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Isle of Blood and Stone (Tower of Winds)
by Makiia LucierEighteen years ago, two princes vanished. Now a riddle hidden on a mysterious map could chart a course towards the truth and the missing royals in this historical fantasy that's perfect for fans of Rachel Hartman and Tamora Pierce. Eighteen years ago two princes of the island kingdom of St. John del Mar were kidnapped and murdered, a deadly plot by the rival kingdom of Mondrago. Everyone knows the story, but for Elias, Mercedes, and Ulises, the aftermath of that tragic day is deeply personal. Elias grew up without his father, who was killed trying to protect the princes. Mercedes is half-Mondragan, leaving her to grow up in the shadow of del Mar’s hate. And Ulises, as the youngest and only remaining prince, inherited the throne meant for his older brothers. Now, the three friends just want to move on with their lives. But when two maps surface—each with the same hidden riddle—troubling questions arise. What really happened to the young princes? And why do the maps look like they were drawn by Elias’s father, whose body was never found? To discover what really happened that fateful day, Elias, Mercedes, and Ulises must follow the clues hidden in the maps, uncovering long-held secrets and unimaginable betrayals along the way. But the truth is dangerous, and not everyone wants it to come out. Isle of Blood and Stone is a sweeping fantasy full of intrigue and schemes, romance and friendship, and fearless explorers searching for the truth.
The Isle of Gold (Daughters Jones Trilogy)
by Seven JaneThe year is 1716—the Golden Age of the Pirates. An orphan who sleeps in the dusty kitchens of a quayside brothel, Merrin Smith is desperate to unravel the secrets of her past and find the truth about the events that brought her to Isla Perla as a child. Disguised as a sailor, she joins the crew of the pirate ship Riptide, helmed by the notorious Captain Erik Winters. Tenacious and rumored to be a madman, Winters is known as much for his ruthlessness as for his connection to the enigmatic and beautiful proprietress of The Goodnight Mermaid, Evangeline Dahl, who vanished from the island two summers before.This book is an epic, emotional adventure of two women—one desperate to save herself, and the other determined to be rescued—and the secret which binds them together.
The Isle of the Lost: A Descendants Novel
by Melissa de la CruzImprisoned on the Isle of the Lost, the teenaged children of Disney's most evil villains search for a dragon's eye--the key to true darkness and the villains' only hope of escape.
The Isles of the Gods (The Isles of the Gods #1)
by Amie KaufmanLooking for a sweeping summer read? Magic, romance, and slumbering gods clash in this riveting romantasy about a seafaring girl and a playboy prince who band together in a precarious journey. From the New York Times bestselling author of the Aurora Cycle and the Illuminae Files.Selly has salt water in her veins. So when her father leaves her high and dry in the port of Kirkpool, she has no intention of riding out the winter at home while he sails off to adventure. But any plans to follow him are dashed when a handsome stranger with tell-tale magician's marks on his arm commandeers her ship. He is Prince Leander of Alinor and he needs to cross the Crescent Sea without detection so he can complete a ritual on the sacred Isles of the Gods. Selly has no desire to escort a spoiled prince anywhere, and no time for his entitled demands or his good looks. But what starts as a leisure cruise will lead to acts of treason and sheer terror on the high seas, bringing two countries to the brink of war, two strangers closer than they ever thought possible and stirring two dangerous gods from centuries of slumber...
Isolation (Remnants Series #7)
by K. A. ApplegateThe end of the world has come . . . and gone. Three groups race to gain control of the ship and Mother, a computer that runs the ship and has been dictating the Remnants' every move. Mother is also the only chance the Remnants have to build a new Earth by harnessing her power to create environments. Billy knows Mother's true power firsthand--and it may be indestructible. The Remnants' conflict rushes toward something so finite, so unbelievable, weapons will be dropped, fighting will stop for a time . . . and new enemies will emerge.
