atmosphere

biosphere

geosphere

hydrosphere

atmosphere

biosphere

geosphere

hydrosphere

atmosphere

biosphere

geosphere

hydrosphere

The temperature is reasonably close to that of Earth due to the sun as a source of energy

Water

Both

needs oxygen

has liquid water

has frozen water

has an available energy source

rocky planets

gas giants

life producers

perfect spheres

the polar ice caps at the top and bottom with evidence that it may have once been liquid

tracks on the surface

phenomenal atmosphere that could support life

abundant liquid water on the surface

planetary geologist

zoologist

biologist

physicist

True

False

Made of sand and water

Made of hard, solid rock

Beneath the land it is made of hard, solid rock and beneath the water it is made of sand

Made of water

As the plates slowly moved, solid and soft rock was added from below to the edges of the plates over millions of years.

The plates floated away from each other across the ocean.

The plates slowly moved as new plates were added from below between them over millions of years.

The plates were sometimes pushed very far by earthquakes, and solid and soft rock was added from below to the edges of the plates.

Plate Boundary

Plate

Outer Layer

Cross Section

Across

Up and down

Only under 1

Only under 2

Neither under 1 nor under 2

Under both 1 and 2

Hard and solid rock

Soft and solid rock

Water

Gelatin

True

False

True

False

True

False

Something we observe that is similar over and over again

The place where two plates meet

An object or diagram that helps us understand something

The plates floated towards each other.

The plates were sometimes pushed towards each other by earthquakes, and one plate slid under the other plate into solid and soft rock.

The plates slowly moved towards each other over millions of years. When the plates collided, they broke into smaller pieces.

The plates slowly moved towards each other while one plate slid under the other plate into solid and soft rock over millions of years.

One of the very large sections of hard, solid rock that make up the Earth's outer layer

The place where two plates meet

The outermost layer of the Earth, made of hard, solid rock

Convergent

Transform

Divergent

An earthquake

A plate boundary

Convergence

The Mantle

A plate

A fossil

A geyser

Dirt

Sand

Outer layer of the Earth

The rate

A plate boundary

An earthquake

Same type because both formed from rock material.

Same type because they formed at the same time.

Different types because they formed in different ways.

Different types because they formed in different places.

Energy from different sources leads to different types of rock. Energy within the Earth melts rock into liquid rock, but energy from the sun causes rock to wear down into small pieces of rock.

Energy causes different types of rock to change in different ways. Energy changes igneous rock into liquid rock and changes sedimentary rock into small pieces of rock.

Energy caused one type of rock to form, but not the other. The rock that forms due to energy is a different type of rock than the rock that forms without energy.

Energy changes rock on different continents in different ways. Each continent on Earth has different rocks that can form liquid rock or small pieces of rock when exposed to energy.

Yes, if the sedimentary rock is exposed to the sun's energy on the Earth's surface for a long time, it can melt into liquid rock and form igneous rock.

Yes, if the sedimentary rock moves beneath the Earth's outer layer and is exposed to the Earth's internal energy, it can melt into liquid rock and form igneous rock.

No, igneous rock can only form from another igneous rock. Sedimentary rock cannot become igneous rock.

No, igneous rock forms beneath the Earth's outer layer due to the Earth's internal energy, but sedimentary rock only forms on the Earth's surface.

The rays of the sun shone on the rock and it broke into pieces.

If something were left outside for a long time, it would break into small pieces.

The sand was formed by earthquakes, tsunamis, and other natural disasters. These disasters were strong enough to break the rock into small pieces.

The wind and rain interacted with the rock, breaking it into small pieces.

Rocks do not form; they stay as they are.

It melted and cooled.

It broke into sediments and then compacted.

It was heated and subjected to pressure.

The rock will probably change a lot. The rock is always changing and transforming.

The rock will probably not change much. Most rock transformation processes occur very slowly.

The rock will not change at all. The rock simply stays as it is.

The rock could change if it is the right season.

Where they are found

How they are formed

When they are formed

The energy from different sources leads to different types of rock. The energy within the Earth melts rock into liquid rock, but the energy from the sun causes rock to wear down into small pieces of rock.

Energy causes different types of rock to change in different ways. Energy changes igneous rock into liquid rock and changes sedimentary rock into small pieces of rock.

Energy changes rock on different continents in different ways. Each continent on Earth has different rocks that can form liquid rock or small pieces when exposed to energy.

Energy caused one type of rock to form, but not the other. The rock that forms due to energy is a different type of rock than the rock that forms without energy.

No, igneous rock can only form from other igneous rocks. Sedimentary rock cannot become igneous rock.

