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

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.

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 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 scenarios and descriptions, students will be able to diagram the flow of energy through living systems, including food chains, food webs, and energy pyramids.

Given scenarios, descriptions, maps and illustrations, students will be able to model the effects of human activity on groundwater and surface water in a watershed.

Given descriptions or illustrations, students will be able to recognize levels of organization in plants and animals, including cells, tissues, organs, organ systems, and organisms.

Given descriptions or illustrations, students will be able to identify the main functions of the systems of the human organism.

Given descriptions or illustrations, students will be able to recognize that according to the cell theory all organisms are composed of cells, and compare the functions of a cell to the functions of organisms.

This resource provides flexible alternative or additional learning opportunities for students to differentiate between elements and compounds on the most basic level, Science TEKS (6)(5)(C).