Reproductions of the slides and/or information from the slides in this PowerPoint related to Alabama Extended Standards, Grades 5 - 12 should be credited.

Reproductions of the slides and/or information from the slides in this PowerPoint related to Alabama Extended Standards, Grades 5 - 12 should be credited to: Alabama Department of Education, Special Education Services P.O. Box 302101 Montgomery, AL 36130 speced@alsde.edu 334.242.8114

“What a teacher knows and does influences what a student learns” Teachers’ content knowledge determines not only what a teacher teaches, but also how. National Staff Development Council, www.nsdc.orgwww.nsdc.org

 www.alsde.edu www.alsde.edu  Click on Sections  Click on Special Education  Click on Standards  Select “Q&A - Alabama Extended Standards.pdf”

 Reading: Grades 3-8, 11  Mathematics: Grades 3-8, 11  Science: Grades 5, 7, 11

 Alignment determined.  Complexity — Points awarded based on the complexity of the extended standard  Level of Support — Points awarded based on the level of assistance (Independently, with Prompting, with Support)  Content Mastery — › 0 points for 0-24% mastery › 1 point for 25-49% mastery › 2 points for 50-74% mastery › 3 points for 75-100% mastery Assessment and Accountability, ALSDE, Regional Workshops, Fall 2007

 Independently -the student performs the task without prompting or support. The cognition of the task is performed entirely by the student.  Prompting -the student is provided cues by the teacher or aide (oral cues, repeat or additional directions, and/or gestures that initiate or sustain a task). The cognition of the task is performed entirely by the student.  Support -the student receives direct instruction to achieve the skill. The cognition of the task is not performed by the student alone; however, the task is not completed by the teacher. This assistance is more than prompting. Assessment and Accountability, ALSDE, Alabama Alternate Assessment Making a Connection Workshop Handout, Fall 2009

 Written Performance Summary  Worksheet/Teacher Test  Work Sample  Photograph(s) (with captions/written summary)  Audio (5 minutes or less with word for word transcript)  Video (5 minutes or less with word for word transcript)

Explain exactly what occurred:  What books?  What problems?  What materials/computer programs/games?  What questions?

Describe exactly what happened:  Expectations for success.  What the teacher said/did.  What the student said/did.  Which student responses/actions were correct.  Which student responses/actions were incorrect.

Ten (10) items of related content are required. › Less than 10 items, invalid › 10 items, but some items do not match content → unrelated items count against the content mastery score (e.g., 10 items, but 4 are unrelated, 60% content mastery is most student can earn).

 Original student projects  Student’s written work on a blank sheet of paper, or something that has been manipulated (e.g., cut, pasted)

 www.alsde.edu www.alsde.edu  Click on Sections  Click on Assessment and Accountability  Click on Publications  Scroll over and select AAA Information › “AAA Minimum Evidence Per Extended Standard Reading Grades 3-8 and 11.pdf” › “AAA Minimum Evidence Per Extended Standard Mathematics Grades 3-8 and 11.pdf” › “AAA Minimum Evidence Per Extended Standard Science Grades 5 7 and 11.pdf”

R. ES 3.2 (3) 3 pieces of evidence with at least 2 different blends per piece of evidence.

M. ES 3.2 (3) 3 pieces of evidence with at least 10 different addition and 10 different subtraction problems across the pieces of evidence.

 If the extended standard says “mimic,” the teacher must give the student something to mimic.

 Teacher defines and describes participation.  Answering correctly is not necessary… involvement in the specified activity is what is required.

 Be clear and specific.  Do not include trials! Evidence should only include however many times are necessary to meet minimum evidence. No! 7.1(1) When given a choice of 4 books, student will correctly associate 3 certain characters with their stories, by pointing to the correct book, during 2/3 trials. Yes! ???

Examples:  Student is supposed to identify main character: main character is the one word story title in all pieces of evidence.  Correct answer is always in same location (e.g., 10 multiple choice questions with correct answer always on left).  Performance Summaries across multiple students with the same wording, same exact student responses, etc.

 Passage or story must consist of at least three (3) sentences.  Different stories are required across the three pieces of evidence. Give the name of the story used each time so the scorer can verify a different story was used.

 Complexity 3 & 4 › Student must read the passage or story independently  Complexity 2 & in some cases Complexity 1 › Student can read with assistance, or the teacher can read the passage or story

 High Interest  Low Vocabulary http://childrensbooks.about.com/od/toppi cks/tp/hi_lo_books.htm

 Multiple Meaning Words are words that have several meanings depending upon how they are used in a sentence.  We use context clues to help us figure out which meaning is correct. 5.1

 Examples: › Trip › Light › Check › Show › Bank › Play › Can 5.1 › Pupil › Game › Raise › Dance › Break › Store › Bowl › Sign › Watch › Scale › Row › Right › Saw › Pit

 Every action a character performs influences something else in the story.  Perhaps it's simply that character's next action, or it could be a plot complication, or the arc of the story.  Each action can have consequences that ripple through the entire story. 5.2

Use a range of strategies and skills including phonetic skills to read unfamiliar and/or multi- syllable words. 5.3

 Fiction (Latin: fictum, "created") is a branch of literature which deals, in part or in whole, with events that are not true at the time of writing.  In contrast to this is non-fiction, which deals exclusively in factual events (e.g., biographies, histories). Books that are non-fiction, or true, are about real things, people, events, and places. 6.1

Main Idea The central topic of a piece of writing. It is what the writing is all about. 6.2

Ask yourself the question, "What is this paragraph about?" To answer, say to yourself in your mind, "The author keeps talking about XX and XX. This must be the topic –." http://academic.cuesta.edu/acasupp/as/308.HTM 6.2

 Use strategies including locating information in informational and functional materials. 6.3

 Informational/textual reading materials are generally read for information, such as materials containing charts or graphs and materials found in encyclopedias, textbooks, lab manuals, essays, and news magazines.  Literary/recreational reading materials are generally read for pleasure, such as magazine articles, poetry, novels, and short stories. (Alabama Reading and Mathematics Test Item Specifications for Reading) 6.3 9.2 10.3 12.1 12.2

 Functional reading materials are generally read for a precise action, such as directions, maps, schedules, menus, catalogues, instructions, and other materials generally encountered in everyday life beyond the classroom. (Alabama Reading and Mathematics Test Item Specifications for Reading) 6.3 9.2 10.3 12.1 12.2

