middle school science - public.rcas.org curriculum... · 2 guide to the numbering and symbol system...

Rapid City Area Schools

Grades 6-8

Middle School

Science Curriculum

APPROVED BY THE BOARD OF EDUCATION

RAPID CITY AREA SCHOOLS

June 19, 2008

ii

Rapid City Area Schools

300 6th

Street

Rapid City, South Dakota 57701 Board of Education

Sheryl Kirkeby ....................................................................................................................................................... President

Dr. Eric Abrahamson ................................................................................................................................ 1st Vice President

Wes Storm ................................................................................................................................................ 2nd

Vice President

Douglas Kinniburgh ................................................................................................................................................. Member

Arnie Laubach ......................................................................................................................................................... Member

Leah Lutheran .......................................................................................................................................................... Member

Daphne Richards-Cook ............................................................................................................................................ Member

Jeff Lang....................................................................................................................... Student Representative, Central HS

Sam Schnell .................................................................................................................. Student Representative, Stevens HS

Courtney Earl ............................................................................................................ Student Representative, RC Academy

Administration

Dr. Peter Wharton ....................................................................................................................... Superintendent of Schools

James Ghents ....................................... Director of Curriculum, Assessment, Instruction, and Gifted Education Programs

Community Advisory Committee

Dr. Andrew Detwiler ................................................................................. South Dakota School of Mines and Technology

Rollie Larson ......................................................................................... Retired Rapid City Area Schools Science Teacher

Margie Rosario .......................................................................... Community member, Science Linkages in the Community

6 – 8 Science Curriculum Committee

John Evans North Middle School Amber Robbins West Middle School

Jennifer Fowler South Middle School Tim Sesso Dakota Middle School

Dave Ireland South Middle School Steve Kirsch South Middle School

Nicole Keegan Dakota Middle School Dustin Blaha Technology Consultant

Glenn Krumpus Dakota Middle School Wayne Lang Technology Consultant

Anita Miller Southwest Middle School

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TABLE OF CONTENTS

Introduction .................................................................................................................................................................... 1

5 – 9 Science Standards ................................................................................................................................................. 7

6th

Grade ....................................................................................................................................................................... 23

7th

Grade ....................................................................................................................................................................... 32

8th Grade ...................................................................................................................................................................... 46

Glossary ....................................................................................................................................................................... 72

1

INTRODUCTION/OVERVIEW

PREFACE

These Science Standards are set forth to ensure graduates of the Rapid City Area Schools have the knowledge, skills, and competencies

essential to leading productive, fulfilling, and successful lives as they continue their education, enter the workforce, and assume their

civic responsibilities.

The content students need to acquire at each grade level is stated explicitly in these standards. With student mastery of this content, the

Rapid City Area Schools will be competitive with the best educational systems in other states and nations. The standards are

comprehensive and specific, they are rigorous, and they represent South Dakota‟s commitment to excellence. The standards are firm

but not unyielding; they will be modified in future years to reflect new research and scholarship.

THE PURPOSE OF THIS RAPID CITY AREA SCHOOLS SCIENCE CURRICULUM DOCUMENT

The Rapid City Area Schools Science Curriculum provides a listing of essential core content to be taught and learned. The standards

are designed to guide the planning of instruction and to anchor the assessment of learning from kindergarten through twelfth grade.

Performance descriptors bridge the content standards to assessments of the standards, provide information to teachers and students

regarding student progress toward mastery of the standards, and specify targets for instruction and learning.

IMPORTANT NOTE TO TEACHERS:

Pages 1-13 of this document are a condensed version of the state standards. They

serve as the Middle School Science Curriculum for the Rapid City Area Schools.

You are encouraged to view these pages first. To expand your understanding of

the Rapid City Area Schools Curriculum, see the South Dakota State Standards on

pages 14-63. The indicators in the Rapid City Area Schools Curriculum will help

you locate the corresponding state standards.

2

Guide to the Numbering and Symbol System

Used in the Document

Standards are coded to cross-reference grades, goals/strands, indicators, and standards.

1.N.1.1.

Grade Goal/Strand Indicator Standard

Grade refers to the grade level at which the standards are to be mastered by students.

Goal or Strand refers to the major area of science (e.g., physical science, life science, earth and space science) this group of standards

address. These strands are coded:

N for Nature of Science

P for Physical Science

L for Life Science

E for Earth and Space Science

S for Science, Technology, Environment, and Society

Indicator refers to the number of the indicator for this goal or strand. Each goal has one or more related indicators that describe key

aspects of the goal.

Standard refers to the number of the grade-level standard for the indicator. Each indicator has one or more grade-level standard(s) that

describes what students will know and be able to do related to the indicator at the specific grade level.

Examples in bold type are directly related and aligned to the level of the standard. These examples represent the level of difficulty

intended in the grade-level standard and possible materials, activities, or sub-skills classroom instructors could use in teaching the

standards.

Grade-level supporting skills represent enabling skills students may need to be taught in order to achieve the standards.

(•) Bullets represent enabling skills to the current grade-level standard students may need to be taught in order to achieve the

standards.

() Checkmarks are enabling skills to higher grade-level standards that are related to current grade-level standards and

thus may be introduced at an earlier time.

Examples that are NOT in bold type are related and aligned to the level of the bullets/supporting skills and checkmarks. These

examples represent the level of difficulty intended in the grade-level standard. They represent some possible materials,

activities, or sub-skills classroom instructors could use in teaching the supporting skills.

3

New Unpacked Standards are now available on the South Dakota Department of Education Website

http://doe.sd.gov/contentstandards/science/Unpacked/index.asp

These standards are not different from the 2005 content standards, but a more user friendly version. They have been included

in this document in order to further clarify what should be taught and learned at each grade.

Note: Some indicators will not have a corresponding unpacked standard because these topics are not expected to be mastered

at that particular grade level.

http://doe.sd.gov/contentstandards/science/Unpacked/index.asp

4

VERTICAL ALIGNMENT OVERVIEW

OF THE RAPID CITY AREA SCHOOLS

SCIENCE STANDARDS

GRADES 5-9

Physical Science

Indicator 1 - Describe structures and properties of, and changes in, matter.

Fifth Sixth Seventh Eighth Ninth

5.P.1.1. Define matter

on the basis of

observable properties.

5.P.1.2. Describe the

effect of physical and

chemical chenges on

common materials.

5.P.1.3. Measure

characteristic properties

of substances that

remain constant.

Matter 6.P.1.1-6.P.1.3.

proton, electron,

neutron

physical and

chemical

properties

phase changes

Matter 8.P.1.1-8.P.1.3.

elements,

compounds and

mixtures

periodic table

Bohr model

physical and

chemical change

5

Physical Science – cont.

Indicator 2 - Analyze forces, their forms, and their effects on motions.


5.P.2.1. Identify forces

in specific situations that

require objects to

interact, change

directions, or stop.

5.P.2.2. Analyze the

structure an design of

simple and compound

machines to determine

how the machines make

work easier by trading

force for distance.

Motion 6.P.2.1.

forces

Indicator 3 - Analyze interactions of energy and matter.


5.P.3.1. Demonstrate

and explain how to

measure heat flow into

an object.

5.P.3.2. Describe the

Sun‟s ability to produce

energy in the forms of

light and heat.

