Using interactives, students will demonstrate that gravity is the force that governs the motion of our solar system.

This resource provides Tier I instruction ideas for Grade 6+ science teachers in the area of potential and kinetic energy.

This resource is intended to use for Tier I classroom instruction.

This resource can be used, in conjunction with best practices, for Tier I classroom instruction.

This resource provides flexible alternate or additional learning opportunities for students to diagram the flow of energy through living systems, Seventh Grade Science TEKS (7)(5)(C).

A resource for the instruction of (7)(11)(A) involving the use of dichotomous keys for identification.

A Tier I resource for TEKS (6)(9)(C), energy transformations.

Given illustrations or descriptions, students will differentiate between elements and compounds.

Given diagrams, data, or scenarios, students will calculate density to identify unknown substances.

Given descriptions, illustrations, or scenarios, students will compare and contrast potential and kinetic energy.

Given descriptions, illustrations, or scenarios, students will identify energy transformations, such as how energy in a flashlight battery changes from chemical energy to electric energy to light energy.

Given diagrams, data, or scenarios, students will calculate average speed using distance and time measurements.

Given illustrations or descriptions, students will compare metals, nonmetals, and metalloids using physical properties such as luster, conductivity, or malleability.

Given descriptions or illustrations, students will investigate how evidence of chemical reactions indicates that new substances with different properties are formed.

Given diagrams or scenarios, students will measure and graph changes in motion.

Given descriptions, illustrations, graphs, charts, or equations, students will demonstrate and calculate how unbalanced forces change the speed or direction of an objects motion.

Given descriptions, illustrations, graphs, or charts, students will 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.

Given diagrams, scenarios, descriptions, and illustrations, students will identify the historical development and evidence that supports plate tectonic theory and relate plate tectonics to the formation of crustal features.