The time and location in which a story takes place is called the setting. For some stories the setting is very important, while for others it is not. There are several aspects of a story's setting to consider when examining how setting contributes to a story (some, or all, may be present in a story). http://hrsbstaff.ednet.ns.ca/engramja/elements.h tml#SETTING 7.1 11.1

 Place - geographical location. Where is the action of the story taking place?  Time - When is the story taking place? (historical period, time of day, year, etc)  Weather conditions - Is it rainy, sunny, stormy, etc? http://hrsbstaff.ednet.ns.ca/engramja/elements.html#SETTING 7.1 11.1

 Social conditions - What is the daily life of the characters like? Does the story contain local color (writing that focuses on the speech, dress, mannerisms, customs, etc. of a particular place)?  Mood or atmosphere - What feeling is created at the beginning of the story? Is it bright and cheerful or dark and frightening? http://hrsbstaff.ednet.ns.ca/engramja/elements.html#SETTING 7.1 11.1

Character An imaginary person represented in a work of fiction (play or film or story) Main Character Main characters are the major protagonists - generally the ones that the action or story revolves around and follows. Minor or secondary characters are ones that are necessary to populate the story believably. They play a supporting role rather than a central role in the story. 4.4 7.1

Supporting Details and Facts The materials (examples, facts, ideas, illustrations) used by the writer to explain, expand on, and develop the more general main idea. http://www.oakdale.k12.ca.us/teachers-and- staff/ELAContinuum/Glossaries/02Glossary.htm 4.4 7.1

The main idea is the "key concept" being expressed. Details, major and minor, support the main idea by telling how, what, when, where, why, how much, or how many. 4.4 7.1

 Reading is an activity with a purpose. A person may read in order to gain information or for enjoyment. The purpose(s) for reading guide the reader's selection of material.  You can make this specific and functional by having students determine the purpose of materials such as newspapers, bus schedules, instructions, recipes, or phone books. 7.2

 A diagram that exhibits a relationship, often functional, between two sets of numbers as a set of points having coordinates determined by the relationship. Also called plot.  A pictorial device, such as a pie chart or bar graph, used to illustrate quantitative relationships. http://www.answers.com/topic/graph 7.3

Foretelling of a future event. Predictions are probabilistic estimates of future occurrences based upon many different estimation methods, including past patterns of occurrence and statistical projections of current data. http://www.answers.com/topic/prediction 8.1

By Barbara Eckfeld Conner Jason heard his mom calling him. Instead of answering her, he slipped deeper into the tall weeds behind his house. He closed his eyes, thinking of what he had done. He had gotten up that morning in a good mood. Raspberry pancakes were on the table when he walked into the kitchen rubbing his eyes and yawning. 8.1

“After breakfast, Jason, I want you to go into town with me,” Mom said quietly. “It’s your sister’s birthday, and we need to shop for her gifts.” Jason was eager to go, even if the gifts weren’t for him. Buying presents was always fun. As they drove to town, Jason couldn’t help but ask the question that had been on his mind since yesterday when Aunt Nancy came. “What’s in the big box that Dad took to the barn, 8.1

Mom? Is it something Aunt Nancy bought for Megan’s birthday?” “It’s a surprise, Jason, and I don’t want you going near that barn today. Do you hear me?” 8.1

Mood The feeling, or atmosphere, that a writer creates for the reader. The writer’s use of connotation, imagery, and figurative language, as well as sound and rhythm, develops the mood of a selection. 8.2

HappyCuriousScary Anxious SadWorriedExcitedThoughtful FunnyPlayfulConfidentAngry SurprisedDepressedFormalSerious CheerfulNervousWildMad CalmProudHopefulDisappointed

Context clues are the hints provided in text, which lead the reader to meanings of words. http://www.flanaganhighschool.com/fcatstrat/CONT EXT%20CLUES.shtml 3.4 8.3

 When readers come across an unfamiliar word, they often look in different places in the text for clues to the meaning.  These clues can be found before, within, or after the sentence with the unfamiliar word. http://www.flanaganhighschool.com/fcatstra t/CONTEXT%20CLUES.shtml 3.4 8.3

 Also, there are signal words associated with the context clues. These signal words will point out the type of context clue being used. Once the reader is able to identify the type of context clue being used, then the meanings of unfamiliar words become clear. http://www.flanaganhighschool.com/fcatstra t/CONTEXT%20CLUES.shtml 3.4 8.3

 Definition › A carnivore is an animal that feeds only on meat. › A biographer, or one who writes about people's lives, is an example of an author. http://www.flanaganhighschool.com/fcats trat/CONTEXT%20CLUES.shtml 3.4 8.3

 Synonym › The word "like" is a signal word indicating synonym which means there is a word of similar meaning in the sentence. The harlequin, like the circus clown, was a fool who loved to perform. http://www.flanaganhighschool.com/fcatstrat/CONT EXT%20CLUES.shtml 3.4 8.3

 Antonym › The word "but" is a signal word indicating antonym which means there is a word of opposite meaning in the sentence. Jerry is very clumsy, but his sister Jenny is adroit. http://www.flanaganhighschool.com/fcatstrat/CONT EXT%20CLUES.shtml 3.4 8.3

 Example › " Such as," " for instance," and " for example " indicate examples. The student was suffering from anxiety. For example, when he first saw the test, he began to tremble. http://www.flanaganhighschool.com/fcatstrat/CONT EXT%20CLUES.shtml 3.4 8.3

 Mood › Mood uses metaphors to paint a picture of a setting or feeling. The image of children eating garbage and worms showed how despoiled life becomes in the face of starvation. http://www.flanaganhighschool.com/fcatstrat/CONT EXT%20CLUES.shtml 3.4 8.3

What is Drama? Drama comes from Greek words meaning "to do" or "to act." A play is a story acted out. It shows people going through some eventful period in their lives, seriously or humorously. The speech and action of a play recreate the flow of human life. A play comes fully to life only on the stage. http://litera1no4.tripod.com/drama.html 9.1

What is a definition of short story? A short story is fictional work of prose that is shorter in length than a novel. Edgar Allan Poe, in his essay, "The Philosophy of Composition," said that a short story should be read in one sitting. http://www.cliffsnotes.com 9.1

Also called storyline. The plan, scheme, or main story of a literary or dramatic work, such as a play, novel, or short story. Includes a beginning, middle, and end. http://www.oakdale.k12.ca.us/teachers-and- staff/ELAContinuum/Glossaries/02Glossary.htm 9.1 11.1

