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CALIFORNIA:


Zingy Science 4-5 (4th-5th grade Science) Curriculum                    CA Standards Correlations
Zingy Science 6 (6th grade Science)     
   Curriculum                    CA Standards Correlations
Zingy Science 7 (7th grade Science)         Curriculum                    CA Standards Correlations
Zingy Science 8 (8th grade Science)         Curriculum                    CA Standards Correlations


MASSACHUSETTS:

Zingy Science Mass (6th-8th grade Science and Technology)   Curriculum            MCAS Standards Correlations


TEXAS:

Zingy Science Texas 3-5 (3rd-5th grade Science)   Curriculum           Standards / STAAR Correlations

Zingy Science Texas 6-8 (6th-8th grade Science)
  Curriculum           Standards / STAAR Correlations

Texas 3-5 program is available in English and Spanish.

 

 

 

 

 

 

 

 



Zingy Science 4-5 (California 4th and 5th Grade Science)
7 lessons in introductory Electricity, Magnetism, Ecosystems, Chemistry, Biology, Earth and Space. Hundreds of short-answer and multiple-choice questions:

Lesson 1: Electricity and Magnetism
Topic 1: Simple circuits
Topic 2: Series and parallel circuits
Topic 3: Resistance
Topic 4: Current
Topic 5: Transformation of energy
Topic 6: Magnets
Topic 7: Magnetic field
Topic 8: Electromagnetism
Topic 9: Electromagnetism and transformation of energy
Topic 10: Electrical charges
Topic 11: Static Electricity
Topic 12: Activity

Lesson 2: Ecosystems
Topic 1
: Atoms and molecules
Topic 2
: Plants/producers
Topic 3
: Consumers
Topic 4
: Decomposers
Topic 5
: Plant and animal relationships
Topic 6
: Microorganisms
Topic 7
: Ecosystems
Topic 8
: Adaptation
Topic 9: Activity

Lesson 3: Rocks
Topic 1: Minerals
Topic 2: Rock cycle
Topic 3: Reshaping Earth’s land surfaces

Topic 4: Activity

Lesson 4: Chemistry

Topic 1: Atoms
Topic 2: Images of atoms
Topic 3: Elements and compounds
Topic 4: Metals, salts and molecules
Topic 5: States of matter
Topic 6: Chemical reactions and physical changes
Topic 7: Chemical reactions part II
Topic 8: Compounds and mixtures
Topic 9: Properties of metals
Topic 10: Properties of salts
Topic 11: Properties of molecules
Topic 12: Atomic number
Topic 13:
Groups and properties
Topic 14:Chemistry of earth
Topic 15: Activity

Lesson 5: Biology
Topic 1: Plants and photosynthesis
Topic 2: Cellular respiration
Topic 3: Circulatory system
Topic 4: Digestive system
Topic 5: Urinary system
Topic 6: Activity

Lesson 6: Water, weather and the solar system
Topic 1
: Fresh water and salt water
Topic 2
: The water cycle
Topic 3
: Water resources
Topic 4
: Atmosphere
Topic 5
: Wind and weather
Topic 6
: Severe weather
Topic 7
: The Sun
Topic 8
: Gravitational attraction
Topic 9
: The solar system
Topic 10: Activity

Lesson 7: Measuring
Topic 1
: Length and Time
Topic 2
: Weight and Volume
Topic 3: Activity



 

 

 

 


Zingy Science 6 (California 6th Grade Science)
6 lessons in introductory Earth Sciences, Ecology and Heat. Hundreds of short-answer and multiple-choice questions:

Lesson 1: Plate Tectonics
Topic 1: Earth layers
Topic 2: Tectonic plate motion
Topic 3: Volcanoes
Topic 4: Earthquakes

Lesson 2: Shaping Earth’s crust
Topic 1: Weathering
Topic 2: Erosion

Lesson 3: Heat
Topic 1: Radiation
Topic 2: Conduction
Topic 3: Convection
Topic 4: Convection and weather
Topic 5: Combustion

Lesson 4: Ecology
Topic 1: Atoms and molecules
Topic 2: Producers
Topic 3: Consumers
Topic 4: Organism categories
Topic 5: Ecological roles
Topic 6: Biodiversity and resources

Lesson 5: Energy and material resources
Topic 1: Hydro and wind energy
Topic 2: Solar energy
Topic 3: Geothermal energy
Topic 4: Nuclear energy
Topic 5: Fossil fuel energy
Topic 6: Biomass energy and biofuels
Topic 7: Battery and hydrogen energy
Topic 8: Renewable vs. non-renewable
Topic 9: Materials

 

 

 

 

 

 

 

 

 


Zingy Science 7 (California 7th Grade Science)
7 lessons in introductory Biology, Optics, and Earth Sciences. Hundreds of short-answer and multiple-choice questions:

Lesson 1: Cell Biology
Topic 1: Atoms and molecules
Topic 2: Introduction to cells
Topic 3: Mitochondria
Topic 4: Proteins and DNA
Topic 5: Mitosis
Topic 6: Animal cell differentiation
Topic 7: Animal and plant cells
Topic 8: Plant cell differentiation
Topic 9: Cell comparisons

Lesson 2: Genetics
Topic 1: Sexual reproduction (human)
Topic 2: Sexual reproduction (plant)
Topic 3: Asexual reproduction
Topic 4: Chromosome pairs
Topic 5: Genes and traits
Topic 6: Dominant/Recessive Part I
Topic 7: Dominant/Recessive Part II
Topic 8: Punnett square model
Topic 9: X/Y chromosomes

Lesson 3: Reproduction
Topic 1: Male reproductive system
Topic 2: Female reproductive system
Topic 3: Umbilicus and placenta
Topic 4: Plant reproduction

Lesson 4: Musculoskeletal, Respiratory circulatory and auditory systems
Topic 1: Levels of organization
Topic 2: Bones and muscles
Topic 3: Levers and joints
Topic 4: Levers (advanced)
Topic 5: Lungs and heart
Topic 6: The ear

Lesson 5: The eye and light properties
Topic 1: The eye
Topic 2: The electromagnetic spectrum
Topic 3: Visible light
Topic 4: Light reflection and mirrors
Topic 5: Light refraction
Topic 6: Lenses and focal length
Topic 7: Lenses and the eye
Topic 8: Lenses and instruments

Lesson 6: Earth and life history
Topic 1: Uniformitarianism
Topic 2: The rock cycle
Topic 3: Relative rock dating
Topic 4: Absolute dating
Topic 5: Fossils
Topic 6: Plate tectonics
Topic 7: Geological timescale

Lesson 7: Evolution
Topic 1: Evolution
Topic 2: Natural selection
Topic 3: Extinction
Topic 4: Evidence for evolution
Topic 5: Classification of living organisms

 

 

 

 

 

 


Zingy Science 8 (California 8th Grade Science)
This program includes two portions: LESSONS and REVIEW
The REVIEW portion covers the basic concepts required for the course.
The LESSONS portion is more comprehensive, covering the standards in depth.

If your students use the program two to three times a week, we recommend assigning the LESSONS topics throughout the year, and assigning the REVIEW topics the last month prior to testing. If your students use the program several times a month, we recommend assigning the REVIEW topics primarily.

LESSONS

Lesson 1: Structure of Matter
Topic 1: Introduction to the periodic table
Topic 2: Elements and atoms
Topic 3: Protons, neutrons and electrons
Topic 4: Electric charges of protons, neutrons and electrons
Topic 5: Atomic number
Topic 6: Isotopes
Topic 7: Metals and non-metals
Topic 8: Periodic table trends
Topic 9: Summary
Topic 10: Activity

Lesson 2: Molecules and Changes of State
Topic 1: Elements, compounds and properties
Topic 2: States of matter
Topic 3: Introduction to chemical bonding
Topic 4: Ionic bonding
Topic 5: Metallic bonding
Topic 6: Covalent bonding
Topic 7: Changing states
Topic 8: Summary
Topic 9: Activity

Lesson 3: Physical and Chemical Changes
Topic 1: Mixing substances
Topic 2: Conservation of atoms
Topic 3: Conservation of mass
Topic 4: Chemical vs. Physical changes
Topic 5: Acidic, basic and neutral solutions
Topic 6: Litmus paper
Topic 7: pH scale and liquid indicators
Topic 8: Summary
Topic 9: Activity

Lesson 4: Density and Buoyancy
Topic 1: Volume
Topic 2: Mass and weight
Topic 3: Density
Topic 4: Density, floating and sinking
Topic 5: Buoyancy, floating and sinking
Topic 6: Summary
Topic 7: Activity

Lesson 5: Molecules of Life
Topic 1: The molecules of life
Topic 2: Summary
Topic 3: Activity

Lesson 6: Motion
Topic 1: Length
Topic 2: Metric Sytem
Topic 3: Time
Topic 4: Speed
Topic 5: Solving for speed
Topic 6: Speed - math concepts
Topic 7: Solving for distance and time
Topic 8: Constant speed versus changing speeds
Topic 9: Average speed
Topic 10: Velocity
Topic 11: Acceleration
Topic 12: Graphing: distance vs. time
Topic 13: Graphing: velocity vs. time
Topic 14: Summary
Topic 15: Activity

Lesson 7: Forces
Topic 1: Force
Topic 2: Force - magnitude and weight
Topic 3: Reaction forces
Topic 4: Staying still
Topic 5: Moving
Topic 6: Gravitational force
Topic 7: Describing forces
Topic 8: Summary
Topic 9: Activity

Lesson 8: Space
Topic 1: Introduction to stars and galaxies
Topic 2: The Birth and death of stars
Topic 3: Earth and moon rotations
Topic 4: Looking up at the sky
Topic 5: Looking into the past
Topic 6: Our solar system
Topic 7: Summary
Topic 8: Activity