5.P.3.3. Describe basic

properties of light.

5.P.3.4. Distinguish

between electrical,

mechanical, heat, light

and chemical energy.

Energy 6.P.3.1.

types and

transformations

6

Life Science

Indicator 1 - Understand the fundamental structures, functions, classifications, and

mechanisms found in living things.


5.L.1.1. Describe the

basic process of

photosynthesis and the

role of light as a source

of energy in plants.

5.L.1.2. Distinguish

between characteristics

of organisms to

understand the five

kingdoms of living

things.

5.L.1.3. Differentiate

between vertebrates and

invertebrates.

Cells 6.L.1.1.

plant vs. animal

Classification 6.L.1.2.

scientific uses

classification by

observable

characteristics

Cells 7.L.1.1.

organelles and

their functions

active/passive

transport

Body Systems 7.L.1.2.

skeletal

muscular

digestive

respiratory

circulatory

reproductive

Classification 7.L.1.3

kingdoms

Plant structures

7.L.1.4.

vascular/non-

vascular

7

Life Science – cont.

Indicator 2 - Analyze various patterns and products of natural and induced biological change.


5.L.2.1. Predict physical

characteristics with

family lineage.

5.L.2.2. Describe

structures and processes

involved in plant

reproduction.

Reproduction 7.L.2.1.

sexual/asexual

mitosis/meiosis

Indicator 3 – Analyze how organisms are linked to one another and the environment.


5.L.3.1. Describe how

natural events and/or

human influences may

help or harm

ecosystems.

5.L.3.2. Analyze the

roles of organisms to

determine the transfer of

energy using an energy

pyramid model.

5.L.3.3. Describe how

interrelationships enable

some organisms to

survive.

Ecology 7.L.3.1.

biotic/abiotic factors

interactions/effects

8

Earth/Space Science Indicator 1 - Analyze the various structures and processes of the Earth system.


5.E.1.1. Describe the basic

structure of Earth‟s interior.

5.E.1.2. Differentiate

between weather and

climate.

Spheres 6.E.1.1

lithosphere,

biosphere,

hydrosphere,

atmosphere

human impact

natural events

impact

Water 6.E.1.2.

surface

underground

atmosphere

*Introduction* to

Earth Processes

6.E.1.3.

plate tectonics,

land formation,

volcanoes,

earthquakes

Rocks / Minerals 8.E.1.1

rocks – igneous, sedimentary,

metamorphic

minerals - carbonates /silicates

rock cycle

Water 8.E.1.4.

ocean composition

currents and waves

Earth Processes 8.E.1.2, 8.E.1.5.

plate boundaries

volcanoes/earthquakes

seismic waves

mountains

currents in mantle

changes over time

weathering/erosion

soil formation /deposition

glaciation

Weather 8.E.1.3.

causes

instruments and technology

climate/climate zones

Indicator 2 - Analyze essential principles and ideas about the composition and structure of the

universe.


5.E.2.1. Describe the

components of the solar

system.

5.E.2.2. Explain how the

Earth‟s rotation affects the

appearance of the sky.

Solar System 6.E.2.1.

components

organization

scale

Solar System 8.E.2.1-8.E.2.2.

composition

size

orbital motion

lunar/solar eclipses

moon phases

9

Science, Technology, Environment, and Society

Indicator 1 - Analyze various implications/effects of scientific advancement within the

environment and society.


5.S.1.1. Identify

scientific changes that

have affected

transportation, health,

sanitation, and

communication.

5.S.1.2. Describe how

designing a solution

may have constraints.

Technology 6.S.1.1.

in society Technology 7.S.1.1.

business/professions Technology 8.S.1.1.

influence of

social needs,

attitudes, values

Indicator 2 - Analyze relationship/interactions among science, tecnology, environment and

society.


5.S.2.1. Explain the

interrelationship of

populations, resources,

and environments.

Human Impact 6.S.2.1.

identify

problems


predict

consequences


offer solutions

10

YEARLY OVERVIEW FOR SIXTH GRADE STANDARDS

Physical Science Life Science Earth Science Science Technology

Environment and Society

Indicator 1, 6.P.1.1 - 6.P.1.3

Matter

proton, electron,

neutron

physical and chemical

properties

phase changes

Indicator 2, 6.P.2.1

Motion

forces

Indicator 3, 6.P.3.1

Energy

types and

transformations

Indicator 1, 6.L.1.1

Cells

plant vs. animal

Indicator 1, 6.L.1.2

Classification

scientific uses

classification by

observable

characteristics

Indicator 1, 6.E.1.1

Spheres

lithosphere, biosphere,

hydrosphere,

atmosphere

human impact

natural events impact


Water

surface

underground

atmosphere


*Introduction* to Earth

Processes

plate tectonics, land

formation, volcanoes,

earthquakes


Solar System

components

organization

scale

Indicator 1, 6.S.1.1

Analyze various implications

and effects of scientific

advancement within the


Technology

in society

Indicator 2, 6.S.2.1 Analyze relationships and

interactions among science,

tecnology, environment and

society.

Human Impact

identify problems

11

YEARLY OVERVIEW FOR SEVENTH GRADE STANDARDS

Physical Science Life Science Earth Science Science Technology Environment and

Society

Indicator 1, 7.L.1.1.

Cells

organelles and their functions

active/passive transport


Body Systems

skeletal

muscular

digestive

respiratory

circulatory

reproductive


Classification

kingdoms


Plant Structures

vascular/non-vascular


Reproduction

sexual/asexual

mitosis/meiosis


Ecology

biotic/abiotic factors

interactions/effects

Indicator 1, 7.S.1.1 Analyze various implications/effects of

scientific advancement within the


Technology

business/professions

Indicator 2, 7.S.2.1

Analyze relationship/interactions among

science, technology, environment and

society.

Human Impact

predict consequences

12

YEARLY OVERVIEW OF EIGHTH GRADE STANDARDS

Physical Science Life

Science

Earth Science Science Technology

Environment and Society

Indicator 1, 8.P.1.1 - 8.P.1.3

Matter

elements, compounds

and mixtures

periodic table

Bohr model

physical/ chemical

change

Indicator 1, 8.E.1.1. Rocks and Minerals

rocks – igneous, sedimentary, metamorphic

rock cycle

minerals - carbonates /silicates

Indicator 1, 8.E.1.2, 8.E.1.5. Earth Processes

plate boundaries

volcanoes/earthquakes

seismic waves

mountains/surface feature

currents in mantle

geologic time/fossils

weathering/erosion

soil formation /deposition

glaciation

Indicator 1, 8.E.1.3.

Weather

causes

instruments and technology

climate/climate zones

Water

ocean composition

currents and waves

Indicator 2, 8.E.2.1 - 8.E.2.2 Solar System

composition

size

orbital motion

lunar/solar eclipses

moon phases

tides/season

Indicator 1, 8.S.1.1 Analyze

various implications/effects of

scientific advancement within the


Technology

influence of social needs,

attitudes, values

Indicator 2, 8.S.2.1 Analyze

relationships and interactions

among science, tecnology,


Human Impact

offer solutions

13

Notes

14

Sixth Grade

15

Sixth Grade Nature of Science Indicator 1: Understand the nature and origin of scientific knowledge.