Israel
by Adam M. GarfinkleIn 1948 the world witnessed an extraordinary event: the birth of Israel. After two millennia as a stateless people scattered across the globe and frequently persecuted by the societies in which they lived-most tragically during the Holocaust of World War II-Jews finally had a homeland. And the New Jersey-sized country was in Palestine, the ancestral land of the Jewish people. In the years since 1948, Israel has become the Middle East's most powerful, and most democratic, country. But the foundation and defense of the Jewish state ultimately came at the expense of a state for the Palestinians, another people with ancient ties to Palestine. For decades Israeli and Palestinian blood has stained the land, a string of peace initiatives collapsing amid the seemingly endless cycle of attack and retaliation. Resolving the conflict in a manner that preserves Israel's security remains an elusive goal not just for Israel, but also for the many countries with interests in the strategic Middle East, including the United States. Discusses the geography, history, economy, government, religion, people, foreign relations, and communities of Israel.
Issues and Earth Science: Geological Processes, Revised
by Lawrence Hall of Science University of California BerkeleyNIMAC-sourced textbook <p>Where should we store our nuclear waste? Students learn about both gradual and sudden changes to the Earth’s surface, what causes them, and how they are monitored. They also explore how different kinds of rocks are formed and learn about some natural resources, where we find them, and how we use them. PE Assessment Example: Would you select one of the four suggested sites for storing nuclear waste? Explain. Use evidence from this unit to support your decision and identify any trade-offs. Geological Processes is part of Issues and Science three year middle school program, designed by SEPUP at the Lawrence Hall of Science. This six to seven week unit anchors the lessons around the the socio-science issue: Where should we store our nuclear waste? Investigative phenomena within the 18 activities connect back to the issue and storyline. This unit builds towards and assesses PEs ESS2-1, ESS2-2, ESS2-3, ESS3-1, ESS3-2. The Student Book guides students in exploring a socio-science issue and connected phemonena through a series of varied activity types. Activity types use one of twelve different instructional strategies to apply Science and Engineering Practices to specific Disciplinary Core Ideas and Cross Cutting Concepts. SEPUP's integrated literacy strategies help students process new science content, develop their analytical skills, make connections between related concepts, and express their knowledge orally and in writing. The built-in assessment system helps teachers identify students' strengths and weaknesses from the beginning of the unit. This allows them to adjust activities when needed so that all students get the best chance to build their knowledge and appreciation of science. At the back of the Student Book there is an Appendix containing additional resources for students, such as science skills, literacy strategies, and media literacy among others.</p>
Issues and Earth Science: Weather and Climate
by University of California at Berkeley Lawrence Hall of ScienceNIMAC-sourced textbook
Issues and Earth Science: Solar System and Beyond
by University of California at Berkeley Lawrence Hall of ScienceNIMAC-sourced textbook
Issues and Earth Science: Solar System and Beyond, Revised
by University of California at Berkeley Lawrence Hall of ScienceNIMAC-sourced textbook <p>What kinds of future space missions should we fund and conduct? Students take observations from their everyday life and build scientific models to try to understand how phenomena, such as changes in the moon’s appearance, seasons, and gravity work. Through data collection and analyzation students later use their understanding of what can be learned through space missions to determine the trade-offs of different proposed space missions. PE Assessment Example: Prepare a labeled diagram that includes a caption explaining how Earth’s tilt and its orbit around the Sun cause each of the following: a. changes in the angle of sunlight hitting the Earth’s surface. b. the seasons in the Southern Hemisphere to be opposite of the seasons in the Northern Hemisphere. Solar System and Beyond is part of Issues and Science three year middle school program, designed by SEPUP at the Lawrence Hall of Science. This five week unit anchors the lessons around the the socio-science issue: What kind of future space missions should we fund and conduct? Investigative phenomena within the 17 activities connect back to the issue and storyline. This unit builds towards and assesses PEs ESS1-1, ESS1-2, ESS1-3. The Student Book guides students in exploring a socio-science issue and connected phemonena through a series of varied activity types. Activity types use one of twelve different instructional strategies to apply Science and Engineering Practices to specific Disciplinary Core Ideas and Cross Cutting Concepts. SEPUP's integrated literacy strategies help students process new science content, develop their analytical skills, make connections between related concepts, and express their knowledge orally and in writing. The built-in assessment system helps teachers identify students' strengths and weaknesses from the beginning of the unit. This allows them to adjust activities when needed so that all students get the best chance to build their knowledge and appreciation of science. At the back of the Student Book there is an Appendix containing additional resources for students, such as science skills, literacy strategies, and media literacy among others.</p>