 Introduction - The beginning of the story where the characters and the setting is revealed.  Rising Action - This is where the events in the story become complicated and the conflict in the story is revealed (events between the introduction and climax). http://hrsbstaff.ednet.ns.ca/engramja/eleme nts.html#PLOT 9.1 11.1

 Climax - This is the highest point of interest and the turning point of the story. The reader wonders what will happen next; will the conflict be resolved or not?  Falling action - The events and complications begin to resolve themselves. The reader knows what has happened next and if the conflict was resolved or not (events between climax and denouement).  Denouement/Resolution - This is the final outcome or untangling of events in the story. http://hrsbstaff.ednet.ns.ca/engramja/elements.html#P LOT 9.1 11.1

 Let's look to Scarlett O'Hara for a moment. How would you describe her? Feisty, self-centered yet courageous? You could throw in flirtatious and childish as well. These are all attitudes that an audience can immediately latch onto and understand. http://library.creativecow.net/articles/gregory_brown e_rob/characters.php 10.1

 Pleasure › peaceful, happy, cheerful, pleasant, playful, joyful  Pain › worried, troubled, disappointed, annoyed, sad  Passion › wild, furious, angry, jealous http://comosr.spps.org/Tone.html 10.1

 Self-Control › calm, quiet, serious, gentle, cautious  Friendliness › kind, compassionate, friendly, comforting, loving, helpful  Unfriendliness › hateful, harsh, insulting, accusing http://comosr.spps.org/Tone.html 10.1

 Comedy › comical, amused, playful, humorous  Apathy › dull, hopeless, bored, dreaming http://comosr.spps.org/Tone.html 10.1

 Self Importance › proud, confident, arrogant, bold, assured  Submission and Timidity › Shy, humble, ashamed, surprised, frightened, alarmed, fearful http://comosr.spps.org/Tone.html 10.1

 A table consists of an ordered arrangement of rows and columns.  A chart is a sheet presenting information in the form of graphs or tables. http://www.answers.com 10.2

First NameLast NameAge BillyMiller33 JennyLuna43 CarlosLunzaga37 RoderickBrown12 SandraJones8 LulaJoseph24 10.2

 Examples? 10.2

 Examples? 10.3

 A phrase or expression that means something different from what the words actually say. An idiom is usually understandable to a particular group of people. For example, using 'over his head' for 'doesn't understand.‘ 11.2

 Getting Started: Display a set of instructions about how to accomplish a task such as waxing a car. Pathways for Learning – Language and Reading 11.3

Select a premium grade wax and carefully read all the instructions including the precautions. Wash and dry the car before beginning the waxing process to be certain that it is clean and free of dirt. In addition, be sure that the car is not in direct sunlight when applying the wax. Shake well the container of wax. Pour a small amount of the wax onto a clean, damp cloth or sponge. Using a circular motion, apply the product to one section of the car at a time, beginning with the top and then moving from the hood to the back of the car. Allow the wax to dry to a haze and buff with a dry terry cloth before proceeding to the next section of the car. Once this task is completed, the car will not only shine like new but will be protected from damage caused by exposure to the sun and other weather-related problems. Remember to repeat the process on a regular basis. 11.3

 Ask students questions about the instructions in order to identify the sequence of steps in the passage that are important to obtain the desired outcome. Discuss the effects that would result if some of the instructions were taken out of order. Pathways for Learning – Language and Reading 11.3

 Examples: › Recipes (in narrative form) › Directions on household cleaners › Test directions › “How to” articles Pathways for Learning – Language and Reading 11.3

 Knowing how a piece of text is organized helps the reader to make better sense of the information. Each organizational structure suggests questions which readers should consider as they are reading and be able to answer once they've finished reading the passage. http://www.somers.k12.ny.us/intranet/reading /questions.html 12.1

 Chronological Sequence › What happened? › What is the sequence of events? › What are the substages? http://www.somers.k12.ny.us/intranet/readi ng/questions.html 12.1

 Comparison/Contrast › What are the similar and different qualities of these things? › What qualities of each thing correspond to one another? In what way? http://www.somers.k12.ny.us/intranet/readi ng/questions.html 12.1

 Description › What are you describing? › What are its qualities? http://www.somers.k12.ny.us/intranet/readi ng/questions.html 12.1

 Point of View › What are the various perspectives? › How do they impact behavior? › What contributed to their development? http://www.somers.k12.ny.us/intranet/readi ng/questions.html 12.1

 Problem/Solution › What is the problem? › What are the possible solutions? › Which solution is best? › How will you implement this solution? http://www.somers.k12.ny.us/intranet/readi ng/questions.html 12.1

 Process/Cause and Effect  What are the causes and effects of this event?  What might happen next? http://www.somers.k12.ny.us/intranet/readi ng/questions.html 12.1

 Terms to clarify: › Persuasion - to influence a point of view by means of argument or reasoning › Persuasive text - any writing in which an author is expressing facts or opinions to try to convince the reader › Supporting evidence - facts, details, statistics or examples that help to form judgments http://www.lessonplanspage.com/LAPersuasiv eWritingIntroductoryUnit58.htm 12.2

 Terms to clarify: › Author's position - a standpoint or attitude that the author holds towards an idea › Main Idea - the central topic of a piece of writing › Fact - something that is true › Opinion - a personal belief http://www.lessonplanspage.com/LAPersuasiv eWritingIntroductoryUnit58.htm 12.2

 Guiding Questions for Students: › “What is persuasion?” › “What should you keep in mind when a person is trying to persuade you?” › “What is your opinion?” › “Is this a fact?” › “Is this an opinion?” http://www.lessonplanspage.com/LAPersuasiv eWritingIntroductoryUnit58.htm 12.2

3.14.15.1 5.14.13.1 Count by 5’s to 100 Count by 10’s to 100 Count by 1’s to 100

3.14.15.1 5.14.13.1 (4) Apply counting to 5’s to real life situations (4) Apply counting by 10’s to real life situations (4) Identify numbers 1 to 100 (3) Count by 5’s to 100 (3) Count by 10’s to 100 (3) Count by 1’s to 100 (2) Imitate counting by 5’s to 100 (2) Imitate counting by 10’s to 100 (2) Imitate counting by 1’s to 100 (1) Imitate counting 1-10 (1) Respond purposefully to counting 1-10 (1) Interact with different size groups of objects 1-100

 No calculator, touch math, or preprinted counters. 5.2

In order to do this:  Student must know coins and coin values.  Student must know how to skip count 25’s, 10’s, 5’s, and 1’s. 5.3

Examples of Familiar Activities for 5 th Graders  Walk to lunch  Lunch  Walk to P.E.  P.E. 5.4