REVIEW

Lesson 9: Chemistry review
Topic 1: Periodic table
Topic 2: Elements and atoms
Topic 3: Isotopes
Topic 4: Metals and non-metals
Topic 5: elements and compounds
Topic 6: substances
Topic 7: States of matter
Topic 8: Subscripts and coefficients
Topic 9: Chemical reactions
Topic 10: Acids and bases
Topic 11: Identifying acids and bases
Topic 12: Mass and volume
Topic 13: Density
Topic 14: Sinking and floating
Topic 15: Molecules of life

Lesson 10: Physics review
Topic 1: Length and time
Topic 2: Speed
Topic 3: Graphing
Topic 4: Velocity
Topic 5: Force
Topic 6: Mass and force
Topic 7: Types of forces
Topic 8: Stars and galaxies
Topic 9: The solar system
Topic 10: The sky
Topic 11: Large distances


 

 

 

 

 

 

 

 

 

 

 

 

 

 

 



ZINGY SCIENCE 4-5 LESSONS CALIFORNIA
STANDARDS
CALIFORNIA CST RELEASED QUESTIONS

Lesson 1: Electricity and Magnetism

4.1

14-22

Lesson 2: Ecosystems 4.1 + 4.3 35-45
Lesson 3: Rocks 4.4 + 4.5 60-68
Lesson 4: Chemistry 5.1 1-13
Lesson 5: Biology 5.2 23-34
Lesson 6: Water, weather and the solar system 5.3 + 5.4 + 5.5 46-59
Lesson 7: Measuring 4.6 + 5.6 72,74

 

CALIFORNIA GRADE 4-5 SCIENCE STANDARDS
ZINGY SCIENCE 4-5 LESSONS

PHYSICAL SCIENCES

4.1. Electricity and magnetism are related effects that have many useful applications in everyday life.
As a basis for understanding this concept, students know:
 
a. Students know how to design and build simple series and parallel circuits by
using components such as wires, batteries, and bulbs.
Lesson 1 - Topics 1,2,3,4
b. Students know how to build a simple compass and use it to detect magnetic effects, including Earth’s magnetic field.
Lesson 1 - Topic 7
c. Students know electric currents produce magnetic fields and know how to build a simple electromagnet.
Lesson 1 - Topic 8
d. Students know the role of electromagnets in the construction of electric motors, electric generators, and simple devices, such as doorbells and earphones.
Lesson 1 - Topic 9
e. Students know electrically charged objects attract or repel each other.
Lesson 1 - Topics 10,11
f. Students know that magnets have two poles (north and south) and that like poles repel each other while unlike poles attract each other. Lesson 1 - Topic 6
g. Students know electrical energy can be converted to heat, light, and motion.
Lesson 1 - Topics 5,9

LIFE SCIENCES

4.2. All organisms need energy and matter to live and grow.
As a basis for understanding this concept, students know:
 
a. Students know plants are the primary source of matter and energy entering most food chains. Lesson 2 - Topics 1,2,
b. Students know producers and consumers (herbivores, carnivores, omnivores, and decomposers) are related in food chains and food webs and may compete with each other for resources in an ecosystem. Lesson 2 - Topics 2,3
c. Students know decomposers, including many fungi, insects, and microorganisms, recycle matter from dead plants and animals. Lesson 2 - Topic 4

LIFE SCIENCES

4.3. Living organisms depend on one another and on their environment for survival.
As a basis for understanding this concept, students know:

 
a. Students know ecosystems can be characterized by their living and nonliving components. Lesson 2 - Topic 7
b. Students know that in any particular environment, some kinds of plants and animals survive well, some survive less well, and some cannot survive at all. Lesson 2 - Topic 8
c. Students know many plants depend on animals for pollination and seed dispersal, and animals depend on plants for food and shelter. Lesson 2 - Topic 5
d. Students know that most microorganisms do not cause disease and that many are beneficial. Lesson 2 - Topic 6

EARTH SCIENCE

4.4. The properties of rocks and minerals reflect the processes that formed them.
As the basis for understanding this concept, students know:

 
a. Students know how to differentiate among igneous, sedimentary, and metamorphic rocks by referring to their properties and methods of formation (the rock cycle). Lesson 3 - Topic 2
b. Students know how to identify common rock-forming minerals (including quartz, calcite, feldspar, mica, and hornblende) and ore minerals by using a table of diagnostic properties. Lesson 3 - Topic 1

EARTH SCIENCE

4.5. Waves, wind, water, and ice shape and reshape Earth’s land surface. As a basis for understanding this concept:

 
a. Students know some changes in the earth are due to slow processes, such as erosion, and some changes are due to rapid processes, such as landslides, volcanic eruptions, and earthquakes. Lesson 3 - Topic 3
b. Students know natural processes, including freezing and thawing and the growth of roots, cause rocks to break down into smaller pieces. Lesson 3 - Topic 2
c. Students know moving water erodes landforms, reshaping the land by taking it away from some places and depositing it as pebbles, sand, silt, and mud in other places (weathering, transport, and deposition). Lesson 3 - Topic 3


PHYSICAL SCIENCES

5.1. Elements and their combinations account for all the varied types of matter in the world.
As a basis for understanding this concept, students know:

 
a. Students know that during chemical reactions the atoms in the reactants rearrange to form products with different properties. Lesson 4 - Topics 5,6,7
b. Students know all matter is made of atoms, which may combine to form molecules. Lesson 4 - Topics 1,4
c. Students know metals have properties in common, such as high electrical and thermal conductivity. Some metals, such as aluminum (Al), iron (Fe), nickel (Ni), copper (Cu), silver (Ag), and gold (Au), are pure elements; others, such as steel and brass, are composed of a combination of elemental metals. Lesson 4 - Topic 9
d. Students know that each element is made of one kind of atom and that the elements are organized in the periodic table by their chemical properties. Lesson 4 - Topics 3,12,13
e. Students know scientists have developed instruments that can create discrete images of atoms and molecules that show that the atoms and molecules often occur in well-ordered arrays. Lesson 4 - Topic 2
f. Students know differences in chemical and physical properties of substances are used to separate mixtures and identify compounds. Lesson 4 - Topic 8
g. Students know properties of solid, liquid, and gaseous substances, such as sugar (C6H12O6), water (H2O), helium (He), oxygen (O2), nitrogen (N2), and carbon dioxide (CO2). Lesson 4 - Topic 11
h. Students know living organisms and most materials are composed of just a few elements. Lesson 4 - Topic 14
i. Students know the common properties of salts, such as sodium chloride (NaCl). Lesson 4 - Topic 10

LIFE SCIENCES

5.2. Plants and animals have structures for respiration, digestion, waste disposal, and transport of materials.
As a basis for understanding this concept, students know:

 
a. Students know many multicellular organisms have specialized structures to support the transport of materials. Lesson 5 - Topic 1
b. Students know how blood circulates through the heart chambers, lungs, and body and how carbon dioxide (CO2) and oxygen (O2) are exchanged in the lungs and tissues. Lesson 5 - Topic 3
c. Students know the sequential steps of digestion and the roles of teeth and the mouth, esophagus, stomach, small intestine, large intestine, and colon in the function of the digestive system. Lesson 5 - Topic 4
d. Students know the role of the kidney in removing cellular waste from blood and converting it into urine, which is stored in the bladder. Lesson 5 - Topic 5
e. Students know how sugar, water, and minerals are transported in a vascular plant. Lesson 5 - Topic 1
f. Students know plants use carbon dioxide (CO2) and energy from sunlight to build molecules of sugar and release oxygen. Lesson 5 - Topic 1
g. Students know plant and animal cells break down sugar to obtain energy, a process resulting in carbon dioxide (CO2) and water (respiration). Lesson 5 - Topic 2


EARTH SCIENCES

5.3. Water on Earth moves between the oceans and land through the processes of evaporation and condensation.

 
a. Students know most of Earth’s water is present as salt water in the oceans, which cover most of Earth’s surface. Lesson 6 - Topic 1
b. Students know when liquid water evaporates, it turns into water vapor in the air and can reappear as a liquid when cooled or as a solid if cooled below the freezing point of water. Lesson 6 - Topic 2
c. Students know water vapor in the air moves from one place to another and can form fog or clouds, which are tiny droplets of water or ice, and can fall to Earth as rain, hail, sleet, or snow. Lesson 6 - Topic 2
d. Students know that the amount of fresh water located in rivers, lakes, under ground sources, and glaciers is limited and that its availability can be extended by recycling and decreasing the use of water. Lesson 6 - Topic 3
e. Students know the origin of the water used by their local communities.  

EARTH SCIENCES 

5.4. Energy from the Sun heats Earth unevenly, causing air movements that result in changing weather patterns.

 
a. Students know uneven heating of Earth causes air movements (convection currents). Lesson 6 - Topic 5
b. Students know the influence that the ocean has on the weather and the role that the water cycle plays in weather patterns. Lesson 6 - Topic 5
c. Students know the causes and effects of different types of severe weather. Lesson 6 - Topic 6
d. Students know how to use weather maps and data to predict local weather and know that weather forecasts depend on many variables. Lesson 6 - Topic 5
e. Students know that the Earth’s atmosphere exerts a pressure that decreases with distance above Earth’s surface and that at any point it exerts this pressure equally in all directions. Lesson 6 - Topic 4

EARTH SCIENCES 

5.5. The solar system consists of planets and other bodies that orbit the Sun in predict able paths.

 
a. Students know the Sun, an average star, is the central and largest body in the solar system and is composed primarily of hydrogen and helium. Lesson 6 - Topic 7
b. Students know the solar system includes the planet Earth, the Moon, the Sun, eight other planets and their satellites, and smaller objects, such as asteroids and comets. Lesson 6 - Topic 9
c. Students know the path of a planet around the Sun is due to the gravitational attraction between the Sun and the planet. Lesson 6 - Topic 8

 




ZINGY SCIENCE 6 LESSONS CALIFORNIA
STANDARDS

Lesson 1: Plate Tectonics

6.1

Lesson 2: Shaping Earth’s crust 6.2
Lesson 3: Heat 6.3 + 6.4
Lesson 4: Ecology 6.5
Lesson 5: Energy and material resources 6.6