Issues and Earth Science: Land, Water, and Human Interactions, Revised
by University of California at Berkeley Lawrence Hall of ScienceNIMAC-sourced textbook
Issues and Earth Science: Weather and Climate, Revised
by University of California at Berkeley Lawrence Hall of ScienceNIMAC-sourced textbook <p>How does the weather affect people and how do people affect the climate? Students analyze weather, climate, and factors affecting them through the eyes of scientists who study Earth’s weather and atmosphere. They also investigate the links between human activity and changes in global climate. PE Assessment Example: Your friend claims that there is nothing that humans can do about global warming since Earth’s temperature is always slowly rising. a. Do you agree or disagree with your friend? Support your answer with evidence from this activity, and explain your reasoning. b. What other data, or evidence, would you like in order to better evaluate your friend’s claim? Weather and Climate is part of Issues and Science three year middle school program, designed by SEPUP at the Lawrence Hall of Science. This six to seven week unit anchors the lessons around the the socio-science issue: How does the weather affect people and how do people affect the climate? Investigative phenomena within the 17 activities connect back to the issue and storyline. This unit builds towards and assesses PEs ESS2-5, ESS2-6, ESS3-5, ETS1-3. The Student Book guides students in exploring a socio-science issue and connected phemonena through a series of varied activity types. Activity types use one of twelve different instructional strategies to apply Science and Engineering Practices to specific Disciplinary Core Ideas and Cross Cutting Concepts. SEPUP's integrated literacy strategies help students process new science content, develop their analytical skills, make connections between related concepts, and express their knowledge orally and in writing. The built-in assessment system helps teachers identify students' strengths and weaknesses from the beginning of the unit. This allows them to adjust activities when needed so that all students get the best chance to build their knowledge and appreciation of science. At the back of the Student Book there is an Appendix containing additional resources for students, such as science skills, literacy strategies, and media literacy among others.</p>
Issues and Life Science
by Barbara Nagle Manisha Hariani Donna MarkeyAs you examine the activities in this book, you may wonder, "Why does this book look so different from other science books I've seen?" The reason is simple: it is a different kind of science program, and only some of what you will learn can be seen by leafing through this book!
Issues and Life Science: From Cells to Organisms, Revised
by Lawrence Hall of Science University of California BerkeleyNIMAC-sourced textbook <p>How should we prevent the spread of an infectious disease? Students investigate how scientists first learned about cells and how this discovery led to new understandings of how infectious diseases spread. They gather evidence about the structures and functions of cells, develop models of cells, and explain how cells in animals and plants get the matter and energy they need to survive and grow. PE Assessment Example: Based on what you have learned in the “Cells Alive!” activity and this activity, draw a diagram (or create another type of model) to show what happens to the food you eat. Your model should show the movement of matter and the release of energy stored in food. From Cells to Organisms is part of Issues and Science three year middle school program, designed by SEPUP at the Lawrence Hall of Science. This five to six week unit anchors the lessons around the the socio-science issue: How should we prevent the spread of an infectious disease? Investigative phenomena within the 15 activities connect back to the issue and storyline. This unit builds towards and assesses PEs LS1-1, LS1-2, LS1-6, LS1-7.</p>
Issues and Life Science: Ecology, Revised