 No calculator, touch math, or preprinted counters. 6.1

 The student must divide the object and label in order to get credit. (You cannot give the student a box or circle on a worksheet that has already been divided) 6.2

 Tally charts help people count.  Each tally mark in a tally chart represents one object. For example, to count three apples, you make three tally marks in the chart.  Tally marks are grouped in sets of five, which facilitates counting. Instead of counting marks one-by-one, you can skip-count by fives and add on any remaining marks.  Have students practice counting objects in class or home by using tally marks. Then practice skip-counting by fives in order to get your students familiar with multiples of five 6.4

 A picture graph uses pictures or symbols to show data.  One picture sometimes stands for more than one item so a key is often necessary to understand the symbols. 6.4

 Students must show their work to demonstrate the regrouping.  No calculator, touch math, or preprinted counters. 7.1 Touch Math Counters Calculator

 Calculate values of combinations of bills; write total in dollar-and-cent notation. 7.2 $57.00

3, 8, 13, 18 23 28 This sequence has a difference of 5 between each number. http://www.mathsisfun.com/numberpatterns.html 7.3

 The common units for measuring weight in the customary system are ounces, pounds, and tons.  A serving of dry cereal weighs about one ounce.  A loaf of bread is about a pound.  A compact car weighs about a ton. Students must compare in order to get credit. http://atlantis.coe.uh.edu/archive/science/science_lessons/scie nceles3/weight/weight.html 7.4

 Students must show their work to demonstrate the regrouping.  No calculator, touch math, or preprinted counters. 8.1 Touch Math Counters Calculator

A numerical expression is a mathematical phrase involving only numbers and one or more operational symbols. A numerical expression represents a particular number. For example, the numerical expression 4 + 20 – 7 simplifies to the number 17. http://www.icoachmath.com/SiteMap/NumericalExpression.html 8.2

Examples of Numerical Expressions: › 4 + 4 + 3 › 4 + 20 – 7 › (2 + 6) – 7 › (6 × 2) ÷ 4 › 6 ÷ (3 × 2) 8.2

 Students must measure and compare in order to get credit. 8.3

 A population can be defined as including all people or items with the characteristic one wishes to understand. http://en.wikipedia.org/wiki/Sampling_(statisti cs) 8.4

 Examples of Populations › Two classes in the school › Boys and Girls › Children and Adults › 7 th graders and 8 th graders › Car Riders and Bus Riders › Students and Teachers  Examples of data to collect and compare? 8.4

9.1 Given Number Combinations of Numbers 86+2, 5+3, 4+4, 6+2, 8–0, 10–2, 9-1 21+1, 2+0, 4–2, 5–3, 6–4 53+2, 4+1, 5+0, 7–2, 10–5, 8–3 63+3, 4+2, 1+5, 5+1, 8–2,10–4, 7–1

Examples  8+4 = 5+   8+  = 12  5+  = 12 9.2

Factor - divisor: one of two or more numbers that can be exactly divided into another number. For example, the number 12 can be factored into 2 and 6, or 3 and 4, or 1 and 12. 9.4

10.1 Complexity 4Complexity 3 Demonstrate the concept of greater than, less than, and equal to using symbols (>,<,+) with numbers. Demonstrate the concept of greater than, less than, and equal to with numbers.

 To find the perimeter of a polygon, add the length of each side. 10.2

 Selection of a white ball from a box with 2 white balls, 8 red balls and 10 yellow balls (less likely)  Selection of red marble from a box with 12 white balls (impossible)  Selecting a girl for a field trip from a group of students with 3 boys and 14 girls (more likely) 10.3

 Point   Line  Parallel Lines 11.1

11.2 dishwasher lunchbox cupboard dish drain packing box No Pre-marked Spaces!

Measurement Materials to Collect  Various sized: › Containers (bottles, tins, boxes, baskets, lids…) › Scoops (spoons, cups, coffee scoops, lids…)  Measuring material in a large container: › Rice, water, bird seed, beans, sand…  Storage boxes for the containers  Drip boxes to place under the measuring containers 12.1

http://www.center.edu/pub/docs/chapter7.pdf 12.1

A physical change in a substance doesn't change what the substance is. In a chemical change there is a chemical reaction, a new substance is formed and energy is either given off or absorbed.  For example, if a piece of paper is cut up into small pieces it still is paper. This would be a physical change in the shape and size of the paper. If the same piece of paper is burned, it is broken up into different substances that are not paper. 5.1

 Physical changes can be reversed, chemical changes cannot be reversed with the substance changed back without extraordinary means, if at all. For example, a cup of water can be frozen when cooled and then can be returned to a liquid form when heated.  If one decided to mix sugar into water to make sugar water, this would be a physical change as the water could be left out to evaporate and the sugar crystals would remain. However, if one made a recipe for a cake with flour, water, sugar and other ingredients and baked them together, it would take extraordinary means to separate the various ingredients out to their original form. 5.1

Examples of Chemical Changes:  Burning a log of wood  Cooking examples: popcorn, cake, pancakes, eggs, toast, caramel icing  Rotting of fruit  Explosion of fireworks  Lighting a match  Digesting food  Rusting nail  Roasting a marshmallow 5.1

Habitat A place where plants and animals live and grow Animals get food, water, and shelter in their habitat Plants get sunlight and water in their habitat 5.2

 Dependent on each other within a habitat. › Field/Park/Backyard: Grasshoppers eat grass › Forest/Backyard: Birds nest in trees › Forest/Park/Backyard: Squirrels eat acorns › Forest/Field: Animals eat leaves and berries 5.2

 Dependent on each other within a habitat. › Field/Garden/Along Road: Monarch butterflies lay eggs on milkweed, larvae feed on the milkweed leaves › Garden/Backyard/Park: Adult monarch butterflies pollinate flowers › Forest/Backyard/Field: Earthworms eat dirt and dead leaves, digesting the material for food and in the process breaking down the organic matter and releasing nutrients in the soil › Forest/Field: Deer eat plants 5.2

 Dependent on each other within a habitat. › Desert: Plants in the desert help animals stay out of the sun › Desert: Plants in the desert, such as the cactus, save water for animals › Field/Forest/Coastal Area: Some animals get seeds from plants stuck on their fur and move the seed to a different place so plants are spread › Lake/Swamp/Pond: Insects eat plants that float on ponds 5.2

 The first four planets are called the inner planets.  They are closest to the sun.  Their names are Mercury, Venus, Earth, and Mars.  These planets are made mostly of rock. 5.3