Standard, Supporting Skills, and Examples

Recognize scientific knowledge as not merely a set of static facts, but is dynamic and affords the best

current explanations.

Examples: flat Earth, spontaneous generation

Identify important contributions to the advancement of science from people of differing cultures, genders,

and ethnicity.

Examples: George W. Carver-peanuts, Gregor Mendel-genetics, Sylvia Earle-oceanography, Darwin-

evolution

Indicator 2: Apply the skills necessary to conduct scientific investigations.

Bloom’s Level Standard, Supporting Skills, and Examples

(Application)

6.N.2.1. Students are able to pose questions that can be explored through scientific investigations.

Example: How does light affect plant growth?

Conduct systematic scientific investigations.

Use appropriate supportive technologies.

Describe the limits of accuracy inherent in a particular measuring device or measurement procedure.

Manipulate one variable over time with many repeated trials to test a hypothesis.

Construct and interpret graphs from data to make predictions.

Use research methods to investigate practical and/or personal scientific problems and questions.

Describe and demonstrate various safety factors associated with different types of scientific activity.

Use appropriate scientific equipment safely in all investigations.

Wear appropriate attire.

16

6.N.2.1 Unpacked Standard

6.N.2.1

Students are able to pose questions that can be explored through scientific investigations

Verbs:

pose - create

explored - discovered

Key Terms:

scientific investigations - exploration

Teacher Speak:

Students will be able to pose (create) questions that can be explored (discovered) through scientific investigations (exploration).

Student Speak:

I can create (pose) questions that can be discovered (explored) through scientific explorations (investigations).

Sixth Grade Nature of Science Performance Descriptors

Advanced Sixth grade students performing at the advanced level:

pose a question and a hypothesis that can be explored through scientific exploration.

Proficient Sixth grade students performing at the proficient level:

pose questions that can be explored through scientific investigations.

Basic Sixth Grade students performing at the basic level:

given a prompt, pose one question that can be scientifically explored.

17

Sixth Grade Physical Science

Indicator 1: Describe structures and properties of, and changes in, matter.


(Knowledge) 6.P.1.1. Students are able to identify the subatomic particles that make up atoms.

Electrons, protons, and neutrons

6.P.1.1 Unpacked Standard

6.P.1.1.

Students are able to identify the subatomic particles that make up atoms.

Verbs:

identify - select from given information

Key Terms:

subatomic particles - electrons, neutrons and protons

Teacher Speak:

Students will identify (select from given information) the appropriate subatomic particles (electrons, neutrons and protons) that

make up atoms.

Student Speak:

I can select from given information (identify) the electrons, neutrons and protons (subatomic particles) that make up atoms.

18


(Application) 6.P.1.2. Students are able to classify matter based on physical and chemical properties.

Examples: mass, weight, volume, acidity, density, texture, color, melting point, boiling point

Compare and contrast compounds and elements.

Examples: sugar, salt, water (as compounds); Au, Fe, Na (as element symbols)

Use the Periodic Table as a tool to describe elements.

Examples: symbols, metals/non-metals, groups/rows, families


6.P.1.2.

Students are able to classify matter based on physical and chemical properties.

Verbs:

classify - to group

Key Terms:

physical properties - any characteristic of a material that can be observed without changing the identity of the material itself

(boiling point and melting point)

chemical properties - a description of how one substance reacts in the presence of another substance, ex. acids and bases

Teacher Speak:

Students will be able to classify (group) matter based on physical (any characteristic of a material that can be observed without

changing the identity of the material itself - boiling point and melting point) and chemical properties (a description of how one

substance reacts in the presence of another substance, ex. acids and bases).

Student Speak:

I can group (classify) matter based on

- any characteristic of a material that can be observed without changing the identity of the material itself (physical properties -

boiling point and melting point)

- a description of how one substance reacts in the presence of another substance, ex. acids and bases (chemical properties).

19

Indicator 1 (cont’d): Describe structures and properties of, and changes in, matter.

Bloom’s Taxonomy Standard, Supporting Skills, and Examples

(Comprehension) 6.P.1.3. Students are able to describe phase changes in matter differentiating between the particle

motion in solids, liquids, and gases.


6.P.1.3.

Students are able to describe phase changes in matter differentiating between the particle motion in solids, liquids, and gases.

Verbs:

describe – tell in words or numbers

differentiating – to tell the difference between

Key Terms:

phase change – a change from one state of matter (solid, liquid and gas) to another state of matter without a change in chemical

make-up

particle motion – movement and separation of atoms and molecules

Teacher Speak:

Student will be able to describe (tell in words or numbers) phase changes (a change from one state of matter to another state of

matter without a change in chemical make-up) in matter differentiating (to tell the difference between) particle motion

(movement and separation of atoms and molecules) in solids, liquids and gases.

Student Speak:

I can tell in words or numbers (describe) a change from one state of matter to another state of matter (phase changes) by telling

the differences between the movement and separation of atoms and molecules (particle motion) in solids, liquids and gases.

20

Indicator 2: Analyze forces, their forms, and their effects on motions.


(Comprehension)

6.P.2.1. Students are able to describe how push/pull forces acting on an object produce motion.

Examples: illustration of see-saw, sailboat on water, kite

Demonstrate how all forces have magnitude and direction.

Newton‟s Laws of Motion


6.P.2.1.

Students are able to describe how push/pull forces acting on an object produce motion.

Verbs:

describe - tell in words or numbers

Key Terms:

push/pull forces - gravity, friction and magnetism

Teacher speak:

Students are able to describe (tell in words or numbers) how push/pull forces (gravity, friction and magnetism) acting on an

object produce motion.

Student speak:

I can tell in words or numbers (describe) how gravity, friction and magnetism (push/pull forces) act on an object to produce

motion.

21

Indicator 3: Analyze interactions of energy and matter.

Bloom’s Taxonomy

Level Standard, Supporting Skills, and Examples

(Comprehension)

6.P.3.1. Students are able to identify types of energy transformations.

Examples: mechanical to electrical, chemical to light, kinetic to potential (and vice versa)

Explain basic principles of electricity and magnetism including static, current, circuits, and magnetic

fields.

Investigate the properties of light (electromagnetic spectrum).

Illustrate sunlight to chemical (photosynthesis).


6.P.3.1

Students are able to identify types of energy transformations

Verbs:

identify – select from given information

Key Terms:

types of energy transformation – mechanical to electrical, chemical to light, kinetic to potential and potential to kinetic

Teacher Speak:

Students will be able to identify (select from given information) these types of energy transformations (changes).

- mechanical to electrical

- chemical to light

- kinetic to potential, and

- potential to kinetic.

Student Speak:

I can select from given information (identify) these types of energy changes (transformations)

- mechanical to electrical

- chemical to light

- kinetic to potential, and

- potential to kinetic.

22

Sixth Grade Physical Science Performance Descriptors

Advanced

Sixth grade students performing at the advanced level:

draw models of simple atoms indicating appropriate positions of protons, electrons, and neutrons;

identify physical and chemical changes;

explain the role of temperature in phase changes of matter;

predict motion(s) of an object acted on by multiple push/pull forces;

given a scenario, identify energy transformation(s).