by Lawrence Hall of Science University of California BerkeleyNIMAC-sourced textbook <p>What kinds of future space missions should we fund and conduct? Students take observations from their everyday life and build scientific models to try to understand how phenomena, such as changes in the moon’s appearance, seasons, and gravity work. Through data collection and analyzation students later use their understanding of what can be learned through space missions to determine the trade-offs of different proposed space missions. PE Assessment Example: Prepare a labeled diagram that includes a caption explaining how Earth’s tilt and its orbit around the Sun cause each of the following: a. changes in the angle of sunlight hitting the Earth’s surface. b. the seasons in the Southern Hemisphere to be opposite of the seasons in the Northern Hemisphere. Solar System and Beyond is part of Issues and Science three year middle school program, designed by SEPUP at the Lawrence Hall of Science. This five week unit anchors the lessons around the the socio-science issue: What kind of future space missions should we fund and conduct? Investigative phenomena within the 17 activities connect back to the issue and storyline. This unit builds towards and assesses PEs ESS1-1, ESS1-2, ESS1-3. The Student Book guides students in exploring a socio-science issue and connected phemonena through a series of varied activity types. Activity types use one of twelve different instructional strategies to apply Science and Engineering Practices to specific Disciplinary Core Ideas and Cross Cutting Concepts. SEPUP's integrated literacy strategies help students process new science content, develop their analytical skills, make connections between related concepts, and express their knowledge orally and in writing. The built-in assessment system helps teachers identify students' strengths and weaknesses from the beginning of the unit. This allows them to adjust activities when needed so that all students get the best chance to build their knowledge and appreciation of science. At the back of the Student Book there is an Appendix containing additional resources for students, such as science skills, literacy strategies, and media literacy among others. </p>
Issues and Life Science: Body Systems, Revised
by Lawrence Hall of Science University of California BerkeleyNIMAC-sourced textbook
Issues and Life Science: Ecology
by University of California at Berkeley Lawrence Hall of ScienceNIMAC-sourced textbook
Issues and Life Science: Reproduction, Revised
by University of California at Berkeley Lawrence Hall of ScienceNIMAC-sourced textbook <p>How do people use chemical reactions to solve problems? Students analyze and interpret data to determine whether chemical reactions have taken place. They use models to explain what takes place at the atomic/molecular scale during a reaction. They also apply what they learn about chemical reactions to such problems as designing useful products and identifying processes for cleaning up chemical wastes. PE Assessment Example: Use the reaction you have just studied to design, test, and modify a device that can be used as a handwarmer. Chemical Reactions is part of Issues and Science three year middle school program, designed by SEPUP at the Lawrence Hall of Science. This three week unit anchors the lessons around the the socio-science issue: How do people use chemical reactions to solve problems? Investigative phenomena within the 13 activities connect back to the issue and storyline. This unit builds towards and assesses PEs PS1-2, PS1-5, PS1-6. The Student Book guides students in exploring a socio-science issue and connected phemonena through a series of varied activity types. Activity types use one of twelve different instructional strategies to apply Science and Engineering Practices to specific Disciplinary Core Ideas and Cross Cutting Concepts. SEPUP's integrated literacy strategies help students process new science content, develop their analytical skills, make connections between related concepts, and express their knowledge orally and in writing. The built-in assessment system helps teachers identify students' strengths and weaknesses from the beginning of the unit. This allows them to adjust activities when needed so that all students get the best chance to build their knowledge and appreciation of science. At the back of the Student Book there is an Appendix containing additional resources for students, such as science skills, literacy strategies, and media literacy among others.</p>
Issues and Life Science: Evolution, Revised
by University of California at Berkeley Lawrence Hall of ScienceNIMAC-sourced textbook <p>How are people affected by and affecting evolution? Students explore Charles Darwin’s theory of evolution by natural selection, how populations of organisms change over time and how new species arise while others go extinct. They also learn to interpret the many sources of evidence for the evolution of life on Earth now and in the past. PE Assessment Example: Explain how environmental changes affect the sickle cell trait over time in your population. Use evidence, including mathematical representations, from your investigation to support your explanation. Evolution is part of Issues and Science three year middle school program, designed by SEPUP at the Lawrence Hall of Science. This seven week unit anchors the lessons around the the socio-science issue: How are people affected by and affecting evolution? Investigative phenomena within the 17 activities connect back to the issue and storyline. This