CALIFORNIA GRADE 6 SCIENCE STANDARDS
ZINGY SCIENCE 6 LESSONS

PLATE TECTONICS AND EARTH'S STRUCTURE

6.1. Plate tectonics explains important features of the Earth's surface and major geologic events.
As a basis for understanding this concept, students know:
 
a. the fit of the continents, location of earthquakes, volcanoes, and midocean ridges, and the distribution of fossils, rock types, and ancient climatic zones provide evidence for plate tectonics.
Lesson 1 - Topics 2
b. the solid Earth is layered with cold, brittle lithosphere; hot, convecting mantle; and dense, metallic core.
Lesson 1 - Topic 1
c. lithospheric plates that are the size of continents and oceans move at rates of centimeters per year in response to movements in the mantle.
Lesson 1 - Topics 1,2
d. earthquakes are sudden motions along breaks in the crust called faults, and volcanoes/fissures are locations where magma reaches the surface.
Lesson 1 - Topics 3,4
e. major geologic events, such as earthquakes, volcanic eruptions, and mountain building result from plate motions.
Lesson 1 - Topics 3,4
f. how to explain major features of California geology in terms of plate tectonics (including mountains, faults, volcanoes). Lesson 1 - Topics 3,4
g. how to determine the epicenter of an earthquake and that the effects of an earthquake vary with its size, distance from the epicenter, local geology, and the type of construction involved.
Lesson 1 - Topics 4

SHAPING THE EARTH'S SURFACE

6.2.Topography is reshaped by weathering of rock and soil and by the transportation and deposition of sediment.
As a basis for understanding this concept, students know:
 
a. water running downhill is the dominant process in shaping the landscape, including California's landscape. Lesson 2 - Topics 1
b. rivers and streams are dynamic systems that erode and transport sediment, change course, and flood their banks in natural and recurring patterns. Lesson 2 - Topic 2
c. beaches are dynamic systems in which sand is supplied by rivers and moved along the coast by wave action. Lesson 2 - Topic 2
d. earthquakes, volcanic eruptions, landslides, and floods change human and wildlife habitats. Lesson 1 - Topics 3,4

HEAT (THERMAL ENERGY)

6.3. Heat moves in a predictable flow from warmer objects to cooler objects until all objects are at the same temperature.
As a basis for understanding this concept, students know:

 
a. energy can be carried from one place to another by heat flow, or by waves including water waves, light and sound, or by moving objects. Lesson 3 - Topics 1,2,3
b. when fuel is consumed, most of the energy released becomes heat energy. Lesson 3 - Topic 5
c. heat flows in solids by conduction (which involves no flow of matter) and in fluids by conduction and also by convection (which involves flow of matter). Lesson 3 - Topic 2,3
d. heat energy is also transferred between objects by radiation; radiation can travel through space. Lesson 3 - Topics 1

ENERGY IN THE EARTH SYSTEM

6.4. Many phenomena on the Earth's surface are affected by the transfer of energy through radiation and convection currents.
As the basis for understanding this concept, students know:

 
a. the sun is the major source of energy for phenomena on the Earth's surface, powering winds, ocean currents, and the water cycle. Lesson 3 - Topics 1,4
b. solar energy reaches Earth through radiation, mostly in the form of visible light. Lesson 3 - Topic 1
c. heat from Earth's interior reaches the surface primarily through convection. Lesson 3 - Topics 3
d. convection currents distribute heat in the atmosphere and oceans. Lesson 3 - Topic 4
e. differences in pressure, heat, air movement, and humidity result in changes of weather. Lesson 3 - Topic 4

ECOLOGY

6.5. Organisms in ecosystems exchange energy and nutrients among themselves and with the environment.
As a basis for understanding this concept, students know:

 
a. energy entering ecosystems as sunlight is transferred by producers into chemical energy through photosynthesis, and then from organism to organism in food webs. Lesson 4 - Topics 2,3
b. over time, matter is transferred from one organism to others in the food web, and between organisms and the physical environment. Lesson 4 - Topics 3
c. populations of organisms can be categorized by the functions they serve in an ecosystem. Lesson 4 - Topic 4
d. different kinds of organisms may play similar ecological roles in similar biomes. Lesson 4 - Topis 5
e. the number and types of organisms an ecosystem can support depends on the resources available and abiotic factors, such as quantity of light and water, range of temperatures, and soil composition. Lesson 4 - Topic 6

RESOURCES

6.6. Sources of energy and materials differ in amounts, distribution, usefulness, and the time required for their formation.
As a basis for understanding this concept, students know:

 
a. the utility of energy sources is determined by factors that are involved in converting these sources to useful forms and the consequences of the conversion process. Lesson 5 - Topics 1-7
b. different natural energy and material resources, including air, soil, rocks, minerals, petroleum, fresh water, wildlife, and forests, and classify them as renewable or nonrenewable. Lesson 5 - Topic 8
c. natural origin of the materials used to make common objects. Lesson 5 - Topic 9






ZINGY SCIENCE 7 LESSONS CALIFORNIA
STANDARDS

Lesson 1: Cell biology

7.1

Lesson 2: Genetics 7.2
Lesson 3: Reproduction 7.5
Lesson 4: Musculoskeletal, Respiratory circulatory and auditory systems 7.5 + 7.6
Lesson 5: The eye and light properties 7.5 + 7.6
Lesson 6: Earth and life history 7.4
Lesson 7: Evolution 7.3


CALIFORNIA GRADE 7 SCIENCE STANDARDS
ZINGY SCIENCE 7 LESSONS

CELL BIOLOGY

7.1. All living organisms are composed of cells, from just one to many trillions, whose details usually are visible only through a microscope.
As a basis for understanding this concept, students know:
 
a. cells function similarly in all living organisms.
Lesson 1 - Topics 9
b. the characteristics that distinguish plant cells from animal cells, including chloroplasts and cell walls.
Lesson 1 - Topic 7
c. the nucleus is the repository for genetic information in plant and animal cells.
Lesson 1 - Topic 2,4
d. mitochondria liberate energy for the work that cells do, and chloroplasts capture sunlight energy for photosynthesis.
Lesson 1 - Topic 3,7
e. cells divide to increase their numbers through a process of mitosis, which results in two daughter cells with identical sets of chromosomes.
Lesson 1 - Topic 5
f. as multicellular organisms develop, their cells differentiate.
Lesson 1 - Topics 6,8

GENETICS

7.2. A typical cell of any organism contains genetic instructions that specify its traits. Those traits may be modified by environmental influences.
As a basis for understanding this concept, students know:
 
a. the differences between the life cycles and reproduction of sexual and asexual organisms. Lesson 2 - Topics 3
b. sexual reproduction produces offspring that inherit half their genes from each parent. Lesson 2 - Topic 1,2
c. an inherited trait can be determined by one or more genes. Lesson 2 - Topic 5
d. plant and animal cells contain many thousands of different genes, and typically have two copies of every gene. The two copies (or alleles) of the gene may or may not be identical, and one may be dominant in determining the phenotype while the other is recessive. Lesson 2 - Topics 4,6,7,8,9
e. DNA is the genetic material of living organisms, and is located in the chromosomes of each cell. Lesson 2 - Topic 5

EVOLUTION

7.3. Biological evolution accounts for the diversity of species developed through gradual processes over many generations.
As a basis for understanding this concept, students know:

 
a. both genetic variation and environmental factors are causes of evolution and diversity of organisms. Lesson 7 - Topics 2,3
b. the reasoning used by Darwin in making his conclusion that natural selection is the mechanism of evolution. Lesson 7 - Topic 2
c. how independent lines of evidence from geology, fossils, and comparative anatomy provide a basis for the theory of evolution. Lesson 7 - Topic 4
d. how to construct a simple branching diagram to classify living groups of organisms by shared derived characteristics, and expand the diagram to include fossil organisms. Lesson 7 - Topics 5
e. extinction of a species occurs when the environment changes and the adaptive characteristics of a species are insufficient for its survival. Lesson 7 - Topic 3

EARTH AND LIFE HISTORY

7.4. Evidence from rocks allows us to understand the evolution of life on Earth.
As the basis for understanding this concept, students know:

 
a. Earth processes today are similar to those that occurred in the past and slow geologic processes have large cumulative effects over long periods of time. Lesson 6 - Topic 1
b. the history of life on Earth has been disrupted by major catastrophic events, such as major volcanic eruptions or the impact of an asteroid. Lesson 6 - Topic 1
c. the rock cycle includes the formation of new sediment and rocks. Rocks are often found in layers with the oldest generally on the bottom. Lesson 6 - Topics 2,3
d. evidence from geologic layers and radioactive dating indicate the Earth is approximately 4.6 billion years old, and that life has existed for more than 3 billion years. Lesson 6 - Topic 4
e. fossils provide evidence of how life and environmental conditions have changed. Lesson 6 - Topic 5
f. how movements of the Earth's continental and oceanic plates through time, with associated changes in climate and geographical connections, have affected the past and present distribution of organisms. Lesson 6 - Topic 6
g. how to explain significant developments and extinctions of plant and animal life on the geologic time scale. Lesson 6 - Topic 7

STRUCTURE AND FUNCTION IN LIVING SYSTEMS

7.5. The anatomy and physiology of plants and animals illustrate the complementary nature of structure and function.
As a basis for understanding this concept, students know:

 
a. plants and animals have levels of organization for structure and function, including cells, tissues, organs, organ systems, and the whole organism. Lesson 4 - Topic 1
b. organ systems function because of the contributions of individual organs, tissues, and cells. The failure of any part can affect the entire system. Lesson 4 - Topics 1
c. how bones and muscles work together to provide a structural framework for movement. Lesson 4 - Topic 2
d. how the reproductive organs of the human female and male generate eggs and sperm, and how sexual activity may lead to fertilization and pregnancy. Lesson 3 - Topics 1,2
e. the function of the umbilicus and placenta during pregnancy. Lesson 3 - Topic 3
f. the structures and processes by which flowering plants generate pollen and ovules, seeds, and fruit. Lesson 3 - Topic 4
g. how to relate the structures of the eye and ear to their functions. Lesson 4 - Topic 6
Lesson 5 - Topic 1