 A THERMOMETER measures the air temperature. Most thermometers are closed glass tubes containing liquids such as alcohol or mercury. When air around the tube heats the liquid, the liquid expands and moves up the tube. A scale then shows what the actual temperature is. 6.1

 A BAROMETER measures air pressure. It tells you whether or not the pressure is rising or falling. A rising barometer means sunny and dry conditions, while a falling barometer means stormy and wet conditions. An Italian scientist named Torricelli built the first barometer in 1643. 6.1

 A RAIN GAUGE measures the amount of rain that has fallen over a specific time period.  A WIND VANE is an instrument that determines the direction from which the wind is blowing.  An ANEMOMETER measures wind speed. The cups catch the wind, turning a dial attached to the instrument. The dial shows the wind speed. 6.1

 WEATHER MAPS indicate atmospheric conditions above a large portion of the Earth's surface. Meteorologists use weather maps to forecast the weather. http://www.weatherwizkids.com/weather- instruments.htm 6.1

 Newer human impacts to the earth’s surface are more and more damaging. Landscape is wounded with newer and bigger structures and other irreversible interventions to the earth’s surface. http://carsologica.zrc- sazu.si/?stran=downloads&download=podobnikar7.pdf  Manmade causes that shape the earth’s surface: agriculture, mining, pollution, construction, harvesting of natural resources, etc. 6.2

 Natural forces that shape the earth’s surface: volcanoes, earthquakes, hurricanes, landslides, weathering, erosion, animals, and plants. 6.2

Volcanoes  Volcanoes change the surface of the earth by erupting out matter. http://scienceed.pnl.gov/teachers/plans/E arthChanges_Part1.pdf 6.2

Earthquakes  Earthquakes cause the earth’s surface to shake, roll, and heave. http://scienceed.pnl.gov/teachers/plans /EarthChanges_Part1.pdf http://scienceed.pnl.gov/teachers/plans /EarthChanges_Part1.pdf  At the Earth's surface, earthquakes manifest themselves by shaking and sometimes displacing the ground. http://en.wikipedia.org/wiki/Earthquake http://en.wikipedia.org/wiki/Earthquake 6.2

Hurricanes  Damage from hurricanes and tropical storms is usually the result of strong winds, storm surges, or heavy rain. Winds of over 100 miles per hour can tear roofs off of houses or knock trees down. Heavy rain can ruin crops, damage buildings, cause flash flooding, and spark deadly landslides. http://www.learner.org/interactives/weath er/storms2.html 6.2

Landslides  Landslides cause rocks, soil, and debris to suddenly roll down a slope. http://scienceed.pnl.gov/teachers/plans/E arthChanges_Part1.pdf 6.2

Weathering Weathering is the breaking and changing of rock. Causes of weathering: › Freezing water › Thawing ice › Flowing water › Plant roots › Temperature changes http://owensville.k12.mo.us/~SMART_Lessons/4/Tracy%20Hendric kson/SCIENCE/Changes%20in%20the%20Earth's%20Surface/C hanges%20in%20the%20Earth's%20Surfacepdf.pdf 6.2

Erosion  Erosion is the process by which weathered rock and soil are moved from one place to another. Erosion carves the Earth's surface creating canyons, gorges, and even beaches. There are five agents of erosion: › Gravity (constant pulling on all matter on Earth) › Running water (rivers and streams) › Wind › Glaciers › Waves http://www.powayusd.com/teachers/tdowns/earthscience/eros ion/erosion.htm 6.2

7.1 OrganFunction SkinProtects organs, muscles, and bones from injury; and protects body from exposure to germs BonesMaintain structure to the body, to move the body, to protect other organs, and to produce red and white blood cells, and to store minerals MusclesProduce force and cause motion StomachBegin the process of digestion; Break down food so it can go to the intestines and allow the body to absorb its nutrients LungsFacilitate breathing: oxygen-containing air enters the lungs and carbon dioxide-containing air exits the lungs

7.1 OrganFunction HeartPumps blood throughout the body BrainHelps us think, plan, talk, imagine, and so much more; Nerves reach from the brain to the face, ears, eyes, nose, and spinal cord... and from the spinal cord to the rest of the body. Sensory nerves gather information from the environment, send that info to the spinal cord, which then speeds the message to the brain. The brain then makes sense of that message and fires off a response NervesIt's main purpose is to transport messages from one part of the body to another in the form of nerve impulses

7.1 OrganFunction KidneysProcess blood to sift out about 2 quarts of waste products and extra water each day BloodTransport many different materials around the body; regulate temperature; protect against infection

 Biotic Factors Biotic, meaning of or related to life, are living factors. Plants, animals, fungi, protist and bacteria are all biotic or living factors.  Abiotic Factors Abiotic, meaning not alive, are nonliving factors that affect living organisms. Environmental factors such as habitat (pond, lake, ocean, desert, mountain) or weather such as temperature, cloud cover, rain, snow, hurricanes, etc. are abiotic factors. 7.2

Inherited traits are physical characteristics that can be passed down from parent to child. Inheritable traits are traits that get passed down from generation to the next generation. This might include things like passing red hair down in a family. For animals it may include things like the stripes on a tiger, a skunks ability to spray, or the flavor of fruit from different apple trees. All plants and animals that reproduce pass on traits to their offspring. http://utahscience.oremjr.alpine.k12.ut.us/sciber01/7th/cells/ html/inhvsacq.htm 7.3

Inherited traits include things such as:  Hair Color  Eye Color  Muscle Structure  Bone Structure, and even features like  Shape of a Nose http://utahscience.oremjr.alpine.k12.ut.us/sciber01/7t h/cells/html/inhvsacq.htm 7.3

 Earlobe Attachment  Tongue Rolling  Cleft Chin  Dimples  Handedness  Freckles  Naturally Curly Hair  Allergies  Hand Clasping  Colorblindness  Hairline Shape http://learn.genetics.utah.edu/content/begin/traits/acti vities/pdfs/Traits%20Trivia_Public.pdf 7.3

The Scientific Process involves a series of steps that are used to investigate a natural occurrence. http://step.nn.k12.va.us/science/6th_science/ ppt/Scientific_Method.ppt 8.1

1. Problem/Question 1. Problem/Question: Develop a question or problem that can be solved through experimentation. 2. Observation/Research 2. Observation/Research: Make observations and research your topic of interest. 3. Formulate a Hypothesis 3. Formulate a Hypothesis: Predict a possible answer to the problem or question. http://step.nn.k12.va.us/science/6th_science/ppt/Sci entific_Method.ppt 8.1