Proficient

Sixth grade students performing at the proficient level:

identify the subatomic particles that make up atoms;

classify matter based on physical and chemical properties;

describe phase changes in matter differentiating between the particle motion in solids, liquids, and

gases;

describe how push/pull forces acting on an object produce motion;

identify types of energy transformations.

Basic

Sixth grade students performing at the basic level:

label the protons, neutrons, and electrons of an atom;

classify matter based on physical property;

given an illustration of particle motion, can identify solids, liquids, and gases;

given an illustration, identify push/pull forces;

give an example of one energy transformation.

23

Sixth Grade Life Science

Indicator 1: Understand the fundamental structures, functions, classifications, and



(Comprehension)

6.L.1.1. Students are able to illustrate the difference between plant and animal cells.

Plant cells have chloroplasts and cell walls.

Identify basic cell organelles and their functions.

Recognize cells as the building blocks of living things.

Observe cells with a compound microscope.

6.L.1.1 Unpacked Standard

6.L.1.1

Students are able to illustrate the difference between plant and animal cells.

Verbs:

illustrate - explain with pictures

Key Terms:

difference between plant and animal cells – plant cells have chloroplasts and cell walls

Teacher speak:

Students will be able to illustrate (explain with pictures) the difference between plant and animal cells (plant cells have

chloroplasts and cell walls).

Student speak:

I can explain with pictures that plant cells have chloroplasts and cell walls (difference between plant and animal cells).

24


(Comprehension)

6.L.1.2. Students are able to explain the importance and scientific use of a classification system.

Management of diversity for organization and categorization

Uniform scientific communication

Example: identification and classification of newly-discovered organisms

Kingdom, phylum, class, order, family, genus, species

Kingdom classification system (monera, protista, plantae, fungi, animalia)


6.L.1.2

Students are able to explain the importance and scientific use of a classification system.

Verbs:

explain = give reasons why/for

Teacher Speak:

Students will be able to explain (give reasons for) the importance and scientific use of a classification system.

Student Speak:

I can give reasons for (explain) the importance and scientific use of a classification system.

25

Indicator 2: Analyze various patterns and products of natural and induced biological

change.


Investigate the lineage of organisms to predict traits and features.

Examples: family genealogy, Mendel‟s pea plants, Punnett Squares

Describe the difference between a hybrid and a purebred trait.

Indicator 3: Analyze how organisms are linked to one another and the environment.


Model cycles in ecosystems.

Examples: water, carbon dioxide/oxygen

Describe the relationship between characteristics of biomes and the organisms that live there.

Describe how organisms adapt to biotic and abiotic factors in a biome.

Sixth Grade Life Science Performance Descriptors

Advanced


explain the reasons for the differences between plant and animal cells;

design a classification system.

Proficient


illustrate the difference between plant and animal cells;

explain the importance and scientific use of a classification system.

Basic


name two similarities and differences between plant and animal cells;

list the five kingdoms.

26

NOTES

27

Sixth Grade Earth/Space Science

Indicator 1: Analyze the various structures and processes of the Earth system.


(Comprehension)

6.E.1.1. Students are able to describe how the spheres (lithosphere, hydrosphere, atmosphere, and

biosphere) of the Earth interact.

Impact of humans and natural events

Composition of spheres

28

6.E.1.1 Unpacked Standard

6.E.1.1

Students are able to describe how the spheres (lithosphere, hydrosphere, atmosphere and biosphere) of the Earth interact.

Verbs:

describe – tell in words or numbers

interact – relate to one another (ex. erosion, flooding and pollution)

Key Terms:

lithosphere – the solid part of Earth made up of crust & mantle

hydrosphere – the water portion of Earth which contains oceans, seas, lakes and rivers

atmosphere – the mixture of gases and particles surrounding the earth

biosphere – the region of Earth on which life exists

Teacher Speak:

Students will be able to describe (tell in words or numbers) how the four spheres

- lithosphere (the solid part of Earth made up of crust and mantle)

- hydrosphere (the water portion of Earth which contains oceans, seas, lakes and rivers)

- atmosphere (the mixture of gases and particles surrounding the earth)

- biosphere (the region of Earth on which life exists )

of Earth interact (ways objects relate to one another ex. erosion, flooding and pollution).

Student Speak:

I can tell in words or numbers (describe) how

- the solid part of Earth made up of crust and mantle (lithosphere)

- the water portion of Earth which contains oceans, seas, lakes and rivers (hydrosphere)

- the mixture of gases and particles surrounding the earth (atmosphere)

- the region of Earth on which life exists (biosphere)

relate to one another ex. erosion, flooding and pollution (interact).

29

Indicator 1 (cont’d): Analyze the various structures and processes of the Earth system.


(Application)

6.E.1.2. Students are able to examine the role of water on the Earth.

Surface

Examples: waves, glaciers, rivers

Underground

Example: aquifers

Atmosphere

Examples: precipitation, humidity


6.E.1.2

Students are able to examine the role of water on the Earth.

Verbs:

examine – observe and describe

Key Terms:

role - behavior

water - rivers, aquifers and precipitation

Teacher Speak:

Students will be able to examine (observe and describe) the role of water (rivers, aquifers and precipitation) on the Earth.

Student Speak:

I can observe and describe (examine) the behavior (role) of rivers, aquifers and precipitation (water) on the Earth.

30


(Comprehension)

6.E.1.3. Students are able to explain processes involved in the formation of the Earth’s structure.

Examples: plate tectonics, volcanoes, earthquakes

Interpret topographic and digital imagery or remotely sensed data to identify surface features.

Examples: local, global, regional

Explain the formation of different rock types and their characteristics.

Use geospatial technologies to investigate natural phenomena.

Examples: GPS, GIS, remote sensing


6.E.1.3

Students are able to explain processes involved in the formation of the Earth‟s structure.

Verbs:

explain – give reasons why

Key Terms:

processes - volcanoes, earthquakes and plate tectonics formation - making

Teacher Speak:

Students will be able to explain (give reasons why) processes (volcanoes, earthquakes and plate tectonics) involved in the

formation (making) of the Earth‟s structure.

Student Speak:

I can give reasons why (explain) volcanoes, earthquakes and plate tectonics (processes) are involved in the making (formation)

of the Earth‟s structure.

31

Indicator 2: Analyze essential principles and ideas about the composition and structure of the

universe.


(Knowledge)

6.E.2.1. Students are able to identify the organization and relative scale of the solar system.

Sun, Moon, Earth, other planets and their moons, meteors, asteroids, and comets

Origins and age of the universe

Explain the association of time measurement with celestial motions.

Examples: time zones, leap years, international dateline


6.E.2.1.

Students are able to identify the organization and relative scale of the solar system.

Verbs:

identify – select from given information

Key Terms:

organization – the arrangement of objects

relative scale – size and distance

solar system – sun, planets, moons, meteors, asteroids and comets

Teacher speak:

Students will be able to identify (select from given information) the organization (the arrangement of objects) and relative scale

(size and distance) of the solar system (Sun, planets, moons, meteors, asteroids and comets).

Student speak:

I can select from given information (identify) the arrangement of objects (organization) and the size and distance (relative

scale) of the Sun, planets, moons, meteors, asteroids and comets (solar system).

