Lab Manual: 49Motion and ForcesUnit Resource Book: 31, 83, 118, 129–137, 169,267–275Lab Manual: 13Waves, Sound, and LightUnit Resource Book: 31, 53–61, 123–131, 152Lab Manual: 1–3Space ScienceUnit Resource Book: 195–203, 266–275Lab Manual: 29–32Life Over TimeUnit Resource Book: 148Lab Manual: 21Process and Lab Skills: 43–50, 55–56Science Toolkit: A1–A14, A15–A42


21

Standard Pupil/Teacher Edition Ancillaries8–1.2 Recognize the importance of a systematicprocess for safely and accurately conductinginvestigations.

All Units R28–R35The Changing EarthPE/TE: B20–B21Space SciencePE/TE: E120–E121Life Over TimePE/TE: B68–B69, B106–B107

The Changing EarthUnit Resource Book: 62–70Lab Manual: 45–48Motion and ForcesLab Manual: 4, 9–12Waves, Sound, and LightLab Manual: 2, 9–12Space ScienceUnit Resource Book: 266–275Lab Manual: 17–20Life Over TimeUnit Resource Book: 109–117Lab Manual: 27–30Process and Lab Skills: 25–26, 43–50, 55–56Science Toolkit: A5, A23–A24


22

Standard Pupil/Teacher Edition Ancillaries8–1.3 Construct explanations and conclusionsfrom interpretations of data obtained during acontrolled scientific investigation.

All Units R33–R35Earth’s SurfacePE/TE: A65, A85, A130–A131, A156–A157The Changing EarthPE/TE: B20–B21, B68–B69, B94–B95,B134–B135, B170–B171Motion and ForcesPE/TE: C32–C33, C62–C63, C66, C88, C96–C97,C136–C137Waves, Sound, and LightPE/TE: D22–D23, D64–D65, D76, D100–D101,D124–D125Space SciencePE/TE: E120–E121Additional TE: E107Life Over TimePE/TE: B26–B27

Earth’s SurfaceUnit Resource Book: 112, 164–165, 257–266,328–336Lab Manual: 9–12, 45–48, 61–64The Changing EarthUnit Resource Book: 62–70, 122–130, 182–190,242–251, 302–310Lab Manual: 5–8, 29–32, 33–36, 55–58Motion and ForcesUnit Resource Book: 56–64, 118, 129–137, 169,201–209, 267–275Lab Manual: 9–12, 16, 24, 29, 36, 41–58Waves, Sound, and LightUnit Resource Book: 30, 53–61, 123–131, 152,194–202, 264–272Lab Manual: 5–8, 9–12, 41–44Space ScienceUnit Resource Book: 266–275Lab Manual: 17–20, 29–32, 33–36, 40, 43–46,47–50Life Over TimeUnit Resource Book: 50–58Lab Manual: 3–6, 17–20, 22–30Process and Lab Skills: 35–36, 43–50, 55–56Science Toolkit: A9, A11, A12, A31–32, A35–38

8–1.4 Generate questions for further study on thebasis of prior investigations.

All Units R35The Changing EarthPE/TE: B20–B21, B94–B95Life Over TimePE/TE: B26–B27Additional TE: B27

The Changing EarthUnit Resource Book: 62–70, 182–190Lab Manual: 29–32Motion and ForcesLab Manual: 16Waves, Sound, and LightLab Manual: 25Life Over TimeUnit Resource Book: 20, 50–58Lab Manual: 7–10, 13–16, 17–20Process and Lab Skills: 43–50, 55–56Science Toolkit: A14, A41–A42


23

Standard Pupil/Teacher Edition Ancillaries8–1.5 Explain the importance of and requirementsfor replication of scientific investigations.

All Units R8Motion and ForcesPE/TE: C32–C33, C136–C137

Motion and ForcesUnit Resource Book: 56–64, 267–275Lab Manual: 14, 17–20Waves, Sound, and LightLab Manual: 5–8Life Over TimeLab Manual: 29–32Process and Lab Skills: 43–50, 51–54

8–1.6 Use appropriate tools and instruments(including convex lenses, plane mirrors, colorfilters, prisms, and slinky springs) safely andaccurately when conducting a controlled scientificinvestigation.