4. Experiment 4. Experiment: Develop and follow a procedure. Include a detailed materials list. The outcome must be measurable (quantifiable). http://step.nn.k12.va.us/science/6th_science/ppt /Scientific_Method.ppt 8.1

5. Collect and Analyze Results 5. Collect and Analyze Results: Modify the procedure if needed. Confirm the results by retesting. Include tables, graphs, and photographs. http://step.nn.k12.va.us/science/6th_science/ppt /Scientific_Method.ppt 8.1

6. Conclusion 6. Conclusion: Include a statement that accepts or rejects the hypothesis. Make recommendations for further study and possible improvements to the procedure. http://step.nn.k12.va.us/science/6th_science/ppt /Scientific_Method.ppt 8.1

7. Communicate the Results 7. Communicate the Results: Be prepared to present the project to an audience. Expect questions from the audience. http://step.nn.k12.va.us/science/6th_science/ppt /Scientific_Method.ppt 8.1

The first law says that if an object is not pushed or pulled upon, how fast its traveling will naturally remain constant. Once moving at a steady speed… In a straight line… It will continue moving… At a steady speed… In a straight line. http://zonalandeducation.com/mstm/physics/m echanics/forces/newton/newtonLaw1.html 8.2

The first law also means that if an object is standing still and is not contacted by any forces, it will continue to remain motionless. Once standing still… It will stay still. http://zonalandeducation.com/mstm/physics /mechanics/forces/newton/newtonLaw1.ht ml 8.2

 A machine is a tool used to make work easier. Simple machines are simple tools used to make work easier. http://www.beth.k12.pa.us/schools/wwwclass /mcosgrove/simple.htm 8.3

http://www.beth.k12.pa.us/schools/wwwclass/mcosg rove/simple.htm 8.3

 Inclined Plane A plane is a flat surface. For example, a smooth board is a plane. Now, if the plane is lying flat on the ground, it isn't likely to help you do work. However, when that plane is inclined, or slanted, it can help you move objects across distances. And, that's work! A common inclined plane is a ramp. Lifting a heavy box onto a loading dock is much easier if you slide the box up a ramp--a simple machine.. http://www.beth.k12.pa.us/schools/wwwclass/mcosg rove/simple.htm 8.3

 Wedge You can use a wedge to push things apart. An axe blade is a wedge.  Screw How does the screw help you do work? Every turn of a metal screw helps you move a piece of metal through a wooden space. And, that's how we build things! http://www.beth.k12.pa.us/schools/wwwclass/m cosgrove/simple.htm 8.3

 Lever Try pulling a really stubborn weed out of the ground. You know, a deep, persistent weed that seems to have taken over your flowerbed. Using just your bare hands, it might be difficult or even painful. With a tool, like a hand shovel, however, you should win the battle. Any tool that pries something loose is a lever. A lever is an arm that "pivots" (or turns) against a "fulcrum" (or point). Think of the claw end of a hammer that you use to pry nails loose. It's a lever. It's a curved arm that rests against a point on a surface. As you rotate the curved arm, it pries the nail loose from the surface. http://www.beth.k12.pa.us/schools/wwwclass/mcosgrove/ simple.htm 8.3

 Wheel and Axle Another kind of lever, the wheel and axle, moves objects across distances. The wheel, the round end, turns the axle, the cylindrical post, causing movement. On a wagon, for example, the bucket rests on top of the axle. As the wheel rotates the axle, the wagon moves. http://www.beth.k12.pa.us/schools/wwwclass/mcosg rove/simple.htm 8.3

 Pulley Instead of an axle, the wheel could also rotate a rope or cord. This variation of the wheel and axle is the pulley. In a pulley, a cord wraps around a wheel. As the wheel rotates, the cord moves in either direction. Now, attach a hook to the cord, and you can use the wheel's rotation to raise and lower objects. On a flagpole, for example, a rope is attached to a pulley. On the rope, there are usually two hooks. The cord rotates around the pulley and lowers the hooks where you can attach the flag. Then, rotate the cord and the flag raises high on the pole. http://www.beth.k12.pa.us/schools/wwwclass/mcosgrove/ simple.htm 8.3

 A solution is a homogeneous mixture. That means the components of a solution are so evenly spread throughout the mixture that there are no perceivable differences in composition. Solutions can be formed by mixing two substances together such as sugar and water. If you pour a packet of sugar into a glass of water, initially you have a suspension as the sugar crystals float about in the glass. When you have stirred the sugar and water for long enough, you will eventually get a clear, colorless mixture. Some people, especially young children, can be fooled by such a demonstration into thinking that the sugar has "disappeared". However, as chemists, we know better. http://www.sparknotes.com/chemistry/solutions/compo sition/section1.html 9.1

 The law of conservation of matter states that the sugar can not just disappear, it must have gone somewhere else. That somewhere else is into solution. The sugar has become evenly dispersed. In fact the sugar molecules are so well spread out that we can no longer see a single sugar crystals. However, if you taste the water, you will find it to be sugary--confirming the presence of sugar in the water. The minor component of the solution is called the solute. In the present example, sugar is the solute. The major component of the solution is called the solvent. In this case water is the solvent. http://www.sparknotes.com/chemistry/solutions/ composition/section1.html 9.1

 In a physical change there is only a change of state. The new substance has the same properties as the old one. No new substance(s) are produced. ice - water - steam (They are all still water!) For example: ice melting to water or water boiling. **In all of these changes, you can get the original materials back!** A physical change may also involve changing the shape of the substance. Paper cut into pieces is still paper, when you plow a field, the field still remains as soil, cutting wood into pieces is still wood, and molding a sculpture is still cement or marble! http://www.saskschools.ca/curr_content/science9/chemistry/ lesson8.html 9.2

 In a chemical change one or more NEW substances are created. The new substance is different from the original. It has properties that are different than those of the starting materials. Plus, you cannot get the original materials back easily, if at all. Think about an ordinary box of matches. A single match in a box can remain unchanged forever. But if someone were to take the match and then light it... A flame lights up and then burns out. What remains will have changed forever! The match can never be lighted again. The match has undergone a chemical reaction. http://www.saskschools.ca/curr_content/science9/che mistry/lesson8.html 9.2

› Raw egg becomes cooked egg › Cake mix becomes cake › Paper burns and becomes ash › Steel becomes rust › Silver tarnishes › Lighting a match › Rusting nail http://www.saskschools.ca/curr_content/science9/ch emistry/lesson8.html 9.2