32

Sixth Grade Earth/Space Science Performance Descriptors

Advanced


analyze the role of water as it interacts with the Earth‟s spheres;

explain the role of plate tectonics in shaping the earth;

compare and contrast terrestrial and gaseous planets.

Proficient


describe how the spheres (lithosphere, hydrosphere, atmosphere, and biosphere) of the Earth

interact;

examine the role of water on the Earth;

explain processes involved in the formation of the Earth‟s structure;

identify the organization and relative scale of the solar system.

Basic


identify the spheres of Earth;

list two effects of water on Earth;

identify processes of weathering and erosion in the formation of earth‟s structures;

list the planets in order from the Sun outward.

33

Sixth Grade Science, Technology, Environment, and Society

Grade Standards

Indicator 1: Analyze various implications/effects of scientific advancement within the



(Comprehension)

6.S.1.1. Students are able to describe how science and technology have helped society to solve

problems.

Examples: GPS, GIS, remote sensing, prevention and treatment of diseases, vaccinations, water

treatment, prosthetics

6.S.1.1 Unpacked Standard

6.S.1.1.

Students are able to describe how science and technology have helped society to solve problems.

Verbs:


Key terms:

technology – practical application of scientific principles

Teacher Speak:

Students will be able to describe (tell in words or numbers) how science and technology (practical application of scientific

principles) have helped society to solve problems.

Student Speak:

I can tell in words or numbers (describe) how science and the practical application of scientific principles (technology) have

helped society to solve problems.

34

Indicator 2: Analyze the relationships/interactions among science, technology, environment,

and society.


(Knowledge)

6.S.2.1. Students are able, given a scenario, to identify the problem(s) of human activity on the local,

regional, or global environment.

Examples: urban expansion, water treatment


6.S.2.1.

Students are able, given a scenario, to identify the problem(s) of human activity on the local, regional, or global environment.

Verbs:

Identify - select from given information

Key Terms:

scenario - story

problem(s) of human activity – ex. urban expansion and water pollution

environment – areas containing living and non-living things

Teacher Speak:

Students will be able, given a scenario (story), to identify (select from given information) the problem(s) of human activity (ex.

urban expansion and water pollution) on the local, regional, or global environment (areas containing living and non-living

things)

Student Speak:

I can, given a story (scenario), select from given information (identify) how urban expansion and water pollution (problems of

human activity) affect areas containing living and non-living things (environment) in local, regional, or global areas.

35

Sixth Grade Science Technology, Environment, and Society Performance Descriptors

Advanced Sixth grade students performing at the advanced level:

list pros and cons of technological solutions to problems.

Proficient


describe how science and technology have helped society to solve problems;

given a scenario, identify the problem(s) of human activity on the local, regional, or global

environment.

Basic Sixth grade students performing at the basic level:

recognize a problem.

36

NOTES

37

Seventh Grade

38

Seventh Grade Nature of Science

Indicator 1: Understand the nature and origin of scientific knowledge


Describe societal response to major scientific findings or theories.

Examples: cloning, stem cell research, biotechnology

Investigate important contributions to the advancement of science from people of differing cultures, genders,

and ethnicity.

Examples: Louis Pasteur-disease, Rachel Carson-ecology, Linnaeus- classification, Redi-biology, Darwin-

evolution, Jane Goodall-zoology



(Application)

7.N.2.1. Students are able to conduct scientific investigations using given procedures.


Determine the limits of accuracy inherent in a particular measuring device or procedure.

Control variables to test hypotheses by repeated trials.

Identify sources of experimental error.

Interpret to make predictions and/or justify conclusions.


Describe and demonstrate various safety factors associated with different types of scientific activity.

Demonstrate appropriate use of apparatus and technologies for investigations.

Use proper safety procedures in all investigations.

39


Analyze the benefits and potential of scientific investigations.

40


Verbs Defined:

Conduct – perform

Key Terms Defined:

Scientific investigations – scientific experiments using equipment correctly, making a

hypothesis, identifying a control, identifying a variable, making predictions, making

observations and drawing conclusions

Procedures – directions

Teacher Speak:

Students will be able to conduct (perform) scientific investigations (scientific

experiments using equipment correctly, making a hypothesis, identifying a control,

identifying a variable, making predictions, making observations and drawing

conclusions) using given procedures (directions).

Student Speak:

I can perform (conduct) scientific experiments (scientific investigations):

- using equipment correctly

- making a hypothesis

- identifying a control

- identifying a variable

- making predictions

- making observations

- drawing conclusions

- using given directions (procedures).

Seventh Grade Nature of Science Performance Descriptors

Advanced Seventh grade students performing at the advanced level:

design a replicable scientific investigation.

Proficient Seventh grade students performing at the proficient level:

conduct scientific investigations using given procedures.

Basic Seventh grade students performing at the basic level:

identify steps necessary to conduct a replicable scientific investigation.

41

Seventh Grade Life Science

Indicator 1: Understand the fundamental structures, functions, classifications, and mechanisms

found in living things.


(Knowledge)

7.L.1.1. Students are able to identify basic cell organelles and their functions.

Observe cells with a compound microscope.

Examples: cell membranes, cell wall, cytoplasm,

vacuoles, nucleus

Describe the function of the cell membrane to include

active transport and passive transport (diffusion,

osmosis).

Describe cell walls as providing support and shape.

Describe cytoplasm.

Describe vacuoles.

Describe the function of the nucleus.

DNA replication

Protein synthesis (ribosomes)

Transcription/translation

Endoplasmic reticulum

Lysosomes

Chloroplasts role in photosynthesis

Mitochondria role in respiration

7.L.1.1 Unpacked Standard Verbs Defined:

Identify - select from given information

Key Terms Defined:

Cell organelles – vacuoles, nucleus, cell membrane, cell wall and cytoplasm

Functions – jobs or purposes

Teacher Speak:

Students will be able to identify (select from given information) basic cell organelles (vacuoles, nucleus, cell membrane, cell

wall and cytoplasm) and their functions (jobs or purposes).

Student Speak:

I can select from given information (identify) vacuoles, nucleus, cell membrane, cell wall and cytoplasm (cell organelles).

I can select from given information the job or purpose (functions) of the vacuoles, nucleus, cell membrane, cell wall and

cytoplasm (cell organelles).

42


(Comprehension)

7.L.1.2. Students are able to identify and explain the function of the human systems and the organs

within each system.

Skeletal/support

Muscular

Digestive

Respiratory

Circulatory

Reproductive

Endocrine

Immune

Nervous

Excretory

Integumentary


Verbs Defined:

Identify- select from given information

Explain- give reasons why

Key Terms Defined:

Function- job or purpose

Human systems- skeletal, muscular, digestive, respiratory, circulatory, and reproductive

Teacher Speak:

Students will be able to identify (select from given information) and explain (give reasons for) the function of the human

systems (skeletal, muscular, digestive, respiratory, circulatory, and reproductive) and the organs (group of tissues with same

function) within each system.

Student Speak:

I can select from given information (identify) and give reasons for (explain) the job or purpose (function) of the skeletal,

muscular, digestive, respiratory, circulatory, and reproductive systems (human systems).

I can select from given information (identify) and give reasons for (explain) the job or purpose (function) of the organs.