PHYSICAL PRINCIPLES UNDERLIE BIOLOGICAL STRUCTURES AND FUNCTIONS

7.6. Physical principles underlie biological structures and functions.
As a basis for understanding this concept, students know:

 
a. visible light is a small band within a very broad electromagnetic spectrum. Lesson 5 - Topics 2,3
b. for an object to be seen, light emitted by or scattered from it must enter the eye. Lesson 5 - Topic 1
c. light travels in straight lines except when the medium it travels through changes. Lesson 5 - Topic 5
d. how simple lenses are used in a magnifying glass, the eye, camera, telescope, and microscope. Lesson 5 - Topics 6,7,8
e. white light is a mixture of many wavelengths (colors), and that retinal cells react differently with different wavelengths. Lesson 5 - Topic 3
f. light interacts with matter by transmission (including refraction), absorption, or scattering (including reflection). Lesson 5 - Topics 3,4,5
g. the angle of reflection of a light beam is equal to the angle of incidence. Lesson 5 - Topic 4
h. how to compare joints in the body (wrist, shoulder, thigh) with structures used in machines and simple devices (hinge, ball-and-socket, and sliding joints). Lesson 4 - Topic 3
i. how levers confer mechanical advantage and how the application of this principle applies to the musculoskeletal system. Lesson 4 - Topics 3,4
j. contractions of the heart generate blood pressure, and heart valves prevent backflow of blood in the circulatory system. Lesson 4 - Topic 5


INVESTIGATION AND EXPERIMENTATION

7.7. Scientific progress is made by asking meaningful questions and conducting careful investigations.
As a basis for understanding this concept, and to address the content the other three strands, students should develop their own questions and perform investigations. Students will:

Possible class activites on :
a. select and use appropriate tools and technology (including calculators, computers, balances, spring scales, microscopes, and binoculars) to perform tests, collect data, and display data. All lessons
b. utilize a variety of print and electronic resources (including the World Wide Web) to collect information as evidence as part of a research project. All lessons
c. communicate the logical connection among hypothesis, science concepts, tests conducted, data collected, and conclusions drawn from the scientific evidence. All lessons
d. construct scale models, maps and appropriately labeled diagrams to communicate scientific knowledge (e.g., motion of Earth's plates and cell structure). All lessons
e. communicate the steps and results from an investigation in written reports and verbal presentations. All lessons

 

 

 




ZINGY SCIENCE 8 LESSONS CALIFORNIA
STANDARDS
CALIFORNIA CST RELEASED QUESTIONS

Lesson 1: Structure of matter

8.3 + 8.7

21,22,25-31

Lesson 2: Molecules and changes of state 8.3 23,24
Lesson 3: Physical and chemical changes 8.5 38-42
Lesson 4: Density and buoyancy 8.8 4,5,17-20,32
Lesson 5: Molecules of life 8.6 43-45
Lesson 6: Motion 8.1 1,2,6-11
Lesson 7: Force 8.2 3,12-16
Lesson 8: Space 8.4 33-37

ZINGY SCIENCE 8 REVIEW CALIFORNIA
STANDARDS
CALIFORNIA CST RELEASED QUESTIONS

Lesson 1: Chemistry review

8.3 + 8.5 + 8.6 + 8.7 + 8.8

4-5, 17-32, 38-45

Lesson 2: Physics review 8.1 + 8.2 + 8.4 1-3, 6-16, 33-37

 

CALIFORNIA GRADE 8 SCIENCE STANDARDS
ZINGY SCIENCE 8 LESSONS
ZINGY SCIENCE 8 REVIEW

MOTION

8.1. The velocity of an object is the rate of change of its position. As a basis for under-standing this concept:
   
a. Students know position is defined in relation to some choice of a standard reference point and a set of reference directions.
Lesson 6 - Topics 7,8
Lesson 10 - Topics 2
b. Students know that average speed is the total distance traveled divided by the total time elapsed and that the speed of an object along the path traveled can vary.
Lesson 6 - Topics 1,2,3,4
Lesson 10 - Topics 2
c. Students know how to solve problems involving distance, time, and average speed.
Lesson 6 - Topics 4
Lesson 10 - Topics 2
d. Students know the velocity of an object must be described by specifying both the direction and the speed of the object.
Lesson 6 - Topic 5
Lesson 10 - Topics 4
e. Students know changes in velocity may be due to changes in speed, direction, or both.
Lesson 6 - Topics 5,6
Lesson 10 - Topics 4
f. Students know how to interpret graphs of position versus time and graphs of speed versus time for motion in a single direction.
Lesson 6 - Topics 7,8
Lesson 10 - Topics 3

FORCES

8.2. Unbalanced forces cause changes in velocity. As a basis for understanding this concept:
   
a. Students know a force has both direction and magnitude. Lesson 7 - Topics 1,2,7 Lesson 10 - Topics 5
b.Students know when an object is subject to two or more forces at once, the result is the cumulative effect of all the forces. Lesson 7 - All topics Lesson 10 - Topics 5
c. Students know when the forces on an object are balanced, the motion of the object does not change. Lesson 7 - Topics 1, 4 Lesson 10 - Topics 5,7
d. Students know how to identify separately the two or more forces that are acting on a single static object, including gravity, elastic forces due to tension or compression in matter, and friction. Lesson 7 - Topics 1,3 Lesson 10 - Topics 7
e. Students know that when the forces on an object are unbalanced, the object will change its velocity (that is, it will speed up, slow down, or change direction). Lesson 7 - Topics 5,6,7 Lesson 10 - Topics 7
f. Students know the greater the mass of an object, the more force is needed to achieve the same rate of change in motion. Lesson 7 - Topic 6 Lesson 10 - Topics 6

g. Students know the role of gravity in forming and maintaining the shapes of planets, stars, and the solar system.

Lesson 7 - Topic 6 Lesson 10 - Topics 7

STRUCTURE OF MATTER

8.3. Each of the more than 100 elements of matter has distinct properties and a distinct atomic structure. All forms of matter are composed of one or more of the elements. As a basis for understanding this concept:

   
a.Students know the structure of the atom and know it is composed of protons, neutrons, and electrons. Lesson 1 - Topics 1,2,3,4 Lesson 9 - Topics 2
b. Students know that compounds are formed by combining two or more different elements and that compounds have properties that are different from their constituent elements. Lesson 2 - Topic 1 Lesson 9 - Topics 5
c. Students know atoms and molecules form solids by building up repeating patterns, such as the crystal structure of NaCl or long-chain polymers. Lesson 2 - Topic 2,6 Lesson 9 - Topics 7
d. Students know the states of matter (solid, liquid, gas) depend on molecular motion. Lesson 2 - Topics 2,7 Lesson 9 - Topics 7
e. Students know that in solids the atoms are closely locked in position and can only vibrate; in liquids the atoms and molecules are more loosely connected and can collide with and move past one another; and in gases the atoms and molecules are free to move independently, colliding frequently. Lesson 2 - Topics 2,7 Lesson 9 - Topics 7
f. know how to use the periodic table to identify elements in simple compounds. Lesson 1 - Topic 1 Lesson 9 - Topics 1

EARTH IN THE SOLAR SYSTEM

8.4. The structure and composition of the universe can be learned from studying stars and galaxies and their evolution. As a basis for understanding this concept:

   
a. Students know galaxies are clusters of billions of stars and may have different shapes. Lesson 8 -
Topic 1
Lesson 10 - Topics 8
b. Students know that the Sun is one of many stars in the Milky Way galaxy and that stars may differ in size, temperature, and color. Lesson 8 - Topics 1,2 Lesson 10 - Topics 8
c. Students know how to use astronomical units and light years as measures of distances between the Sun, stars, and Earth. Lesson 8 - Topic 5 Lesson 10 - Topics 11
d. Students know that stars are the source of light for all bright objects in outer space and that the Moon and planets shine by reflected sunlight, not by their own light. Lesson 8 - Topics 3,4,6 Lesson 10 - Topics 10
e. Students know the appearance, general composition, relative position and size, and motion of objects in the solar system, including planets, planetary satellites, comets, and asteroids. Lesson 8 - Topics 3,4,6 Lesson 10 - Topics 9

REACTIONS

8.5. Chemical reactions are processes in which atoms are rearranged into different combinations of molecules. As a basis for understanding this concept:

   
a. Students know reactant atoms and molecules interact to form products with different chemical properties. Lesson 3 - Topic 1 Lesson 9 - Topics 9
b. Students know the idea of atoms explains the conservation of matter: In chemical reactions the number of atoms stays the same no matter how they are arranged, so their total mass stays the same. Lesson 3 - Topics 2,3 Lesson 9 - Topics 9
c. Students know chemical reactions usually liberate heat or absorb heat. Lesson 3 - Topic 4 Lesson 9 - Topics 9
d. Students know physical processes include freezing and boiling, in which a material changes form with no chemical reaction. Lesson 3 - Topic 4 Lesson 9 - Topics 9
e. Students know how to determine whether a solution is acidic, basic, or neutral. Lesson 3 - Topics 5,6,7 Lesson 9 - Topics 10

CHEMISTRY OF LIVING SYSTEMS

8.6. Principles of chemistry underlie the functioning of biological systems. As a basis for understanding this concept:

   
a. Students know that carbon, because of its ability to combine in many ways with itself and other elements, has a central role in the chemistry of living organisms. Lesson 5 - Topic 1 Lesson 9 - Topics 15
b. Students know that living organisms are made of molecules consisting largely of carbon, hydrogen, nitrogen, oxygen, phosphorus, and sulfur. Lesson 5 - Topic 1 Lesson 9 - Topics 15
c. Students know that living organisms have many different kinds of molecules, including small ones, such as water and salt, and very large ones, such as carbohydrates, fats, proteins, and DNA. Lesson 5 - Topic 1 Lesson 9 - Topics 15