No, igneous rock forms beneath the Earth's outer layer due to energy from within the Earth, but sedimentary rock is only on the Earth's surface.

Yes, if sedimentary rock is exposed to the sun's energy on the Earth's surface for a long enough time, it can melt into liquid rock and form igneous rock.

Yes, if sedimentary rock moves beneath the Earth's outer layer and is exposed to energy from within the Earth, it can melt into liquid rock and form igneous rock.

The wind and rain interacted with the rock, breaking it into small pieces.

The small pieces of rock were formed by earthquakes, tsunamis, and other natural disasters. These disasters were strong enough to break the rock into small pieces.

The rays of the sun shone on the rock and broke it into pieces.

If something were left outside for a long time, it would break into small pieces.

Yes, if the igneous rock moves to the Earth's surface and is exposed to the sun's energy, it could wear down into small rock fragments that could form sedimentary rock.

Yes, the energy from within the Earth can cause the igneous rock to break into small rock fragments that form sedimentary rock.

No, sedimentary rock forms on the Earth's surface because the sun's energy causes the rock to wear down, but igneous rock beneath the Earth's outer layer is not exposed to the sun's energy.

No, sedimentary rock can only form from material from another sedimentary rock. There is no way for sedimentary rock to form from material in igneous rock.

True

False

The process of breaking down rock into smaller pieces due to wind or moving water

The process by which all rock formations in a region are pushed upward due to plate movement

The type of rock that forms when sediment is pressed and sticks together

The process by which rock material moves under the Earth's outer layer and into the mantle due to plate movement

Sedimentary

Igneous

Metamorphic

Cooling below the surface

Compaction and cementation

Cooling on the surface

Melting

Hot liquid rock beneath the Earth's surface

Anything that has mass and occupies space

One of the many different types of matter that make up rocks

The place where two plates meet

The process by which all rock formations in a region are pushed upward due to plate movement

The process by which rock material moves under the Earth's outer layer and into the mantle due to plate movement

The process of breaking down rock into smaller pieces due to wind or moving water

The movement of sediments from one place to another, often caused by wind or running water

Igneous

Metamorphic

Sedimentary

Sedimentary

Igneous

Metamorphic

weaker attraction between its molecules than the safe chemical. Its molecules now move in place.

weaker attraction between its molecules than the safe chemical. Its molecules now move around each other.

stronger attraction between its molecules than the safe chemical. Its molecules now move away from each other.

stronger attraction between its molecules than the safe chemical. Its molecules now move in place.

At first, the water was a gas. Later, it was a liquid.

At first, the water was a liquid. Later, it was a solid.

At first, the water was a solid. Later, it was a liquid.

At first, the water was a liquid. Later, it was a gas.

OUT of the substance, and its molecules would move away from each other.

OUT of the substance, and its molecules would move around each other.

INTO the substance, and its molecules would move around each other.

INTO the substance, and its molecules would move in place.

Substance A changed phase because its molecules were able to move fast enough to overcome the attraction between them. Its molecules are now moving away from each other.

Substance A changed phase because the weak attraction between its molecules allowed them to move faster. Its molecules are now moving away from each other.

Substance B changed phase because the molecules were able to move fast enough to overcome the attraction between them. Its molecules are now moving away from each other.

Substance B changed phase because the strong attraction between the molecules made their movement slower. Its molecules are now moving in place.

slower, and they move away from each other.

slower, and they move around each other.

faster, and they move around each other.

faster, and they move in place.

Before the student left, the molecules were moving in place. After, the molecules were moving around each other.

Before the student left, the molecules were moving around each other. After, the molecules were moving away from each other.

Before the student left, the molecules were moving around each other. After, the molecules were moving in place.

Before the student left, the molecules were moving away from each other. After, the molecules were moving around each other.

weaker attraction between its molecules than Substance 2. Its molecules now move in place.

weaker attraction between its molecules than Substance 2. Its molecules now move around each other.

stronger attraction between its molecules than Substance 2. Its molecules now move away from each other.

stronger attraction between its molecules than Substance 2. Its molecules now move in place.

The molecules got closer together.

The molecules started moving faster.

The water lost cold molecules.

The molecules became larger.

The substance #1 changed because the molecules were able to move fast enough to overcome the attraction between them. Its molecules now move away from each other.

The substance #1 changed because the strong attraction between molecules made their movement slower. Its molecules now move around each other.

The substance #2 changed because the weak attraction between molecules let them move faster. Its molecules now move away from each other.