43

Seventh Grade Life Science (continued)

Indicator 1(cont’d): Understand the fundamental structures, functions, classifications, and



(Application)

7.L.1.3. Students are able to classify organisms by using the currently recognized kingdoms.

Examples: monera, protista, plantae, fungi, animalia

Identify and compare the basic structure and function of major taxa.

Describe the levels of organization within organisms.

Example: cells to tissues to organs to systems to organisms


7.L.1.3. Students are able to classify organisms by using the currently recognized kingdoms.

Verbs Defined:

Classify – group

Key Terms Defined:

Organism – living thing

Kingdom – the broadest or most generalized division of biological classifications

Teacher Speak:

Student will be able to classify (group) organisms (living things) into kingdoms (the broadest or most generalized division of

biological classifications).

Student Speak:

I can group (classify) living things (organisms) into the broadest or most generalized division of biological classifications

(kingdoms).

44


(Comprehension) 7.L.1.4. Students are able to describe and identify the structure of vascular and non-vascular

plants. Examples: structures of root stems, leaves, and flowers


Verbs Defined:

Describe – tell in words or numbers

Identify – select from given information

Key Terms Defined:

Vascular plants – plants having xylem and phloem

Non-vascular plants – plants lacking xylem and phloem

Teacher Speak:

Students will be able to describe (tell in words or numbers) and identify (select from given information, categorize or list) the

structure of vascular plants (plants having xylem and phloem) and non-vascular plants (plants lacking xylem and phloem).

Student Speak:

I can tell in words or numbers (describe) the structure of plants having xylem and phloem (vascular plants) and plants lacking

xylem and phloem (non-vascular plants).

I can select from given information (identify) the structure of plants having xylem and phloem (vascular plants) and plants

lacking xylem and phloem (non-vascular plants).

45

Indicator 2: Analyze various patterns and products of natural and induced biological

change.


(Comprehension)

7.L.2.1. Students are able to distinguish between processes involved in sexual and asexual

reproduction.

Model the process of cell division.

Examples: mitosis and meiosis

Identify the role of genetics in the transmission of traits and characteristics in organisms.

Examples: Punnett Square, selective breeding, adaptations, natural selection, multiple traits, pedigree


Verbs Defined:

Distinguish - tell the difference

Key Terms Defined:

Processes - meiosis and mitosis stages

Sexual reproduction - new organism produced from two parents

Asexual reproduction - new organism produced from one parent

Teacher Speak:

The student will be able to distinguish (tell the difference) between processes (meiosis and mitosis stages ) involved in sexual

(new organism produced from two parents) and asexual reproduction (new organism produced from one parent).

Student Speak:

I can tell the difference between meiosis and mitosis stages (processes) involved in: - a new organism produced from two

parents (sexual reproduction). - a new organism produced from one parent (asexual reproduction).

46

Indicator 3: Analyze how organisms are linked to one another and the environment.


(Application)

7.L.3.1. Students are able to predict the effects of biotic and abiotic factors on a species’ survival.

Examples: adaptations, genetic defects, population disturbances, over-reproduction, animal behavior,

flooding, global warming, oil spills, human activity

Describe processes by which matter and energy flow through an ecosystem.

Examples: photosynthesis, respiration, nitrogen cycle




Key Terms Defined:

Biotic - living or was living

Abiotic - non-living or never living

Teacher Speak:

Students will be able to predict (use information to make a best guess) the effects of biotic (living or was living) and abiotic

(non-living or never living) factors on a species‟ survival.

Student Speak:

I can use information to make a best guess (predict) about the effects of living or was living (biotic) and non-living or never

living (abiotic) factors on the survival of the species.

47

Seventh Grade Life Science Performance Descriptors

Advanced

Seventh grade students performing at the advanced level:

compare and contrast hierarchical levels within the five kingdoms;

identify organism by taxonomic level using a dichotomous key;

given the characteristics of a plant, classify it as vascular or non-vascular;

compare and contrast sexual and asexual reproduction in plants and animals.

Proficient

Seventh grade students performing at the proficient level:

identify basic cell organelles and their functions;

identify and explain the function of the human systems and the organs within each system;

classify organisms by using the currently recognized kingdoms;

describe and identify the structure of vascular and non-vascular plants;

distinguish between processes involved in sexual and asexual reproduction;

predict the effects of biotic and abiotic factors on a species survival.

Basic

Seventh grade students performing at the basic level:

label the basic cell parts using a word bank;

using a list, order the organization of organisms;

give examples and characteristics of organisms from each kingdom;

using a word bank, label the parts of a flower;

define sexual and asexual reproduction.

48

NOTES

49

Seventh Grade Science, Technology, Environment, and Society




(Comprehension)

7.S.1.1. Students are able to describe how science and technology are used to solve problems in

different professions and businesses.

Examples: GPS, GIS, remote sensing, agriculture and genetics, medical and bio-technology (EKG),

food industry and chemistry


Verbs


Key terms

technology - practical application of scientific principles

professions and businesses – careers in agriculture, medicine and biotechnology

Teacher Speak

Students will be able to describe (tell in words or numbers) how science and technology (practical application of scientific

principles) are used to solve problems in different professions and businesses (careers in agriculture, medicine and

biotechnology).

Student Speak

I can tell in words or numbers (describe) how science and the practical application of scientific principles (technology) are used

to solve problems in different careers in agriculture, medicine and biotechnology (professions and businesses).

50

Indicator 2: Analyze the relationships/interactions among science, technology, environment,

and society.


(Application)

7.S.2.1. Students are able, given a scenario, to predict the consequence(s) of human activity on the

local, regional, or global environment.

Example: Missouri River dams and water needs


Verbs

predict - to use information to make a best guess

Key Terms

scenario – story

human activity – urban expansion, pollution, water and land management

environment – areas containing biotic and abiotic factors

Teacher Speak

Students will be able, given a scenario (story), to predict (to use information to make a best guess) the consequence(s) of human

activity (urban expansion, pollution, water and land management) on the local, regional, or global environment (areas

containing biotic and abiotic factors).

Student Speak

I can, given a story (scenario), use information to make a best guess (predict) about the consequence(s) of urban expansion,

pollution, water and land management (human activity) on the biotic and abiotic factors (environment) in the local, regional, or

global area.

51

Seventh Grade Science, Technology, Environment, and Society Performance Descriptors

Advanced Seventh grade students performing at the advanced level:

develop solutions to problems.

Proficient

Seventh grade students performing at the proficient level:

describe how science and technology are used to solve problems in different professions and businesses;

given a scenario, predict the consequence(s) of human activity on the local, regional, or global

environment.

Basic Seventh grade students performing at the basic level:

identify the problem and one possible solution.

52

Eighth Grade

53

Eighth Grade Nature of Science

Indicator 1: Understand the nature and origin of scientific knowledge.


(Comprehension)

8.N.1.1. Students are able to differentiate among facts, predictions, theory, and law/principles in

scientific investigations.

Define fact, predictions, theory, and law/principle.

Discuss how theory can become law.

Evaluate important contributions to the advancement of science from people of differing cultures,

genders, and ethnicity.