PERIODIC TABLE

8.7 The organization of the periodic table is based on the properties of the elements and reflects the structure of atoms. As a basis for understanding this concept:

   
a. Students know how to identify regions corresponding to metals, nonmetals, and inert gases. Lesson 1 - Topic 7 Lesson 9 - Topics 4
b. Students know each element has a specific number of protons in the nucleus (the atomic number) and each isotope of the element has a different but specific number of neutrons in the nucleus. Lesson 1 - Topics 5,6 Lesson 9 - Topics 3
c. Students know substances can be classified by their properties, including their melting temperature, density, hardness, and thermal and electrical conductivity. Lesson 1 - Topics 7,8 Lesson 9 - Topics 4

DENSITY AND BUOYANCY

8.8 All objects experience a buoyant force when immersed in a fluid. As a basis for understanding this concept:

   
a. Students know density is mass per unit volume. Lesson 4 - Topics 1,2,3 Lesson 9 - Topics 13
b. Students know how to calculate the density of substances (regular and irregular solids and liquids) from measurements of mass and volume. Lesson 4 - Topic 3 Lesson 9 - Topics 13
c. Students know the buoyant force on an object in a fluid is an upward force equal to the weight of the fluid the object has displaced. Lesson 4 - Topic 5 Lesson 9 - Topics 14

d. Students know how to predict whether an object will float or sink

Lesson 4 - Topics 4,5 Lesson 9 - Topics 14

INVESTIGATION AND EXPERIMENTATION

8.9. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:

Possible class activites on : Possible class activites on :
a. Plan and conduct a scientific investigation to test a hypothesis. All lessons All review topics
b. Evaluate the accuracy and reproducibility of data. Lesson 1 - Topic 7 All review topics
c. Distinguish between variable and controlled parameters in a test. Lesson 4 - Topic 2 Lesson 10 - Topic 3
d. Recognize the slope of the linear graph as the constant in the relationship y = kx and apply this principle in interpreting graphs constructed from data. Lesson 6 - Topics 7,8 Lesson 10 - Topic 3
e. Construct appropriate graphs from data and develop quantitative statements about the relationships between variables. Lesson 6 - Topics 7,8 Lesson 10 - Topic 3
f. Apply simple mathematic relationships to determine a missing quantity in a mathematic expression, given the two remaining terms (including speed = distance/time, density = mass/volume, force = pressure x area, volume = area x height). Lesson 4 - Topic 2

Lesson 6 - Topic 4
Lesson 9 - Topic 13

Lesson 10 - Topic 3

g. Distinguish between linear and nonlinear relationships on a graph of data.

Lesson 6 - Topic 8 Lesson 10 - Topic 3

 

 

 

 


Science and Technology (Massachusetts 6th-8th Grade Science and Technology)
9 lessons in introductory Chemistry, Biology, Earth Sciences and Technology. Hundreds of questions:

Lesson 1: Chemistry
Topic 1: Periodic Table of Elements
Topic 2: Atoms
Topic 3: Elements and compounds part I
Topic 4: Elements and compounds part II
Topic 5: States of matter
Topic 6: Chemical reactions and physical changes
Topic 7: Chemical Equations
Topic 8: Conservation of matter
Topic 9: Conservation of mass
Topic 10: Mixtures
Topic 11: Salts, molecules and metals
Topic 12: Periodic table trends
Topic 13: Properties of metals and non-metals

Lesson 2: Properties
Topic 1: Volume
Topic 2: Mass
Topic 3: Weight
Topic 4: Density
Topic 5: Floating and sinking

Lesson 3: Motion and Energy
Topic 1: Metric system
Topic 2: Motion
Topic 3: Graphing
Topic 4: Potential and Kinetic Energy
Topic 5: Heat and Temperature
Topic 6: Radiation, convection and conduction

Lesson 4: The cell
Topic 1: Chemistry of living things
Topic 2: Introduction to the cell
Topic 3: Cell membrane
Topic 4: Mitochondria
Topic 5: Proteins
Topic 6: Mitosis
Topic 7: Animal and plant cells
Topic 8: Cell comparisons

Lesson 5: Biological systems
Topic 1: Tissues, organs and systems
Topic 2: Digestive system
Topic 3: Urinary system
Topic 4: Respiratory circulatory system
Topic 5: Musculoskeletal and nervous systems
Topic 6: Asexual and sexual reproduction
Topic 7: Chromosome pairs
Topic 8: Genes and traits
Topic 9: Dominant/Recessive
Topic 10: X/Y chromosomes

Lesson 6: Ecosystems
Topic 1: Ecosystems
Topic 2: Producers
Topic 3: Consumers
Topic 4: Decomposers
Topic 5: Plant and animal relationships I
Topic 6: Plant and animal relationships II

Lesson 7: Evolution
Topic 1: Evolution
Topic 2: Natural selection
Topic 3: Extinction
Topic 4: Evidence for evolution
Topic 5: Classification of living organisms

Lesson 8: Earth and Space
Topic 1: Mapping of Earth
Topic 2: Structure of Earth
Topic 3: Plate tectonics
Topic 4: Volcanoes and earthquakes
Topic 5: Rocks
Topic 6: The water cycle
Topic 7: Wind and weather
Topic 8: Stars and galaxies
Topic 9: The solar system
Topic 10: Seasons and moon phases
Topic 11: Eclipses and tides

Lesson 9: Technology
Topic 1: Materials, Tools, and Machines
Topic 2: Engineering design
Topic 3: Communication
Topic 4: Manufacturing
Topic 5: Construction
Topic 6: Transportation
Topic 7: Bioengineering

 

 

 

 

 

 

 

 


Science and Technology (Massachusetts 6th-8th Grade Science and Technology)
9 lessons in introductory Chemistry, Biology, Earth Sciences and Technology. Hundreds of questions:

ZINGY PROGRAM
MASSACHUSETTS GRADE 7-9 SCIENCE AND TECHNOLOGY MCAS STANDARDS
CHEMISTRY
 
Lesson 1 – Topic 1
5. Recognize that there are more than 100 elements that combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter.
Lesson 1 – Topic 2
Lesson 1 – Topic 3
Lesson 1 – Topic 4
6. Differentiate between an atom (the smallest unit of an element that maintains the characteristics of that element) and a molecule (the smallest unit of a compound that maintains the characteristics of that compound).
7. Give basic examples of elements and compounds.
Lesson 1 – Topic 5
9. Recognize that a substance (element or compound) has a melting point and a boiling point, both of which are independent of the amount of the sample.
Lesson 1 – Topic 6
10. Differentiate between physical changes and chemical changes.
Lesson 1 – Topic 7
Lesson 1 – Topic 8
Lesson 1 – Topic 9
4. Explain and give examples of how mass is conserved in a closed system.
Lesson 1 – Topic 10
Lesson 1 – Topic 11
Lesson 1 – Topic 12
Lesson 1 – Topic 13
8. Differentiate between mixtures and pure substances.
PROPERTIES
 
Lesson 2 – Topic 1
Lesson 2 – Topic 2
2. Differentiate between volume and mass. Define density.
3. Recognize that the measurement of volume and mass requires understanding of the sensitivity of measurement tools (e.g., rulers, graduated cylinders, balances) and knowledge and appropriate use of significant digits.
Lesson 2 – Topic 3 1. Differentiate between weight and mass, recognizing that weight is the amount of gravitational pull on an object. Determine the weight of a dense object in air and in water. Explain how the results are related to the different definitions of mass.
Lesson 2 – Topic 4
Lesson 2 – Topic 5
2. Differentiate between volume and mass. Define density.
MOTION AND ENERGY
 
Lesson 3 – Topic 1
Lesson 3 – Topic 2
11. Explain and give examples of how the motion of an object can be described by its position, direction of motion, and speed.
Lesson 3 – Topic 3 12. Graph and interpret distance vs. time graphs for constant speed.
Lesson 3 – Topic 4 13. Differentiate between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa.
Lesson 3 – Topic 5 14. Recognize that heat is a form of energy and that temperature change results from adding or taking away heat from a system.
15. Explain the effect of heat on particle motion through a description of what happens to particles during a change in phase.
16. Give examples of how heat moves in predictable ways, moving from warmer objects to cooler ones until they reach equilibrium.
Lesson 3 – Topic 6 3. Differentiate among radiation, conduction, and convection, the three mechanisms by which heat is transferred through the earth’s system.
THE CELL
 
Lesson 4 – Topic 1
Lesson 4 – Topic 2
Lesson 4 – Topic 3
Lesson 4 – Topic 4
Lesson 4 – Topic 5
Lesson 4 – Topic 6
4. Recognize that within cells, many of the basic functions of organisms (e.g., extracting energy from food and getting rid of waste) are carried out. The way in which cells function is similar in all living organisms.
Lesson 4 – Topic 7 3. Compare and contrast plant and animal cells, including major organelles
(cell membrane, cell wall, nucleus, cytoplasm, chloroplasts, mitochondria, vacuoles).
Lesson 4 – Topic 8 2. Recognize that all organisms are composed of cells, and that many organisms are single-celled (unicellular), e.g., bacteria, yeast. In these single-celled organisms, one cell must carry out all of the basic functions of life.
BIOLOGICAL SYSTEMS
 
Lesson 5 – Topic 1 5. Describe the hierarchical organization of multicellular organisms from cells to tissues to organs to systems to organisms.
Lesson 5 – Topic 2
Lesson 5 – Topic 3
Lesson 5 – Topic 4
Lesson 5 – Topic 5
6. Identify the general functions of the major systems of the human body (digestion, respiration, reproduction, circulation, excretion, protection from disease, and movement, control, and coordination) and describe ways that these systems interact with each other.
Lesson 5 – Topic 6 9. Compare sexual reproduction (offspring inherit half of their genes from each parent) with asexual reproduction (offspring is an identical copy of the parent’s cell).
Lesson 5 – Topic 7
Lesson 5 – Topic 8
Lesson 5 – Topic 9
Lesson 5 – Topic 10
7. Recognize that every organism requires a set of instructions that specifies its traits. These instructions are stored in the organism’s chromosomes. Heredity is the passage of these instructions from one generation to another.
8. Recognize that hereditary information is contained in genes located in the chromosomes of each cell. A human cell contains about 30,000 different genes on 23 different chromosomes.
ECOSYSTEMS
 