All Units R12–R19The Changing EarthPE/TE: B158, B170–B171Motion and ForcesPE/TE: C19, C27, C32–C33, C58, C118, C125,C133, C136–C137, C151, C157, C170–C171Waves, Sound, and LightPE/TE: D13, D76, D84, D100–D101, D124–D125,D128, D131, D134

The Changing EarthUnit Resource Book: 283, 302–305, 306–308Lab Manual: 50, 51–53Motion and ForcesUnit Resource Book: 31, 43, 57, 61, 66, 70, 107,210–212, 214–216, 218, 230, 241, 252, 267–269,271–272, 276–278, 280–282, 296, 307, 326–327,330–331Lab Manual: 2, 4, 6, 9–12, 15, 33–35, 37, 38, 39,41–42, 45–47, 49, 50, 51–52Waves, Sound, and LightUnit Resource Book: 20, 152, 163, 194–202, 244,255, 264–275Lab Manual: 29–32, 41–44Process and Lab Skills: 1–9



All Chapter Investigations found in the UnitResource Books and Lab Manuals are coded withappropriate safety symbols.


24

Standard Pupil/Teacher Edition AncillariesEarth’s Biological History

Standard 8–2: The student will demonstrate an understanding of Earth’s biological diversity over time. (Life Science, Earth Science)

8–2.1 Explain how biological adaptations ofpopulations enhance their survival in a particularenvironment.

Life Over TimePE/TE: B21–B25Additional TE: B21–B24

Life Over TimeUnit Resource Book: 26–31Unit Assessment Book: 4, 6–18Lab Manual: 3–6

8–2.2 Summarize how scientists study Earth’spast environment and diverse life–forms byexamining different types of fossils (includingmolds, casts, petrified fossils, preserved andcarbonized remains of plants and animals, and tracefossils).

All Units xvii, R28–R35Earth’s SurfacePE/TE: A91The Changing EarthPE/TE: B111–B117Additional TE: B114–B116Life Over TimePE/TE: B9–B15Additional TE: B10–B15

The Changing EarthUnit Resource Book: 204–213Unit Assessment Book: 61, 63–77Lab Manual: 1Life Over TimeUnit Resource Book: 13–21Unit Assessment Book: 2, 3, 6–18

8–2.3 Explain how Earth’s history has beeninfluenced by catastrophes (including the impact ofan asteroid or comet, climatic changes, andvolcanic activity) that have affected the conditionson Earth and the diversity of its life–forms.

Earth’s SurfacePE/TE: A165–A171Additional TE: A168–A169Life Over TimePE/TE: B14, B15Additional TE: B14

Earth’s SurfaceUnit Resource Book: 319Unit Assessment Book: 84Life Over TimeUnit Resource Book: 13–21Unit Assessment Book: 3, 6–18

8–2.4 Recognize the relationship among theunits—era, epoch, and period—into which thegeologic time scale is divided.

All Units R52–R53The Changing EarthPE/TE: B127–B136Additional TE: B128–B132

The Changing EarthUnit Resource Book: 227–234, 242–251Unit Assessment Book: 63–77


25

Standard Pupil/Teacher Edition Ancillaries8–2.5 Illustrate the vast diversity of life that hasbeen present on Earth over time by using thegeologic time scale.

The Changing EarthPE/TE: B129–B133Additional TE: B129–B132Life Over TimePE/TE: B9–B15Additional TE: B10–B15

The Changing EarthUnit Resource Book: 227–234Unit Assessment Book: 63–77Life Over TimeUnit Resource Book: 13–21Unit Assessment Book: 3, 6–18

8–2.6 Infer the relative ages of rocks and fossilsfrom index fossils and the ordering of the rocklayers.

All Units R56–R57The Changing EarthPE/TE: B119–B122, B132, B140Additional TE: B120–B122Life Over TimePE/TE: B9–B15Additional TE: B8–B14

The Changing EarthUnit Resource Book: 204–213, 216–224Unit Assessment Book: 61, 62, 64–77Life Over TimeUnit Resource Book: 13–21Unit Assessment Book: 3, 6–18

8–2.7 Summarize the factors, both natural andman–made, that can contribute to the extinction of aspecies.