The substance #2changed because the molecules were able to move fast enough to overcome the attraction between them. Its molecules now move in place.

weaker attraction between its molecules than the green substance. Its molecules now move away from each other.

weaker attraction between its molecules than the green substance. Its molecules now move in place.

stronger attraction between its molecules than the green substance. Its molecules now move away from each other.

stronger attraction between its molecules than the green substance. Its molecules move around each other.

into the substance, and the molecules moved around each other.

into the substance, and the molecules moved away from each other.

out of the substance, and the molecules moved around each other.

out of the substance, and the molecules moved in place

weaker attraction between its molecules than the poison. Its molecules now move in place.

weaker attraction between its molecules than the poison. Its molecules now move away from each other.

stronger attraction between its molecules than the poison. Its molecules now move away from each other.

stronger attraction between its molecules than the poison. Its molecules now move around each other.

At first, the water was a gas. Later, it was a liquid.

At first, the water was a liquid. Later, it was a solid.

At first, the water was a solid. Later, it was a liquid.

At first, the water was a liquid. Later, it was a gas.

When the student left the jar outside, the molecules were moving around each other. Later, the molecules were moving in place.

When the student left the jar outside, the molecules were moving away from each other. Later, the molecules were moving around each other.

When the student left the jar outside, the molecules were moving in place. Later, the molecules were moving around each other

When the student left the jar outside, the molecules were moving around each other. Later, the molecules were moving away from each other.

is not changing.

depends on the molecules.

is decreasing.

is increasing.

only moving when the superball is bouncing.

only moving when the superball is in the toy box.

always moving.

never moving.

Yes, attraction changes with phase change.

No, a substances attraction will stay the same even if the phase changes.

When ice melts to form water vapor

When water vapor cools down to form liquid water

When a solid turns directly to a gas without turning into liquid

Solid, Liquid and Gas

Solid Gas and Plasma

Plasma, Maryland and Virginia

When something that is a solid becomes a liquid by adding cold

When something that is solid becomes a liquid by adding heat

When something that is liquid becomes a gas by adding heat

When the solid form of matter is cooled enough and changes to a gas

When the liquid form of matter is cooled enough and changes to a solid

When the soild form of matter changes directly to a gas

When solid rock melts to form lava

When water vapor cools down to form liquid water

The transition of a substance from a solid directly to a gas

A thought

The letter O

The letter M

Cold because it lacks thermal energy

Cold because of the theory of Newton's Laws of Motion

Hot because you can always easily catch a cold

The properties will likely be different because the repeating groups of atoms that make up each sample are different.

The properties will likely be different because there are more repeating groups of atoms in Sample 2.

The properties will likely be the same because the repeating groups of atoms that make up the two samples have the same number of atoms.

The properties will likely be the same because the repeating groups of atoms that make up the two samples have two of the same types of atoms.

The properties will likely be different because the repeating groups of atoms that make up each sample are different.

The properties will likely be different because there are more repeating groups of atoms in Sample 1.

The properties will likely be the same because the repeating groups of atoms that make up the two samples have one of the same types of atoms.

The properties will likely be the same because the repeating groups of atoms that make up the two samples have the same number of atoms.

The properties will likely be the same because the repeating groups of atoms that make up the two samples have the same types of atoms.

The properties will likely be the same because both samples are liquids at room temperature.

The properties will likely be different because the repeating groups of atoms that make up the two samples have different numbers of atoms.

The properties will likely be different because there are more repeating groups of atoms in Sample 1.

The other properties will be the same because the repeating groups of atoms that make up the two samples are the same.

The other properties will be different because there are more repeating groups of atoms in Sample 2.

The other properties will be the same because both samples are green at room temperature.

The other properties will be the same because both samples are gases at room temperature.

corrosive

extended structure

substance

Yes

No

Yes

No

Microorganisms grew bigger in size on day three

Microorganisms became visible after multiplying and growing in numbers

The growth is visible so there are no microorganisms in the petri dish, it's something else

Microorganisms can not be seen by th enaked eye

Microorganisms are visible because they keeps multiplying and growing in numbers

Some sort of growth but not microorganisms because they are visible

They are geting bigger in size

True

False

bacteria

fungi

microscopic animals

microscopic plants

diabetes

obesity

digestive issues

ability to swim

Only bad!

Only good!

Both!