Examples: Marie Curie-radiation, Hess, Galileo- astronomy, Kepler-astronomy, Newton-physics,

Neil Tice-astronomy, Mendeleev-physics


Verbs:

differentiate - state the differences

Key Terms:

scientific investigations – scientific experiments

Teacher Speak:

Students will be able to differentiate (state the differences) among facts, predictions, theories, and law/principles in scientific

investigations (scientific experiments).

Student Speak:

I can tell the differences (differentiate) among facts, predictions, theories, and law/principles in scientific experiments

(scientific investigations).

54



(Synthesis)

8.N.2.1. Students are able to design a replicable scientific investigation.


Assess the limits of accuracy inherent in a particular measuring device or procedure.

Control variables to test hypotheses by repeated trials and by identifying sources of experimental error.

Interpret data to justify predictions or conclusions.


Select appropriate scientific equipment and technologies for investigations and experiments.

Use proper safety procedures in all investigations.


Evaluate the benefits and potential of scientific investigations.


Verbs:

design - create

Key Terms:

replicable - repeatable

scientific investigation - scientific experiments using equipment correctly, making a hypothesis, identifying a control,

identifying a variable, making predictions, making observations and drawing conclusions

Teacher Speak:

Students will be able to design (create) a replicable (repeatable) scientific investigation (scientific experiments using equipment

correctly, making a hypothesis, identifying a control, identifying a variable, making predictions, making observations and

drawing conclusions).

Student Speak:

I can create (design) a repeatable (replicable) scientific experiment (scientific investigation)

- using equipment correctly - making a hypothesis - identifying a control - identifying a variable

- making predictions - making observations - drawing conclusions.

55

Eighth Grade Nature of Science Performance Descriptors

Advanced

Eighth grade students performing at the advanced level:

justify facts, predictions, theory, and law/principles in scientific investigations;

design and conduct a replicable scientific investigation.

Proficient

Eighth grade students performing at the proficient level:

differentiate among facts, predictions, theory, and law/principles in scientific investigations;

design a replicable scientific investigation.

Basic

Eighth grade students performing at the basic level:

define fact, prediction, and theory;

follow instructions to conduct a systematic scientific investigation.

56

Eighth Grade Physical Science

Indicator 1: Describe structures and properties of, and changes in, matter.


(Analysis)

8.P.1.1. Students are able to classify matter as elements, compounds, or mixtures.

Example: Na and Cl are elements that, chemically combined, form salt (NaCl) (compound).

Example: Salt and water form a mixture that can be physically separated.

Formulas


Verbs:

classify- to group

Key Terms:

elements- matter made up of only one kind of atom

compounds- a chemical combination of two or more different elements

mixtures – two or more substances that are not chemically combined and can be separated by physical means

Teacher Speak:

Students will be able to classify (to group) matter as elements (matter made up of only one kind of atom), compounds (chemical

combination of two or more different elements), or mixtures (two or more substances that are not chemically combined and can

be separated by physical means).

Student Speak:

I can group (classify) matter as:

- being made up of only one kind of atom (elements)

- a chemical combination of two or more different elements (compounds)

- two or more substances that are not chemically combined and can be separated by physical means (mixtures).

57


(Application)

8.P.1.2. Students are able to use the Periodic Table to compare and contrast families of elements and

to classify elements as metals, metalloids, or non-metals.

Describe the relationship between the organization and the predictive nature of the Periodic Table.

Use the Bohr model to show the arrangement of the subatomic particles of atomic numbers 1

through 18.

Compare and contrast other atomic models.


Verbs:

compare – how things are alike and different

contrast – how things are different

classify – categorize

Key Terms:

families of elements – groups of elements with similar properties (ex. valence electrons and reactivity) found in a vertical

column on the periodic table

metals – elements that are good conductors, malleable and ductile

metalloids – elements that have both metal and nonmetal properties

nonmetals – elements that lack the physical and chemical properties of metals

Teacher Speak:

Students will use the periodic table to compare and contrast families of elements. Students will classify (categorize) elements as

metals (elements that are good conductors, malleable and ductile), metalloids (elements that have both metal and nonmetal

properties) or nonmetals (elements that lack the physical and chemical properties of metals).

Student Speak:

I can use the periodic table to tell how families or elements are alike and different (compare and contrast).

I can use the periodic table to categorize (classify) elements

- that are good conductors, malleable and ductile (metals)

- that have both metal and nonmetal properties (metalloids)

- that lack the physical and chemical properties of metals (nonmetals).

58

Indicator 1(cont’d): Describe structures and properties of, and changes in, matter.


(Comprehension)

8.P.1.3. Students are able to compare properties of matter resulting from physical and chemical

changes.

Examples: weathering, burning, melting, acid rain

Ionic/covalent bonding


Verbs:

compare – tell similarities and differences

Key Terms:

physical change - the change in the form of a substance but not in its chemical composition

chemical change- a reaction where different substances with different properties are formed

Teacher Speak:

Students will compare (tell similarities and differences) of properties of matter before and after physical changes (the change in

the form of a substance but not in its chemical composition).

Students will compare (tell similarities and differences) properties of matter before and after chemical changes (a reaction

where substances with different properties are formed).

Student Speak:

I can tell similarities and differences (compare) properties of matter before and after the change in the form of a substance but

not in its chemical composition (physical changes).

I can tell similarities and differences (compare) properties of matter before and after a reaction where substances with different

properties are formed (chemical changes).

59

Eighth Grade Physical Science Performance Descriptors

Advanced


create models of elements, compounds, or mixtures;

explain the predictive nature of the Periodic Table;

predict properties of matter resulting from physical and chemical changes.

Proficient


classify matter as elements, compounds, or mixtures;

use the Periodic Table to compare and contrast families of elements and classify elements as

metals, metalloids, non-metals;

compare properties of matter resulting from physical and chemical changes.

Basic


define elements, compounds, and mixtures;

use the Periodic Table to identify elements as metals, metalloids, non-metals;

identify physical and chemical changes.

60

Eighth Grade Earth/Space Science

Indicator 1: Analyze the various structures and processes of the Earth system.


(Application)

8.E.1.1. Students are able to identify and classify minerals and rocks.

Examples: luster, streak, fracture/cleavage,

hardness (Mohs Scale), specific gravity, color,

magnetism, acid test, flame test, fluorescence

Rocks as sedimentary, igneous, or

metamorphic.

Rock Cycle

Law of Conservation of Energy and

Matter

Minerals as carbonates (CO3) or Silicates

(SiO2)

Minerals as oxides, sulfides, halides,

sulfates


Verbs:

identify – to select from given information classify – assign to categories

Key terms:

minerals – naturally occurring, solid chemical compounds, that have a crystalline structure and properties that include luster, streak,

fracture, cleavage, hardness, color, magnetism and reactivity to acid

rocks – naturally occurring materials composed of a mineral mixture formed by sedimentary, igneous or metamorphic processes

Teacher Speak:

Students will be able to identify (select from given information) and classify (assign to categories):

- minerals (naturally occurring, solid chemical compounds, that have a crystalline structure and properties that include

luster, streak, fracture, cleavage, hardness, color, magnetism and reactivity to acid).

- rocks (naturally occurring materials composed of a mineral mixture formed by sedimentary, igneous or metamorphic

processes)

Student Speak:

I can select from given information (identify) and assign to categories (classify):

- naturally occurring, solid chemical compounds, that have a crystalline structure and properties that include luster, streak,

fracture, cleavage, hardness, color, magnetism and reactivity to acid (minerals).