The Changing EarthPE/TE: B116, B132Life Over TimePE/TE: B4–B5, B14–B15, B103Additional TE: B14–B15

The Changing EarthUnit Resource Book: 227–234Unit Assessment Book: 63–77Life Over TimeUnit Resource Book: 13–21Unit Assessment Book: 6–18


26

Standard Pupil/Teacher Edition AncillariesEarth’s Structure and ProcessesStandard –3: The student will demonstrate an understanding of materials that determine the structure of Earth and the processes that have altered thisstructure. (Earth Science)8–3.1 Summarize the three layers of Earth—crust,mantle, and core—on the basis of relative position,density, and composition.

The Changing EarthPE/TE: B9–B13, B17–B19, B38Additional TE: B10–B13, B17–B18

The Changing EarthUnit Resource Book: 13–21, 24–31Unit Assessment Book: 3, 4, 7–20Lab Manual: 1–12

8–3.2 Explain how scientists use seismicwaves—primary, secondary, and surfacewaves—and Earth’s magnetic fields to determinethe internal structure of Earth.

All Units xiv–xv, xvii, xixThe Changing EarthPE/TE: B53–B55, B70Additional TE: B53–B55

The Changing EarthUnit Resource Book: 95–104Unit Assessment Book: 24, 26–37Lab Manual: 13–24

8–3.3 Infer an earthquake’s epicenter fromseismographic data.

The Changing EarthPE/TE: B51–B58, B70Additional TE: B52–B58

The Changing EarthUnit Resource Book: 95–104, 131–139Unit Assessment Book: 24, 26–37Lab Manual: 13–24

8–3.4 Explain how igneous, metamorphic, andsedimentary rocks are interrelated in the rock cycle.

Earth’s SurfacePE/TE: A78–A80, A82–A87, A89–A101, A104Additional TE: A78–A80, A83–A87, A90–A95,A97–A101

Earth’s SurfaceUnit Resource Book: 146–153, 157–166, 169–177,180–188, 206–214Unit Assessment Book: 42–59Lab Manual: 37–40

8–3.5 Summarize the importance of minerals,ores, and fossil fuels as Earth resources on the basisof their physical and chemical properties.

All Units R28–R35Earth’s SurfacePE/TE: A60–A67Additional TE: A61–A67The Changing EarthPE/TE: B147–B155Additional TE: B148–B153

Earth’s SurfaceUnit Resource Book: 105–113Unit Assessment Book: 25–39The Changing EarthUnit Resource Book: 265–273Unit Assessment Book: 80, 83–96


27

Standard Pupil/Teacher Edition Ancillaries8–3.6 Explain how the theory of plate tectonicsaccounts for the motion of the lithospheric plates,the geologic activities at the plate boundaries, andthe changes in landform areas over geologic time.

The Changing EarthPE/TE: B9–B19, B41Additional TE: B10–B12, B15–B18

The Changing EarthUnit Resource Book: 13–21, 24–31Unit Assessment Book: 3, 4, 7–20Lab Manual: 1–12

8–3.7 Illustrate the creation and changing oflandforms that have occurred through geologicprocesses (including volcanic eruptions andmountain–building forces).

All Units xxvEarth’s SurfacePE/TE: A148The Changing EarthPE/TE: B77–B84, B86–B93Additional TE: B78–B84, B67–B92

The Changing EarthUnit Resource Book: 144–152, 155–162Unit Assessment Book: 42, 43, 45–57

8–3.8 Explain how earthquakes result from forcesinside Earth.

The Changing EarthPE/TE: B45–B49, B51–B55Additional TE: B46–B48, B52–B55

The Changing EarthUnit Resource Book: 84–92, 95–104, 131–139Unit Assessment Book: 23, 24, 26–39Lab Manual: 13–24

8–3.9 Identify and illustrate geologic features ofSouth Carolina and other regions of the worldthrough the use of imagery (including aerialphotography and satellite imagery) and topographicmaps.

Earth’s SurfacePE/TE: A24–A29, A30–A34, A36Additional TE: A25–A26, A31–A33

Earth’s SurfaceUnit Resource Book: 35–42, 45–53, 61–69Unit Assessment Book: 5–20Lab Manual: 3, 5–7


28

Standard Pupil/Teacher Edition AncillariesAstronomy: Earth and Space SystemsStandard 8–4: The student will demonstrate an understanding of the characteristics, structure, and predictable motions of celestial bodies. (Earth Science)8–4.1 Summarize the characteristics andmovements of objects in the solar system (includingplanets, moons, asteroids, comets, and meteors).