They don't work, so no bacteria gets wiped out.

reduced

increased

bolstered

strengthened

produce vitamins

Breaks down undigestable foods to release nutrients

Control metabolism and nutrient storage

All of the above

True

False

True

False

It becomes less diverse

It becomes more diverse

There is no change

Only take antibiotics when absolutely necessary

Take antibiotics often

Take a broad spectrum antibiotic

Eat a lot of processed and fried foods

Good

Bad

Both

false

true

Kimchi, some yogurts, saurerkrauts

Hamburgers, hot dogs, and tacos

fruit and vegetables

diabetes

asthma

autism

strong immune system

homeostasis

balanced microbiomes

inflammation

a harmonious ecosystem

it generates high numbers of bad bacteria

it is found in processed foods that we consume

fiber is a fundamental food for gut microbiomes

it helps to increase insulin levels

fecal transplantation

colorectal surgery

intestine transplant

colostomy

A Yes, her cells only work when they have molecules from different types of food.

B No, her muscles do not need molecules from food because all cells make all the molecules they need.

C No, all cells need molecules from food and molecules from air to work properly.

D No, only her stomach cells need food molecules to work properly.

A Her cells will not work well because molecules from her food are not being broken down small enough to get to her cells.

B Her body will run out of energy because molecules from the air are not being combined into larger molecules for the cells.

C Her respiratory system will have to work twice as hard to break down molecules from food.

D Her cells will not work well because the molecules from food will be too small for cells to use.

A Yes, her cells just need to combine amino acids to release energy.

B No, her cells need to combine glucose into starch molecules to release energy.

C No, her cells need glucose to react with oxygen to release energy.

D Yes, her cells just need oxygen to release energy.

A The doctors could see if her cells are getting several different types of food molecules.

B The doctors could see if she is getting plenty of sleep so her body can make enough energy.

C The doctors could see if her lung cells have molecules from air, and her stomach cells have molecules from food.

D The doctors could see if her cells are getting the molecules they need from food and air.

A R. Frost only

B V. Mistry only

C R. Frost and A. Kim

D A. Kim and V. Mistry

A Yes, as long as he can still breathe, his cells will have all the molecules they need to release energy.

B No, his digestive system is not breaking down oxygen into molecules small enough to get inside his cells.

C No, molecules from food are not combining together to be large enough for his cells to use.

D No, molecules from food are not getting broken down small enough to get inside his cells.

A Not getting enough sunlight, because cells need sunlight to function

B Not getting enough sleep, because the body only makes energy for exercise while asleep

C Not eating enough food, because cells need molecules from both food and air to work

D Nothing, because he would be able to exercise normally as long as his cells are getting molecules from the air

A No, something else must be wrong because his cells have all the molecules they need.

B Yes, his digestive system is breaking down starch molecules, but his respiratory system may not be working properly.

C Yes, his respiratory system is working, but his digestive system is not getting energy from combining glucose molecules.

D Yes, his digestive system is working, but his respiratory system is not breaking down oxygen, so his body stopped making energy.

A Yes, his body is working properly enough to exercise.

B No, his digestive system is not breaking down food molecules; his cells need starch molecules to react with glucose, which releases energy.

C No, his body systems are working, but he needs to eat different food; only proteins can react with glucose to release energy.

D No, his respiratory system is not working; his cells need oxygen to react with glucose, which releases energy.

A It would be difficult to swim, because his cells cannot work without molecules from air.

B It would not affect him because his cells are getting the different types of molecules they need from food to work properly.

C It would not affect him as long as he slept enough.

D It would not affect him because his body can function normally even if his cells do not have molecules from air.

A Her body systems are working properly.

B Her digestive system is not combining molecules together.

C Her digestive system is not breaking down molecules from food.

A Both teams had an easy time hiking because their digestive systems broke down proteins into amino acids for cells to release energy.

B Neither team had an easy time hiking; the Valley team’s cells needed more glucose from broken-down starch for a reaction, and the Mountain team’s cells needed more oxygen from air.

C The Mountain team had an easier time hiking; their cells released energy from protein reacting with glucose, which was broken down from starch in the digestive system.

D The Valley team had an easier time hiking; their cells released energy from protein breaking down in the digestive system, which then combined with oxygen in cells.

A Yes, her cells only work when they have molecules from different types of food.

B No, her muscles do not need molecules from food because all cells make all the molecules they need.

C No, all cells need molecules from food and molecules from air to work properly.

D No, only her stomach cells need food molecules to work properly.

A Yes, her cells just need to combine amino acids to release energy.

B No, her cells need to combine glucose into starch molecules to release energy.

C No, her cells need glucose to react with oxygen to release energy.

D Yes, her cells just need oxygen to release energy.

A No, something else must be wrong because his cells have all the molecules they need.

B Yes, his digestive system is breaking down starch molecules, but his respiratory system may not be working properly.

C Yes, his respiratory system is working, but his digestive system is not getting energy from combining glucose molecules.

D Yes, his digestive system is working, but his respiratory system is not breaking down oxygen, so his body stopped making energy.