Lesson 6 – Topic 1
Lesson 6 – Topic 2
16. Recognize that producers (plants that contain chlorophyll) use the energy from sunlight to make sugars from carbon dioxide and water through a process called photosynthesis. This food can be used immediately, stored for later use, or used by other organisms.
Lesson 6 – Topic 3 14. Explain the roles and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web.
Lesson 6 – Topic 4 15. Explain how dead plants and animals are broken down by other living organisms and how this process contributes to the system as a whole.
Lesson 6 – Topic 5
Lesson 6 – Topic 6
13. Give examples of ways in which organisms interact and have different functions within an ecosystem that enable the ecosystem to survive.
EVOLUTION  
Lesson 7 – Topic 1
Lesson 7 – Topic 2
10. Give examples of ways in which genetic variation and environmental factors are causes of evolution and the diversity of organisms.
17. Identify ways in which ecosystems have changed throughout geologic time in response to physical conditions, interactions among organisms, and the actions of humans. Describe how changes may be catastrophes such as volcanic eruptions or ice storms.
18. Recognize that biological evolution accounts for the diversity of species developed through gradual processes over many generations.
Lesson 7 – Topic 3 12. Relate the extinction of species to a mismatch of adaptation and the environment.
Lesson 7 – Topic 4 11. Recognize that evidence drawn from geology, fossils, and comparative anatomy provides the basis of the theory of evolution.
Lesson 7 – Topic 5 1. Classify organisms into the currently recognized kingdoms according to characteristics that they share. Be familiar with organisms from each kingdom.
EARTH AND SPACE  
Lesson 8 – Topic 1
1. Recognize, interpret, and be able to create models of the earth’s common physical features in various mapping representations, including contour maps.
Lesson 8 – Topic 2 2. Describe the layers of the earth, including the lithosphere, the hot convecting mantle, and the dense metallic core.
Lesson 8 – Topic 3
Lesson 8 – Topic 4
5. Describe how the movement of the earth’s crustal plates causes both slow changes in the earth’s surface (e.g., formation of mountains and ocean basins) and rapid ones (e.g., volcanic eruptions and earthquakes).
Lesson 8 – Topic 5 6. Describe and give examples of ways in which the earth’s surface is built up and torn down by natural processes, including deposition of sediments, rock formation, erosion, and weathering.
7. Explain and give examples of how physical evidence, such as fossils and surface features of glaciation, supports theories that the earth has evolved over geologic time.
Lesson 8 – Topic 6
Lesson 8 – Topic 7
4. Explain the relationship among the energy provided by the sun, the global patterns of atmospheric movement, and the temperature differences among water, land, and atmosphere.
Lesson 8 – Topic 8 8. Recognize that gravity is a force that pulls all things on and near the earth toward the center of the earth. Gravity plays a major role in the formation of the planets, stars, and solar system and in determining their motions.
12. Recognize that the universe contains many billions of galaxies, and that each galaxy contains many billions of stars.
Lesson 8 – Topic 9 10. Compare and contrast properties and conditions of objects in the solar system (i.e., sun, planets, and moons) to those on Earth (i.e., gravitational force, distance from the sun, speed, movement, temperature, and atmospheric conditions).
Lesson 8 – Topic 10
Lesson 8 – Topic 11
9. Describe lunar and solar eclipses, the observed moon phases, and tides. Relate them to the relative positions of the earth, moon, and sun.
11. Explain how the tilt of the earth and its revolution around the sun result in an uneven heating of the earth, which in turn causes the seasons.
TECHNOLOGY  
Lesson 9 – Topic 1
1. Materials, Tools, and Machines
Central Concept: Appropriate materials, tools, and machines enable us to solve problems, invent, and construct.
Lesson 9 – Topic 2 2. Engineering Design
Central Concept: Engineering design is an iterative process that involves modeling and optimizing to develop technological solutions to problems within given constraints.
Lesson 9 – Topic 3 3. Communication Technologies
Central Concept: Ideas can be communicated though engineering drawings, written reports, and pictures.
Lesson 9 – Topic 4 4. Manufacturing Technologies
Central Concept: Manufacturing is the process of converting raw materials (primary process) into physical goods (secondary process), involving multiple industrial processes (e.g., assembly, multiple stages of production, quality control).
Lesson 9– Topic 5 5. Construction Technologies
Central Concept: Construction technology involves building structures in order to contain, shelter, manufacture, transport, communicate, and provide recreation.
Lesson 9– Topic 6 6. Transportation Technologies
Central Concept: Transportation technologies are systems and devices that move goods and people from one place to another across or through land, air, water, or space.
Lesson 9– Topic 7 7. Bioengineering Technologies
Central Concept: Bioengineering technologies explore the production of mechanical devices, products, biological substances, and organisms to improve health and/or contribute improvements to our daily lives.

 

 

 

 


Zingy Science Texas (Texas 3rd-5th Grade Science and Technology)

Lesson 1: Properties
1: Atoms – part I
2: Atoms – part II
3: States of matter
4: Changes of state
5: Mixtures
6: Properties

Lesson 2: Energy and Forces
1: Electricity
2: Series and parallel circuits
3: Transformation of energy
4: Magnetism
5: Magnetizing
6: Light
7: Reflection
8: Refraction
9: Sound
10: Force
11: Simple machines
12: Types of forces (advanced)

Lesson 3: Earth
1: Earth layers
2: Tectonic plate motion
3: Volcanoes
4: Earthquakes
5: Rock cycle
6: Changes
7: Fossils
8: Soil
9: The water cycle
10: Wind and weather

Lesson 4: Space
1: The sun
2: The solar system
3: Seasons
4: Moon phases
5: Eclipses and tides

Lesson 5: Energy Resources
1: Hydro and wind energy
2: Solar energy
3: Geothermal energy
4: Nuclear energy
5: Fossil fuel energy
6: Biomass and biofuels
7: Battery and hydrogen energy
8: Renewable and non-renewable energy resources
9: Materials

Lesson 6: Ecosystems
1: Ecosystems I
2: Ecosystems II
3: Producers
4: Consumers
5: Decomposers
6: Plant and animal relationships I
7: Plant and animal relationships II
8: Biogeochemical cycles
9: Plant and animal cycle
10: Metamorphosis of insects
11: Traits

Lesson 7: Measuring
1: Length and time
2: Volume
3: Mass and weight

 

 

 

 

 

 

 

 


Zingy Science Texas (Texas 3rd-5th Grade Science and Technology)

ZINGY PROGRAM
TEXAS GRADE 3-5 SCIENCE STANDARDS
PROPERTIES
 

Lesson 1 – Topics 1,2,3

- Classify matter based on physical properties, physical state (solid, liquid, and gas)
Lesson 1 – Topic 4
- Predict, observe, and record changes in the state of matter caused by heating or cooling.
Identify the boiling and freezing/melting points of water on the Celsius scale;
Lesson 1 – Topic 5
- Identify changes that can occur in the physical properties of the ingredients of solutions such as dissolving salt in water or adding lemon juice to water.
- Demonstrate that some mixtures maintain physical properties of their ingredients such as iron filings and sand; and
Lesson 1 – Topic 6
- Classify matter based on physical properties, including mass, magnetism, physical state (solid, liquid, and gas), relative density (sinking and floating), solubility in water, and the ability to conduct or insulate thermal energy or electric energy;
ENERGY AND FORCES
 
Lesson 2 – Topics 1,2,4
- Demonstrate that the flow of electricity in circuits requires a complete path through which an electric current can pass and can produce light, heat, and sound;
- Explore the uses of energy, including mechanical, light, thermal, electrical, and sound energy;
Lesson 2 – Topics 4,5 - Classify matter based on physical properties, including mass, magnetism, physical state (solid, liquid, and gas), relative density (sinking and floating), solubility in water, and the ability to conduct or insulate thermal energy or electric energy;
Lesson 2 – Topics 6,7,8
- Demonstrate that light travels in a straight line until it strikes an object or travels through one medium to another and demonstrate that light can be reflected such as the use of mirrors or other shiny surfaces and refracted such as the appearance of an object when observed through water
Lesson 2 – Topic 9 - Explore the uses of energy, including mechanical, light, thermal, electrical, and sound energy
Lesson 2 – Topic 10 - Design an experiment that tests the effect of force on an object.
Lesson 2 – Topic 11 - Demonstrate and observe how position and motion can be changed by pushing and pulling objects to show work being done such as swings, balls, pulleys, and wagons.
EARTH
 
Lesson 3– Topics 1-4
- Investigate rapid changes in Earth’s surface such as volcanic eruptions, earthquakes, and landslides.
Lesson 3– Topics 5,6 - Explore the processes that led to the formation of sedimentary rocks and fossil fuels
- Recognize how landforms such as deltas, canyons, and sand dunes are the result of changes to Earth’s surface by wind, water, and ice
Lesson 3– Topic 7 - Identify fossils as evidence of past living organisms and the nature of the environments at the time using models.
Lesson 3– Topic 8 - Examine properties of soils, including color and texture, capacity to retain water, and ability to support the growth of plants
Lesson 3– Topic 9 - Describe and illustrate the continuous movement of water above and on the surface of Earth through the water cycle and explain the role of the Sun as a major source of energy in this process; and
- Explain how the Sun and the ocean interact in the water cycle
Lesson 3– Topic 10 - Measure and record changes in weather and make predictions using weather maps, weather symbols, and a map key;
- Differentiate between weather and climate;
SPACE
 
Lesson 4 – Topic 1
- Identify and compare the physical characteristics of the Sun, Earth, and Moon.
Lesson 4 – Topic 2 - Identify the planets in Earth’s solar system and their position in relation to the Sun
Lesson 4 – Topics 3,5,6 - Demonstrate that Earth rotates on its axis once approximately every 24 hours causing the day/night cycle and the apparent movement of the Sun across the sky
- Collect and analyze data to identify sequences and predict patterns of change in shadows, tides, seasons, and the observable appearance of the Moon over time.
ENERGY RESOURCES
 