Space SciencePE/TE: E52–E57, E59–E66, E79–E83, E85–E92,E94–E105Additional TE: E53–E56, E60–E66, E80–E82,E84–E92, E95–E98, E101–E105

Space ScienceUnit Resource Book: 96–104, 107–115, 146–155,158–166, 169–177, 180–187, 204–212Unit Assessment Book: 24–39, 42–59Lab Manual: 21–23, 26, 33–36

8–4.2 Summarize the characteristics of the surfacefeatures of the Sun: photosphere, corona, sunspots,prominences, and solar flares.

Space SciencePE/TE: E115–E119Additional TE: E114–E119

Space ScienceUnit Resource Book: 217–224Unit Assessment Book: 62, 66–79

8–4.3 Explain how the surface features of the Sunmay affect Earth.

All Units xvSpace SciencePE/TE: E32, E118–E119Additional TE: E32, E118–E119

Space ScienceUnit Resource Book: 217–222Unit Assessment Book: 62, 66–79

8–4.4 Explain the motions of Earth and the Moonand the effects of these motions as they orbit theSun (including day, year, phases of the Moon,eclipses, and tides).

Space SciencePE/TE: E42–E51, E59–E66Additional TE: E43–E49, E60–E66

Space ScienceUnit Resource Book: 84–93, 107–115, 134–132,204–212Unit Assessment Book: 23, 25–39Lab Manual: 14, 16

8–4.5 Explain how the tilt of Earth’s axis affectsthe length of the day and the amount of heating onEarth’s surface, thus causing the seasons of theyear.


Space ScienceUnit Resource Book: 84–93, 124–132Unit Assessment Book: 23, 26–39Lab Manual: 17–20

8–4.6 Explain how gravitational forces areinfluenced by mass and distance.

Space SciencePE/TE: E79–E83Additional TE: E80–E82Motion and ForcesPE/TE: C78

Space ScienceUnit Resource Book: 146–155Unit Assessment Book: 42, 46–59Motion and ForcesUnit Resource Book: 159Unit Assessment Book: 42, 49–59


29

Standard Pupil/Teacher Edition Ancillaries8–4.7 Explain the effects of gravity of tides andplanetary obrbits.

All Units xviiSpace SciencePE/TE: E45, E65–E66, E81Additional TE: E65–E66, E81Motion and ForcesPE/TE: C80–C82Additional TE: C80–C82

Space ScienceUnit Resource Book: 107–115Unit Assessment Book: 25–39Motion and ForcesUnit Resource Book: 15Unit Assessment Book: 42, 49–59

8–4.8 Explain the difference between mass andweight by using the concept of gravitational force.

Motion and ForcesPE/TE: C79–C80Additional TE: C79–C80

Motion and ForcesUnit Resource Book: 151–156Unit Assessment Book: 42, 49–59

8–4.9 Recall the Sun’s position in the universe, theshapes and composition of galaxies, and thedistance measurement unit (light year) needed toidentify star and galaxy locations.


Space ScienceUnit Resource Book: 238–247Unit Assessment Book: 64, 66–79Lab Manual: 39

8–4.10 Compare the purposes of the tools and thetechnology that scientists use to study space(including various types of telescopes, satellites,space probes, and spectroscopes).

Space SciencePE/TE: E15–E29, E122Additional TE: E16–E19, E23–E28

Space ScienceUnit Resource Book: 25–32, 35–43, 67–79Unit Assessment Book: 4, 5, 7–20


30

Standard Pupil/Teacher Edition AncillariesForces and MotionStandard 8–5: The student will demonstrate an understanding of the effects of forces on the motion of an object. (Physical Science)

8–5.1 Use measurement and time–distance graphsto represent the motion of an object in terms of itsposition, direction, or speed.

Motion and ForcesPE/TE: C9–C14, C16–C23, C30Additional TE: C10–C14, C17–C23

Motion and ForcesUnit Resource Book: 13–21, 24–32Unit Assessment Book: 3, 4, 6–19

8–5.2 Use the formula for average speed, v = d/t,to solve real–world problems.