› Boiling water › Tearing clothes › Breaking a stick › Melting ice cream › Sawing wood › Stretching a rubber band http://www.saskschools.ca/curr_content/scie nce9/chemistry/lesson8.html 9.2

How do I make an electromagnet?  It is fairly easy to build an electromagnet. All you need to do is wrap some insulated copper wire around an iron core. If you attach a battery to the wire, an electric current will begin to flow and the iron core will become magnetized. When the battery is disconnected, the iron core will lose its magnetism. http://education.jlab.org/qa/electromagnet.html 9.3

We can make electromagnets stronger in a number of ways. Here are some of them: › Increase the current flowing › Use more turns of copper wire › Put in a soft iron core. http://resources.schoolscience.co.uk/cda/11- 14/physics/copch33pg3.html 9.3

 Bigger current › A bigger current will make a stronger magnet. However, there is a limit to how much current can flow in the wires before it gets too hot. Also, a bigger current means that more energy is wasted (as heat) in the coil and in the connecting wires. So it is often best to try to increase the strength by adding more turns rather than increasing the current.  More turns › Imagine you have an electromagnet made from a single turn of wire. You then add another turn. It's like putting another electromagnet next to the first one. So the strength of the magnet increases. The more turns, the stronger the magnet will become. http://resources.schoolscience.co.uk/cda/11- 14/physics/copch33pg3.html 9.3

 Iron core › Iron is a magnetic material. There are magnetic particles inside the iron. In soft iron, these particles will line up with an external magnetic field. In this way, the soft iron core behaves like a magnet itself. Once the external field is taken away, the core will return to normal. Imagine we put a piece of soft iron in the middle of a coil of copper wire. When we switch on the current, the coil becomes an electromagnet. But also, the soft iron core becomes a magnet. It will add to the strength of the electromagnet. The effect of the soft iron core is much more than doubling the current or the number of turns. http://resources.schoolscience.co.uk/cda/11- 14/physics/copch33pg3.html 9.3

Newton’s Third Law of Motion For every action, there is an equal and opposite reaction. 10.1

If you push on anything, it pushes back on you. That's why if you lean against the wall, you don't just fall through it. The wall pushes back on you as hard as you push on it, and you and the wall stay in place. If you throw something, you put more force behind it than just leaning on it, so it pushes back with more force. This is hard to observe, because usually, if you throw something away from you, the friction between you and the floor makes resistance to keep you in place. But if you take away the friction and try again, you will move away from the thing you threw as much as it moves away from you. http://www.qrg.northwestern.edu/projects/vss/docs/propulsi on/2-every-action-has-an-equal-and-opposite.html 10.1

 The bigger the push, the bigger the push back. That's why cannons and guns recoil. As the cannon ball flies on one direction, the cannon moves in the opposite direction. If we turn the cannon up on end, it gets a little closer to how a rocket works. The force that pushes the cannon ball down also pushes the cannon up. But since the cannon is bigger than the cannon ball it has more inertia acting to keep it in one place. We would need a larger force to push the cannon a great distance. If we could make a long continuous hot explosion in the cannon, instead of one quick one, we could push the cannon a far distance. The air that is heated would push out the back, pushing the cannon in the opposite direction. This is how jets work as well as how rockets get into space. Remember, because every action has an equal and opposite reaction something will go forward if it is pushing matter behind itself. 10.1

Examples:  Read lab materials in advance. Note all cautions (written and oral).  Never assume an experiment is safe just because it is in print.  Do not eat or drink in the laboratory.  Keep personal items off the lab tables.  Restrain long hair and loose clothing. Wear laboratory aprons when appropriate.  Avoid all rough play and mischief in science classrooms or labs. http://www.sciencenewsforkids.com/pages/safetyzone.asp 10.2

Examples:  Wear closed-toed shoes when conducting experiments with liquids or with heated or heavy items.  Never force glass tubing into rubber stoppers.  Avoid transferring chemicals to your face, hands, or other areas of exposed skin.  Thoroughly clean all work surfaces and equipment after each use.  Make certain all hot plates and burners are turned off before leaving the laboratory. http://www.sciencenewsforkids.com/pages/safetyzone.a sp 10.2

10.3 Instrument (or Equipment)Purpose StopwatchMeasure time ThermometerMeasure temperature Graduated cylinderMeasure liquids ScaleMeasure weight MicroscopeView small things Eye gogglesProtect eyes GlovesProtect hands

Helpful:  One of the most important things plants do is create oxygen.  Plants make food. Animals eat many different plant parts. For example, cows, horses, and antelope eat the leaves of grass. Primates, such as monkeys, eat fruits and leaves. People eat almost all parts of a plant including underground roots and tubers (potatoes, carrots, and radishes). We also eat leaves (lettuce, spinach), fruits (oranges, apples, bananas), and seeds (rice, wheat, and corn). 11.1

Helpful:  People around the world give beautiful flowers as gifts for birthdays and weddings.  Useful products such as rope and burlap are also made from the fibers of flowering plants.  A large number of widely used drugs, including medicines such as aspirin, come from flowering plants.  Many commercial dyes are extracted from flowering plants. 11.1

Helpful:  Trees and other plants hold the soil in place so that wind and rain don’t create severe erosion.  Fallen leaves and rotting wood help enrich the soil other plants need to grow.  Shade from trees and large bushes keeps us cool. Shade also provides places for wildlife to live and hide.  Trees create homes. A large old tree may be the home of over 1,000 species! 11.1

Helpful:  Plants have been one of the most useful natural resources in the world. Even today, plants are one of the most important materials people use for building houses, making clothes, cooking, and heating. (All of the ways plants are helpful came from this website) http://www.globio.org/glossopedia/article.aspx?art_i d=30 11.1

Harmful:  Some plants can make animals and people sick. The toxic chemicals of plants are passed to an animal or person if poisonous plants are eaten. Some plants are completely toxic; others have only certain parts that are toxic, such as the leaves, or flowers, or roots/rhizomes, or seeds.  Some plants can make people have a bad skin irritation if they come in physical contact with a plant or certain parts of the plant. Examples are poison oak and poison ivy. 11.1

Harmful:  Some plants can cause injury in other ways, such as lacerating or puncturing the body, eyes, mouth, etc. (All of the ways plants are harmful came from this website) http://www.anapsid.org/resources/plants.html 11.1