Lesson 5 – Topics 1-9 - Identify alternative energy resources such as wind, solar, hydroelectric, geothermal, and biofuels; and
- Identify and classify Earth’s renewable resources, including air, plants, water, and animals; and nonrenewable resources, including coal, oil, and natural gas; and the importance of conservation.
ECOSYSTEMS
 

Lesson 6 –
Topics 1,2,3,4,5

- Observe the way organisms live and survive in their ecosystem by interacting with the living and non-living elements
- Observe and describe the physical characteristics of environments and how they support populations and communities within an ecosystem.
- Predict the effects of changes in ecosystems caused by living organisms, including humans, such as the overpopulation of grazers or the building of highways; and
Adaptive traits
-Compare the structures and functions of different species that help them live and survive such as hooves on prairie animals or webbed feet in aquatic animals
- Describe how the flow of energy derived from the Sun, used by producers to create their own food, is transferred through a food chain and food web to consumers and decomposers;
Lesson 6 – Topic 8 - Identify the significance of the carbon dioxide-oxygen cycle to the survival of plants and animals
Lesson 6 – Topics 9,10 - Investigate and compare how animals and plants undergo a series of orderly changes in their diverse life cycles such as tomato plants, frogs, and lady bugs.
- Describe the differences between complete and incomplete metamorphosis of insects.
Lesson 6 – Topic 11 - Differentiate between inherited traits of plants and animals such as spines on a cactus or shape of a beak and learned behaviors such as an animal learning tricks or a child riding a bicycle

 

 

 

 


Zingy Science Texas (Texas 6th-8th Grade Science and Technology)
14 lessons in introductory Chemistry, Biology, Earth Sciences and Technology. Hundreds of questions:
Note that specific topics can be blocked in student accounts.

Lesson 1: Atoms
1: Periodic Table of Elements
2: Atoms
3 : Protons and electrons
4: Neutrons
5: Charge

Lesson 2: Properties and Changes
1: Elements and compounds part I
2: Elements and compounds part II
3: States of matter
4: Chemical reactions and physical changes
5: Chemical Equations
6: Conservation of matter
7: Conservation of mass
8: Mixtures
9: Salts, molecules and metals
10: Periodic table trends
11: Metals and non-metals

Lesson 3: Density
1: Volume
2: Mass
3: Density
4: Floating and sinking

Lesson 4: Motion
1: Metric system
2: Time
3: Speed
4: Velocity
5: Acceleration
6: Graphing (distance vs. time)
7: Graphing (speed vs. time)

Lesson 5: Forces
1: Force
2: Friction and air resistance
3: Gravitational force
4: Weight
5: Moving
6: Reaction forces
7: F=ma

Lesson 6: Simple Machines
1: Work
2: Ramp and screw
3: Lever
4: Pulley

Lesson 7: Energy
1: Transformation of energy
2: Potential and Kinetic Energy
3: Energy Calculations
4: Heat and temperature
5: Specific heat
6: Heat calculations
7: Heat transfer

Lesson 8: The cell
1: Chemistry of living things
2: Introduction to the cell
3: Cell membrane
4: Mitochondria
5: Proteins
6: Mitosis
7: Animal and plant cells
8: Cell comparisons

Lesson 9: Biological systems
1: Tissues, organs and systems
2: Digestive system
3: Urinary system (waste removal)
4: Respiratory circulatory system
5: Musculoskeletal and nervous systems
6: Homeostasis

Lesson 10: Genetics
1: Asexual and sexual reproduction
2: Chromosome pairs
3: Genes and traits
4: Dominant/Recessive
5: X/Y chromosomes
6: Punnett square

Lesson 11: Ecosystems
1: Ecosystems
2: Producers
3: Consumers
4: Decomposers
5: Plant and animal relationships I
6: Plant and animal relationships II
7: Biogeochemical cycles
8: Introduction to evolution
9: Natural selection
10: Extinction
11: Evidence for evolution
12: Classification

Lesson 12: Earth
1: Mapping of Earth
2: Structure of Earth
3: Plate tectonics
4: Volcanoes and earthquakes
5: Rocks
6: Mineral properties
7: The water cycle
8: Wind and weather

Lesson 13: Space
1: Stars and galaxies
2: The solar system
3: Seasons and moon phases
4: Eclipses and tides
5: Large distances

Lesson 14: Energy Resources
1: Hydro and wind energy
2: Solar energy
3: Geothermal energy
4: Nuclear energy
5: Fossil fuel energy
6: Biomass and biofuels
7: Battery and hydrogen energy
8: Renewable and non-renewable energy resources

 

 

 

 

 

 

 

 


Zingy Science Texas (Texas 6th-8th Grade Science and Technology)
9 lessons in introductory Chemistry, Biology, Earth Sciences and Technology. Hundreds of questions:

(Note that only the standards highlighted in black are included in the 8th grade STAAR Science assessment.)

ZINGY PROGRAM
TEXAS GRADE 6-8 SCIENCE STANDARDS
ATOMS
 
Lesson 1 – Topic 1
Grade 6 - 5.B recognize that a limited number of the many known elements comprise the largest portion of solid Earth, living matter, oceans, and the atmosphere;
Lesson 1 – Topic 2
Lesson 1 – Topic 3
Lesson 1 – Topic 4
Lesson 1 – Topic 5
Grade 8 - 5.A describe the structure of atoms, including the masses, electrical charges, and locations, of protons and neutrons in the nucleus and electrons in the electron cloud;
Grade 8 - 5.B identify that protons determine an element's identity;
PROPERTIES AND CHANGES
 
Lesson 2 – Topic 1
Lesson 2 – Topic 2
Grade 6 - 5.A know that an element is a pure substance represented by chemical symbols;
Grade 6 - 5.C differentiate between elements and compounds on the most basic level;
Lesson 2 – Topic 3
Lesson 2 – Topic 4
Grade 6 - 5.D identify the formation of a new substance by using the evidence of a possible chemical change such as production of a gas, change in temperature, production of a precipitate, or color change.
Grade 8 - 5.E investigate how evidence of chemical reactions indicate that new substances with different properties are formed
Lesson 2 – Topic 5
Grade 8 - 5.D recognize that chemical formulas are used to identify substances and determine the number of atoms of each element in chemical formulas containing subscripts;
Lesson 2 – Topic 6
Lesson 2 – Topic 7
Grade 8 - 5.F recognize whether a chemical equation containing coefficients is balanced or not and how that relates to the law of conservation of mass.
Lesson 2 – Topic 8  
Lesson 2 – Topic 9
Lesson 2 – Topic 10
Grade 8 - 5.C interpret the arrangement of the Periodic Table, including groups and periods, to explain how properties are used to classify elements;
Lesson 2 – Topic 11 Grade 6 - 6.A compare metals, nonmetals, and metalloids using physical properties such as luster, conductivity, or malleability;
DENSITY
 
Lesson 3 – Topic 1
Lesson 3 – Topic 2
Lesson 3 – Topic 3
Lesson 3 – Topic 4
Grade 6 - 6.B calculate density to identify an unknown substance;
MOTION
 
Lesson 4 – Topic 1
Lesson 4 – Topic 2
Lesson 4 – Topic 3
Lesson 4 – Topic 4
Lesson 4 – Topic 5
Grade 6 - 8.C calculate average speed using distance and time measurements;
Grade 8 - 6.B differentiate between speed, velocity, and acceleration
Lesson 4 – Topic 6
Lesson 4 – Topic 7
Grade 6 - 8.D measure and graph changes in motion
FORCES
 
Lesson 5 – Topic 1
Lesson 5 – Topic 2
Lesson 5 – Topic 3
Lesson 5 – Topic 4
Lesson 5 – Topic 5
Grade 6 - 8.B identify and describe the changes in position, direction, and speed of an object when acted upon by unbalanced forces;
Grade 8 - 6.A demonstrate and calculate how unbalanced forces change the speed or direction of an object's motion;
Lesson 5 – Topic 6
Lesson 5 – Topic 7
Grade 8 - 6.C investigate and describe applications of Newton's law of inertia, law of force and acceleration, and law of action-reaction such as in vehicle restraints, sports activities, amusement park rides, Earth's tectonic activities, and rocket launches.
SIMPLE MACHINES
 

Lesson 6 – Topic 1
Lesson 6 – Topic 2
Lesson 6 – Topic 3
Lesson 6 – Topic 4

Grade 6 - 8.E investigate how inclined planes and pulleys can be used to change the amount of force to move an object.
Grade 7 - 7.A contrast situations where work is done with different amounts of force to situations where no work is done such as moving a box with a ramp and without a ramp, or standing still;
ENERGY  
Lesson 7 – Topic 1 Grade 6 - 9.C demonstrate energy transformations such as energy in a flashlight battery changes from chemical energy to electrical energy to light energy.
Lesson 7 – Topic 2
Lesson 7 – Topic 3
Grade 6 - 8.A compare and contrast potential and kinetic energy;
Lesson 7 – Topic 4 Grade 6 - 9.B verify through investigations that thermal energy moves in a predictable pattern from warmer to cooler until all the substances attain the same temperature such as an ice cube melting
Lesson 7 – Topic 5
Lesson 7 – Topic 6
 
Lesson 7 – Topic 7 Grade 6 - 9.A investigate methods of thermal energy transfer, including conduction, convection, and radiation;
CELL  
Lesson 8 – Topic 1
Grade 7 - 6.A identify that organic compounds contain carbon and other elements such as hydrogen, oxygen, phosphorus, nitrogen, or sulfur;

Lesson 8 – Topic 2
Lesson 8 – Topic 3
Lesson 8 – Topic 4
Lesson 8 – Topic 5
Lesson 8 – Topic 6
Lesson 8 – Topic 8