A Yes, his body is working properly enough to exercise.

B No, his digestive system is not breaking down food molecules; his cells need starch molecules to react with glucose, which releases energy.

C No, his body systems are working, but he needs to eat different food; only proteins can react with glucose to release energy.

D No, his respiratory system is not working; his cells need oxygen to react with glucose, which releases energy.

A Her cells will not work well because molecules from her food are not being broken down small enough to get to her cells.

B Her body will run out of energy because molecules from the air are not being combined into larger molecules for the cells.

C Her respiratory system will have to work twice as hard to break down molecules from food.

D Her cells will not work well because the molecules from food will be too small for cells to use.

A It would be difficult to swim, because his cells cannot work without molecules from air.

B It would not affect him because his cells are getting the different types of molecules they need from food to work properly.

C It would not affect him as long as he slept enough.

D It would not affect him because his body can function normally even if his cells do not have molecules from air.

A No, something else must be wrong because his cells have all the molecules they need.

B Yes, his digestive system is breaking down starch molecules, but his respiratory system may not be working properly.

C Yes, his respiratory system is working, but his digestive system is not getting energy from combining glucose molecules.

D Yes, his digestive system is working, but his respiratory system is not breaking down oxygen, so his body stopped making energy.

A Yes, her cells just need to combine amino acids to release energy.

B No, her cells need to combine glucose into starch molecules to release energy.

C No, her cells need glucose to react with oxygen to release energy.

D Yes, her cells just need oxygen to release energy.

sandwiches

atoms

people

chair

Sugars/Starches

Protein

Air

Water

meat

eggs

beans

candy

Mountains

Beach

Forest

Pool

molecules that are the building blocks of proteins

a molecule made of carbon and oxygen atoms

a molecule that organisms can use to release energy,

a molecule that organisms get from the air or water around them

Cellular respiration

Glucose

Metabolism

Amino acid

Digestive System

Circulatory System

Respiratory System

Molecule

Claim

Evidence

Reasoning

Organism

Glucose

Oxygen

Amino acid

Metabolism

the body system that transports molecules to and from all cells of the body

the body system that takes in food and breaks it down

the body system that takes in oxygen and releases carbon dioxide

the body system that is responsible for immunity

the ability to make things move or change

found in a can of Monster energy drink

a group of atoms joined together in a particular way

a set of interacting parts forming a complex whole

a molecule that organisms get from the air or water around them and use to release energy

a molecule that organisms can use to release energy, and that is made of carbon, hydrogen,

a molecule made of carbon and oxygen atoms

molecules that are the building blocks of proteins

chemical reaction

chemical equation

cellular respiration

digestive system

Carbon dioxide

Carbon Trioxide

Carbon Monoxide

Carbonic Acid

the body’s use of molecules for energy and growth

the ability to make things move or change

a molecule made of carbon and oxygen atoms

a claim supported by evidence

the body system that takes in oxygen and releases carbon dioxide

the body system that takes in food and breaks it down

the body system that transports molecules to and from all cells of the body

the body system that takes carbon dioxide to all the cells of the body

evidence

reasoning

claim

claim

evidence

scientific reasoning

chemical

molecules

elements

protons

carbon dioxide

protein

water

beans

amino acids

glucose

oxygen

carbon dioxide

Molecule

System

Metabolism

Digestive System

starch

glucose

amino acid

oxygen

Run!

Tell the teacher

Just watch it burn

left at your lab station for the next class

disposed of according to your teacher's instructions

dumped in the sink

taken home

go see a doctor after school

tell the teacher!

go see the nurse

take care of it by youself

true

false

false

true

don't use it if it's chipped/cracked

don't pick it up if it breaks (let the teacher do it)

dispose of it in the correct container

all of the above

good music

a buddy

adult supervision

a snack

read all directions

wash your hands

gather your materials

get the fire extinguisher

tie back long hair

not wear baggy clothes

wear closed-toe shoes

watch the Marvel movies so you know what superpowers to expect if you mess anything up

a dissected pig

a test tube

an active heat source

a freshman

listen

inspect your eyelids for holes

ponder one of life's mysteries

practice yoga

at the edge of the table

away from the edge

at the edge of tomorrow

at the edge of darkness

observation

question

method

hypothesis

method

hypothesis

question

observation

method

result

observation

hypothesis

hypothesis

method

result

observation

result

method

conclusion

question

observation

result

conclusion

hypothesis

hypothesis

result

method

conclusion

observation

question

method

hypothesis

result

conclusion

method

hypothesis

conclusion

observation

hypothesis

method

observation

result

method

conclusion

hypothesis

observation

method

question