The Right Amount of Light  All things need energy to grow. We get energy from the food we eat. Plants get energy from light through a process called photosynthesis. This is how light affects the growth of a plant. Without light, a plant would not be able to produce the energy it needs to grow. Getting enough light helps plants grow. http://www.gardeningknowhow.com/problems/how- light-affects-the-growth-of-a-plant-problems-with-too- little-light.htm  Plants grow toward light. http://www.wiziq.com/tutorial/29143-Plant-response-to- light 11.2

Not Enough Light  Sometimes a plant will not get enough light and will have problems with too little light. Plants affected by light shortages will have the following signs: › Stems will be leggy or stretched out › Leaves turn yellow › Leaves are too small › Leave or stems are spindly › Brown tips on leaves › Brown edges on leaves › Lower leaves dry up › Variegated leaves lose their variegation http://www.gardeningknowhow.com/problems/how-light-affects-the- growth-of-a-plant-problems-with-too-little-light.htm 11.2

The Right Amount of Water  Water helps a plant by transporting important nutrients through the plant. Nutrients are drawn from the soil and used by the plant. Without enough water in the cells, the plants droop, so water helps a plant stand. Water carries the dissolved sugar and other nutrients through the plant. So without the proper balance of water, the plant not only is malnourished, but it is also physically weak and cannot support its own weight. The right amount of water helps plants grow. http://www.gardeningknowhow.com/children-in-the- garden/how-does-water-affect-plant-growth.htm 11.2

Too Little Water  If there is not enough water for a plant, the nutrients it needs cannot travel through the plant. http://www.gardeningknowhow.com/children-in-the- garden/how-does-water-affect-plant-growth.htm http://www.gardeningknowhow.com/children-in-the- garden/how-does-water-affect-plant-growth.htm  Growth slows when a plant does not get enough water. The foliage may wilt, and brown leaf tips may develop. Lower leaves turn yellow and fall off. The surface of the growing medium shrinks away from the growing container, leading to deterioration of the fine root system. Color may be lost and leaves may fall if this requirement is not met. Eventually too little water can cause a plant to die. http://homeharvest.com/plntdis.htm 11.2

Too Much Water  If a plant’s soil has too much water, the roots can rot, and the plant can’t get enough oxygen from the soil. http://www.gardeningknowhow.com/children-in-the- garden/how-does-water-affect-plant-growth.htm 11.2

Temperatures Too Cold  Many plants can be damaged or killed by freezing temperatures or frost. This will vary with the type of plant and tissue exposed to low temperatures. http://en.wikipedia.org/wiki/Frost 11.2

Crowding by Other Plants  Crowding affects plant growth by slowing growth. Then it stops the growth. And finally crowding will kill the plants. When the plants are crowded they can not get enough nutrients and healthy root growth. http://answers.gardenandhearth.com/Garde ning/how_does_crowding_affect_plant_gro wth 11.2

 Protective adaptations are the ways animals have evolved to survive danger. These include adaptations that not only change their bodies, but change their behavior as well. http://www.ehow.com/facts_6025977_protec tive-adaptation-animals.html 11.3

Camouflage  Protective coloration and protective resemblance allow an animal to blend into its environment. Another word for this might be camouflage. Their camouflage makes it hard for enemies to single out individuals. http://ra024.k12.sd.us/Science/animal_adapt ations.htm 11.3

Mimicry  Mimicry allows one animal to look, sound, or act like another animal to fool predators into thinking it is poisonous or dangerous. http://ra024.k12.sd.us/Science/animal_ada ptations.htm 11.3

Migration  Migration is the behavioral adaptation that involves an animal or group of animals moving from one region to another and then back again. Animals migrate for different reasons. › Better climate › Better food › Safe place to live › Safe place to raise young › Go back to the place they were born. http://ra024.k12.sd.us/Science/animal_adaptations.ht m 11.3

Hibernation  Hibernation is a deep sleep in which an animal's body temperature drops to about the temperature of the environment. Body activities, such as heartbeat and breathing are slowed causing the animal to need very little food. During the hibernation the animals live off of the fat that is stored in their body. Animals that hibernate are: › Bats › Woodchucks › Snakes › Bears http://ra024.k12.sd.us/Science/animal_adaptations.htm 11.3

Bluff  Some animals have adapted to seem more dangerous than they really are. Australia's frilled lizard, for example, hisses and puts on a spectacular display to drive predators away. http://www.ehow.com/facts_6025977_protec tive-adaptation-animals.html 11.3

Structural Adaptation  A structural adaptation involves some part of an animal's body, such as the size or shape of the teeth, the animal's body covering, or the way the animal moves. › Teeth - since different animals eat different things, they don't all have the same kind of teeth › Body coverings - Hair, scales, spines, and feathers grow from the skin. All of these parts help animals survive in their environments. › Movement - animals find food by moving from place to place http://ra024.k12.sd.us/Science/animal_adaptations.htm 11.3

Behavior Adaptations  Behavior adaptations include activities that help an animal survive. Behavior adaptations can be learned or instinctive. (a behavior an animal is born with). › Social behavior - some animals live by themselves, while others live in groups. › Behavior for protection - An animal's behavior sometimes helps to protect the animal. For instance the opossum plays dead. A rabbit freezes when it thinks it has been seen. http://ra024.k12.sd.us/Science/animal_adaptations.htm 11.3

 To make order out of a collection of different things, it is helpful to put these things into groups. Taxonomy is the science of grouping living things on the basis of like characteristics. http://www.nps.gov/invspcurr/Alien%20Les sons/Classification%20Imaginary.pdf 12.1

 Types of Locomotion: › Flying › Walking › Swimming › Rolling 12.1

 Types of Body Coverings: › Feathers › Skin › Scales › Armored Plates 12.1

 Climate › The two most important climate factors for ecosystems are sunlight and water.  How would no light affect plants? animals?  How would no water affect plants? animals?  How would too much water affect plants? animals? http://urbanext.illinois.edu/ecosystems/teacherguide1.html 12.2

 A food chain shows how each living thing gets food, and how nutrients and energy are passed from creature to creature. Food chains begin with plant-life, and end with animal-life. Some animals eat plants, some animals eat other animals. http://www.sheppardsoftware.com/content/animals/ kidscorner/foodchain/foodchain.htm 12.3

 A simple food chain could start with grass, which is eaten by rabbits. Then the rabbits are eaten by foxes. http://www.sheppardsoftware.com/content/animals/ kidscorner/foodchain/foodchain.htm 12.3

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Reproductions of the slides and/or information from the slides in this PowerPoint related to Alabama Extended Standards, Grades 5 - 12 should be credited.

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