unit builds towards and assesses PEs LS3-1, LS4-1, LS4-2, LS4-3, LS4-4, LS4-5, LS4-6. The Student Book guides students in exploring a socio-science issue and connected phemonena through a series of varied activity types. Activity types use one of twelve different instructional strategies to apply Science and Engineering Practices to specific Disciplinary Core Ideas and Cross Cutting Concepts. SEPUP's integrated literacy strategies help students process new science content, develop their analytical skills, make connections between related concepts, and express their knowledge orally and in writing. The built-in assessment system helps teachers identify students' strengths and weaknesses from the beginning of the unit. This allows them to adjust activities when needed so that all students get the best chance to build their knowledge and appreciation of science. At the back of the Student Book there is an Appendix containing additional resources for students, such as science skills, literacy strategies, and media literacy among others.</p>
Issues and Life Science
by University of California at Berkeley Lawrence Hall of ScienceNIMAC-sourced textbook
Issues and Life Science, 2nd Edition
by SEPUP Lawrence Hall of Science University of California at BerkeleyScience textbook
Issues and Physical Science: Force and Motion
by University of California at Berkeley Lawrence Hall of ScienceNIMAC-sourced textbook
Issues and Physical Science: Force and Motion, Revised
by University of California at Berkeley Lawrence Hall of ScienceNIMAC-sourced textbook
Issues and Physical Science: Fields and Interactions, Revised
by University of California at Berkeley Lawrence Hall of ScienceNIMAC-sourced textbook <p>Fields and Interactions is part of Issues and Science three year middle school program, designed by SEPUP at the Lawrence Hall of Science. This five week unit anchors the lessons around the the socio-science issue: How do different types of force fields help us design transportation? This unit builds towards and assesses PEs PS2-3, PS2-4, PS2-5, PS3-2, ETS1-1, ETS1-2. The Student Book guides students in exploring a socio-science issue and connected phemonena through a series of varied activity types. Activity types use one of twelve different instructional strategies to apply Science and Engineering Practices to specific Disciplinary Core Ideas and Cross Cutting Concepts. SEPUP's integrated literacy strategies help students process new science content, develop their analytical skills, make connections between related concepts, and express their knowledge orally and in writing. The built-in assessment system helps teachers identify students' strengths and weaknesses from the beginning of the unit. This allows them to adjust activities when needed so that all students get the best chance to build their knowledge and appreciation of science. At the back of the Student Book there is an Appendix containing additional resources for students, such as science skills, literacy strategies, and media literacy among others.</p>
Issues and Physical Science: Energy, Revised
by University of California at Berkeley Lawrence Hall of ScienceNIMAC-sourced textbook <p>How can people manipulate energy transfer and transformation to use energy more efficiently? Students learn about the transfer and transformation of energy in their everyday lives. They plan and carry out investigations and analyze and interpret data from experiments to investigate how energy is transferred and transformed. They also engage in engineering challenges to design and test devices to maximize and minimize energy transfer. PE Assessment Example: Design, test, evaluate, and redesign a solar oven that maximizes thermal energy transfer. Energy is part of Issues and Science three year middle school program, designed by SEPUP at the Lawrence Hall of Science. This six week unit anchors the lessons around the the socio-science issue: How can people manipulate energy transfer and transformation to use energy more efficiently? Investigative phenomena within the 15 activities connect back to the issue and storyline. This unit builds towards and assesses PEs PS3-3, PS3-4, PS3-5, MS-ETS1-4. The Student Book guides students in exploring a socio-science issue and connected phemonena through a series of varied activity types. Activity types use one of twelve different instructional strategies to apply Science and Engineering Practices to specific Disciplinary Core Ideas and Cross Cutting Concepts. SEPUP's integrated literacy strategies help students process new science content, develop their analytical skills, make connections between related concepts, and express their knowledge orally and in writing. The built-in assessment system helps teachers identify students' strengths and weaknesses from the beginning of the unit. This allows them to adjust activities when needed so that all students get the best chance to build their knowledge and appreciation of science. At the back of the Student Book there is an Appendix containing additional resources for students, such as science skills, literacy strategies, and media literacy among others.</p>