Motion and ForcesUnit Resource Book: 24–32Unit Assessment Book: 4, 6–19Lab Manual: 9–12

8–5.3 Analyze the effects of forces (includinggravity and friction) on the speed and direction ofan object.

All Units xxiMotion and ForcesPE/TE: C41–C47, C49–C55, C57–C61, C85–C89Additional TE: C42–C47, C50–C55, C58–C61,C86–C89

Motion and ForcesUnit Resource Book: 79–86, 89–97, 100–108,162–170Unit Assessment Book: 22–24, 26–39, 43, 46–59

8–5.4 Predict how varying the amount of force ormass will affect the motion of an object.

Motion and ForcesPE/TE: C49–C55, C64–C69, C85–C99Additional TE: C50–C55, C65–C69, C86–C89

Motion and ForcesUnit Resource Book: 89–97, 111–119, 162–170Unit Assessment Book: 23, 25–39, 43, 46–59Lab Manual: 14

8–5.5 Analyze the resulting effect of balanced andunbalanced forces on an object’s motion in terms ofmagnitude and direction.

Motion and ForcesPE/TE: C43–C45, C59, C86–C87Additional TE: C43–C45, C59

Motion and ForcesUnit Resource Book: 78–86Unit Assessment Book: 22, 26–39

8–5.6 Summarize and illustrate the concept ofinertia.


Motion and ForcesUnit Resource Book: 79–86Unit Assessment Book: 22, 26–39Lab Manual: 13, 21–24


31

Standard Pupil/Teacher Edition AncillariesWavesStandard 8–6: The student will demonstrate an understanding of the properties and behaviors of waves. (Physical Science)8–6.1 Recall that waves transmit energy but notmatter.

Waves, Sound, and LightPE/TE: D9–D15Additional TE: D10–D15

Waves, Sound, and LightUnit Resource Book: 13–21Unit Assessment Book: 3, 6–19

8–6.2 Distinguish between mechanical andelectromagnetic waves.

Waves, Sound, and LightPE/TE: D11, D37, D40–D41, D73–D77Additional TE: D11, D40–D41, D74–D77

Waves, Sound, and LightUnit Resource Book: 75–80, 83, 145–153Unit Assessment Book: 42, 49–59Lab Manual: 25–27

8–6.3 Summarize factors that influence the basicproperties of waves (including frequency,amplitude, wavelength, and speed).

Waves, Sound, and LightPE/TE: D16–D23, D29, D42–D47Additional TE: D17–D21, D29, D44, D46–D47

Waves, Sound, and LightUnit Resource Book: 24–32, 53–61, 75–80, 86–105Unit Assessment Book: 4, 6–19Lab Manual: 2, 13–20

8–6.4 Summarize the behaviors of waves(including refraction, reflection, transmission, andabsorption).

Waves, Sound, and LightPE/TE: D24–D28, D93–D99Additional TE: D25–D58, D94–D99

Waves, Sound, and LightUnit Resource Book: 35–43, 178–186Unit Assessment Book: 5, 6–19, 45, 49–59Lab Manual: 3, 37, 45–48

8–6.5 Explain hearing in terms of the relationshipbetween sound waves and the ear.

Waves, Sound, and LightPE/TE: D39, D56Additional TE: D39

Waves, Sound, and LightUnit Resource Book: 105

8–6.6 Explain sight in terms of the relationshipbetween the eye and the light waves emitted orreflected by an object.


Waves, Sound, and LightUnit Resource Book: 237–245Unit Assessment Book: 64, 66–78Lab Manual: 38

8–6.7 Explain how the absorption and reflection oflight waves by various materials result in the humanperception of color.


Waves, Sound, and LightUnit Resource Book: 178–186, 194–202Unit Assessment Book: 45, 49–59Lab Manual: 33–36

8–6.8 Compare the wavelength and energy ofwaves in various parts of the electrmagneticspectrum (including visible light, infrared, andultraviolet radiation).


Waves, Sound, and LightUnit Resource Book: 156–164Unit Assessment Book: 43, 49–59Lab Manual: 33–36

SC 736/2006

2005CC2

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