Grade 7 - 12.D differentiate between structure and function in plant and animal cell organelles, including cell membrane, cell wall, nucleus, cytoplasm, mitochondrion, chloroplast, and vacuole;
Lesson 8 – Topic 8 Grade 6 - 12.A understand that all organisms are composed of one or more cells;
Grade 6 - 12.B recognize that the presence of a nucleus determines whether a cell is prokaryotic or eukaryotic;

Grade 7 - 12.F recognize that according to cell theory all organisms are composed of cells and cells carry on similar functions such as extracting energy from food to sustain life.
BIOLOGICAL SYSTEMS  
Lesson 9 – Topic 1
Grade 7 - 12.C recognize levels of organization in plants and animals, including cells, tissues, organs, organ systems, and organisms;
Lesson 9 – Topic 2
Lesson 9 – Topic 3
Lesson 9 – Topic 4
Lesson 9 – Topic 5
Grade 7 - 12.B identify the main functions of the systems of the human organism, including the circulatory, respiratory, skeletal, muscular, digestive, excretory, reproductive, integumentary, nervous, and endocrine systems;
Grade 7 - 6.B distinguish between physical and chemical changes in matter in the digestive system
Grade 7 - 6.C recognize how large molecules are broken down into smaller molecules such as carbohydrates can be broken down into sugars.
Lesson 9 – Topic 6
Grade 7 - 13.A investigate how organisms respond to external stimuli found in the environment such as phototropism and fight or flight
Grade 7 - 13.B describe and relate responses in organisms that may result from internal stimuli such as wilting in plants and fever or vomiting in animals that allow them to maintain balance.
GENETICS  
Lesson 10 – Topic 1
Grade 7 - 14.B compare the results of uniform or diverse offspring from sexual reproduction or asexual reproduction
Lesson 10 – Topic 2
Lesson 10 – Topic 3
Lesson 10 – Topic 4
Lesson 10 – Topic 5
Lesson 10 – Topic 6
Grade 7 - 14.A define heredity as the passage of genetic instructions from one generation to the next generation;
Grade 7 - 14.C recognize that inherited traits of individuals are governed in the genetic material found in the genes within chromosomes in the nucleus.
ECOSYSTEMS  
Lesson 11 – Topic 1 Grade 6 - 12.E describe biotic and abiotic parts of an ecosystem in which organisms interact
Grade 6 - 12.F diagram the levels of organization within an ecosystem, including organism, population, community, and ecosystem.
Grade 7 - 10.A observe and describe how different environments, including microhabitats in schoolyards and biomes, support different varieties of organisms;

Grade 7 - 10.C observe, record, and describe the role of ecological succession such as in a microhabitat of a garden with weeds.
Lesson 11 – Topic 2
Grade 7 - 5.A recognize that radiant energy from the Sun is transformed into chemical energy through the process of photosynthesis;
Lesson 11 – Topic 3 Grade 7 - 5.C diagram the flow of energy through living systems, including food chains, food webs, and energy pyramids.
Grade 7 - 7.B illustrate the transformation of energy within an organism such as the transfer from chemical energy to heat and thermal energy in digestion
Lesson 11 – Topic 4 Grade 7 - 5.B demonstrate and explain the cycling of matter within living systems such as in the decay of biomass in a compost bin
Lesson 11 – Topic 5 Grade 7 - 10.B describe how biodiversity contributes to the sustainability of an ecosystem
Lesson 11 – Topic 6 Grade 8 - 11.A describe producer/consumer, predator/prey, and parasite/host relationships as they occur in food webs within marine, freshwater, and terrestrial ecosystems;
Grade 8 - 11.B investigate how organisms and populations in an ecosystem depend on and may compete for biotic and abiotic factors such as quantity of light, water, range of temperatures, or soil composition;
Lesson 11 – Topic 7 Grade 8 - 11.D recognize human dependence on ocean systems and explain how human activities such as runoff, artificial reefs, or use of resources have modified these systems.
Lesson 11 – Topic 8
Lesson 11 – Topic 9
Lesson 11 – Topic 10
Lesson 11 – Topic 11
Grade 7 - 11.C identify some changes in genetic traits that have occurred over several generations through natural selection and selective breeding such as the Galapagos Medium Ground Finch 5.Geospiza fortis or domestic animals.
Grade 7 - 11.B explain variation within a population or species by comparing external features, behaviors, or physiology of organisms that enhance their survival such as migration, hibernation, or storage of food in a bulb
Grade 7 - 12.A investigate and explain how internal structures of organisms have adaptations that allow specific functions such as gills in fish, hollow bones in birds, or xylem in plants;
Grade 8 - 11.C explore how short- and long-term environmental changes affect organisms and traits in subsequent populations
Lesson 11– Topic 12 Grade 6 - 12.C recognize that the broadest taxonomic classification of living organisms is divided into currently recognized Domains;
Grade 6 - 12.D identify the basic characteristics of organisms, including prokaryotic or eukaryotic, unicellular or multicellular, autotrophic or heterotrophic, and mode of reproduction, that further classify them in the currently recognized Kingdoms;
Grade 7 - 11.A examine organisms or their structures such as insects or leaves and use dichotomous keys for identification;
EARTH  
Lesson 12 – Topic 1 Grade 8 - 9.C interpret topographic maps and satellite views to identify land and erosional features and predict how these features may be reshaped by weathering.
Lesson 12 – Topic 2
Grade 6 - 10.A build a model to illustrate the structural layers of Earth, including the inner core, outer core, mantle, crust, asthenosphere, and lithosphere;
Lesson 12 – Topic 3 Grade 6 - 10.C identify the major tectonic plates, including Eurasian, African, Indo-Australian, Pacific, North American, and South American
Grade 8 - 9.A describe the historical development of evidence that supports plate tectonic theory;
Lesson 12 – Topic 4 Grade 6 - 10.D describe how plate tectonics causes major geological events such as ocean basins, earthquakes, volcanic eruptions, and mountain building.
Grade 8 - 9.B relate plate tectonics to the formation of crustal features
Lesson 12 – Topic 5 Grade 6 - 10.B classify rocks as metamorphic, igneous, or sedimentary by the processes of their formation;
Grade 7 - 8.B analyze the effects of weathering, erosion, and deposition on the environment in ecoregions of Texas
Lesson 12 – Topic 6 Grade 6 - 6.C test the physical properties of minerals, including hardness, color, luster, and streak.
Lesson 12 – Topic 7
Lesson 12 – Topic 8
Grade 8 - 10.A recognize that the Sun provides the energy that drives convection within the atmosphere and oceans, producing winds and ocean currents;
Grade 8 - 10.B identify how global patterns of atmospheric movement influence local weather using weather maps that show high and low pressures and fronts
SPACE  
Lesson 13 – Topic 1 Grade 6 - 11.B understand that gravity is the force that governs the motion of our solar system
Grade 8 - 8.A describe components of the universe, including stars, nebulae, and galaxies, and use models such as the Herztsprung-Russell diagram for classification;
Grade 8 - 8.B recognize that the Sun is a medium-sized star near the edge of a disc-shaped galaxy of stars and that the Sun is many thousands of times closer to Earth than any other star;
Lesson 13 – Topic 2
Grade 6 - 11.A describe the physical properties, locations, and movements of the Sun, planets, Galilean moons, meteors, asteroids, and comets;
Grade 7 - 9.A analyze the characteristics of objects in our solar system that allow life to exist such as the proximity of the Sun, presence of water, and composition of the atmosphere
Grade 8 - 8.E research how scientific data are used as evidence to develop scientific theories to describe the origin of the universe.
Lesson 13 – Topic 3 Grade 8 - 7.A model and illustrate how the tilted Earth rotates on its axis, causing day and night, and revolves around the Sun causing changes in seasons;
Grade 8 - 7.B demonstrate and predict the sequence of events in the lunar cycle
Lesson 13 – Topic 4 Grade 8 - 7.C relate the position of the Moon and Sun to their effect on ocean tides.
Lesson 13 – Topic 5 Grade 8 - 8.D model and describe how light years are used to measure distances and sizes in the universe
ENERGY RESOURCES  
Lesson 14 – Topic 1
Lesson 14 – Topic 2
Lesson 14 – Topic 3
Lesson 14 – Topic 4
Lesson 14 – Topic 5
Lesson 14 – Topic 6
Lesson 14 – Topic 7
Lesson 14 – Topic 8
Grade 6 - 7.A research and debate the advantages and disadvantages of using coal, oil, natural gas, nuclear power, biomass, wind, hydropower, geothermal, and solar resources

 

 




Product Uses

The following is a partial list of how schools can benefit from Zingy Learning software products:

1) In class instruction using a projector
  - Teacher uses animations to explain concepts.
- The animations tell the story.
- Excellent for classroom management. The visuals catch the students’  attention. You often hear “Oh, I get it!”
- Teacher saves time, by not having to draw on the board.
- Can test students in an interactive way with zingy and self-made quizzes.

2) Students work at their own pace in computer lab while teacher acts as a facilitator
  - Students learn at their own pace while the teacher guides the lesson.
- Students learn actively.
- Students get immediate feedback by taking the quizzes included in the program, thus building confidence.

3) Students are assigned to work independently in computer lab or library
  - Each student can learn at his or her own pace.
- Excellent for independent learners. Students who cannot focus in class often do well using such a learning method.
- This method was extremely successful in dozens of schools.

4) Students use software on home computer
  - Students prefer to use software versus a textbook.
- Students learn at their own pace.
- Recommended by teachers in conjunction with class use for best    results.
- Students who miss class instruction can quickly catch up on their own and avoid falling behind.

5) Learning Center applications
  - Specialists who work with students who need individualized instruction can easily step through the lessons together with the students.
- Students can progress through the lessons at their own pace.
- Teachers can leverage the quizzes and interactive features to engage the student.

6) Gifted and Talented resource
  - Students can work and learn at an accelerated pace.

7) Special teacher features:
  Teacher can:
- create multiple choice and short answer quizzes
- set quizzes to be visible or not visible to students
- view multiple-choice quiz scores
- view short-answer responses with comment option.
- view student login data
- create class messages

8
) Special principal features:
 

Principal can:
- view quiz results
- view student login data
- edit student accounts

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