- naturally occurring materials composed of a mineral mixture formed by sedimentary, igneous or metamorphic processes (rocks).

61



(Analysis)

8.E.1.2. Students are able to explain the role of plate tectonics in shaping Earth.

Plates boundaries

Volcanoes

Earthquakes

Seismic waves

Mountains

Convection currents in the mantle

Changes over time

Examples: adaptations, extinction, geologic time

(relative and absolute), extinct species, fossils, surface

features


Verbs:

explain- give reasons for

Key Terms:

plate tectonics - a theory that sections of the Earth‟s crust are in motion due to convection currents in the mantle

shaping Earth – formation of plate boundaries, volcanoes, earthquakes and mountains

Teacher Speak:

Students will be able to explain (give reasons for) the role of plate tectonics (a theory that sections of the Earth‟s crust are in motion

due to convection currents in the mantle) in shaping Earth (formation of plate boundaries, volcanoes, earthquakes and mountains).

Student Speak:

I can give reasons why (explain) the theory that sections of the Earth‟s crust are in motion due to convection currents in the mantle

(plate tectonics), has a role in formation of

- plate boundaries

- volcanoes

- earthquakes

- mountains

(shaping Earth).

62



(Analysis)

8.E.1.3. Students are able to explain the factors that create weather and the instruments and

technologies that assess it.

Examples: NOAA, AMS

Differentiate between climate and climate

zones.

Examples: air masses, fronts, pressure

systems, Coriolis effect, wind systems,

humidity, storms

Effects of the ocean on weather

Condensation

Evaporation

Cloud Formation


Verbs:

explain – give reasons why

Key Terms:

factors – air masses, fronts, pressure systems, wind systems, temperature, humidity and, the Coriolis effect

weather – conditions of the atmosphere

instruments and technologies – thermometer, barometer, psychrometer and anemometer

assess - measure

Teacher Speak:

Students will explain (give reasons why) the factors (air masses, fronts, pressure systems, wind systems, temperature, humidity and

the Coriolis effect) that create weather (conditions of the atmosphere) and the instruments and technologies (thermometer,

barometer, psychrometer and anemometer) used to assess (measure) it.

Student Speak:

I can give reasons why (explain) air masses, fronts, pressure systems, wind systems, temperature, humidity and the Coriolis effect (factors)

create conditions of the atmosphere (weather) and are measured (assessed) by thermometers, barometers, psychrometers and anemometers

(instruments and technologies).

63



(Application)

8.E.1.4. Students are able to examine the chemical and physical properties of the ocean to determine

causes and effects of currents and waves.

Examples: density, temperature, salinity

El Niño

Ocean zones

Ocean floor features


Verbs:

examine – tell what happens to

determine –find appropriate information

Key Terms:

chemical and physical properties – temperature and salinity

currents – streams of moving water flowing through the ocean

waves – movement of energy that creates a ridge or swell moving along the surface of a body of water

Teacher Speak:

Students will be able to tell what happens to (examine) the chemical and physical properties (temperature and salinity) of the ocean

to determine (find appropriate information) causes and effects of currents (streams of moving water flowing through the ocean) and

waves (movement of energy that creates a ridge or swell moving along the surface of a body of water).

Student Speak:

I can tell what happens to (examine) the temperature and salinity (chemical and physical properties) of the ocean to find appropriate

information (determine) about the causes and effects of streams of moving water flowing through the ocean (currents).

I can tell what happens to (examine) the temperature and salinity (chemical and physical properties) of the ocean to find appropriate

information (determine) about the causes and effects of the movement of energy that creates a ridge or swell moving along the surface of a

body of water (waves).

64



(Analysis)

8.E.1.5. Students are able to explain the impact of weathering and erosion on the Earth.

Soil formation

Deposition (deltas)

Land transformations (Grand Canyon)

Glaciation




Verbs:

explain - give reasons why

Key Terms:

impact - soil formation, deposition, land transformations or glaciation

weathering - physical and chemical breakdown of material due to exposure

erosion - wearing away of the land by the action of water, ice, or wind

Teacher Speak:

Students will be able to explain (give reasons why) the impact (soil formation, deposition, land transformations or glaciation) of

weathering (physical and chemical breakdown of material due to exposure) and erosion (wearing away of the land by the action of

water, ice, or wind) on the Earth.

Student Speak:

I can give reasons why (explain) soil formation, deposition, land transformations or glaciation (impact) are caused by physical and

chemical breakdown of material due to exposure (weathering) and wearing away of the land by the action of water, ice, or wind

(erosion) on the Earth.

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Indicator 2: Analyze essential principles and ideas about the composition and structure of

the universe.


8.E.2.1. Students are able to compare celestial bodies within the solar system using composition, size,

and orbital motion.

(Analysis)

Describe the composition of the Sun, the

planets, asteroids, and comets.

Use of spectroscopic analysis of celestial bodies

Measurement in space

Constellations

Galaxies

Life cycle of a star

HR Diagram

Law of Gravitation

Big Bang Theory

Doppler Effect

8.E.2.1 Unpacked Standard Verbs:

compare – tell similarities and differences among

Key Terms:

celestial bodies – the Sun, planets, asteroids and comets composition – what something is made of

Teacher Speak:

Students will be able to compare (tell similarities and differences among) celestial bodies (the Sun, planets, asteroids and

comets) within our solar system using composition (what something is made of), size, and orbital motion.

Student Speak:

I can tell similarities and differences among (compare) objects the Sun, planets, asteroids and comets (celestial bodies) within

our solar system using what something is made of (composition), size, and orbital motion.

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Indicator 2 (cont’d): Analyze essential principles and ideas about the composition and

structure of the universe.


(Analysis)

8.E.2.2. Students are able to differentiate the influences of the relative positions of the Earth, Moon,

and Sun.

Lunar and solar eclipses, moon phases, tides, seasons

8.E.2.2. Unpacked Standard

Verbs:

differentiate – state the differences

Key Terms:

influences of the relative positions – lunar and solar eclipses, moon phases, tides and seasons

Teacher Speak:

Students will be able to differentiate (state the differences) the influences of the relative positions (lunar and solar eclipses,

moon phases, tides and seasons) of the Earth, Moon, and Sun.

Student Speak:

I can state the differences (differentiate) in the positions of the Earth, Moon and Sun during lunar and solar eclipses, moon

phases, tides and seasons (influences of the relative positions).

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Eighth Grade Earth/Space Science Performance Descriptors

Advanced


use classification methods, identify, and classify unknown minerals and rocks;

give evidence that supports the theory of plate tectonics;

analyze weather maps and make basic predictions;

predict the climate of a coastal region based on ocean currents;

given a scenario, predict the consequences of weathering and/or erosion;

construct a scale model of the solar system;

predict the effects on the Earth‟s environment if tilt, distance, or atmosphere were changed.

Proficient


identify and classify minerals and rocks;

explain the role of plate tectonics in shaping Earth;

explain the factors that create weather and the instruments that assess it;

examine the chemical and physical properties of the ocean to determine causes and effects of

currents and waves;

explain the impact of weathering and erosion on the earth;

compare celestial bodies within the solar system using composition, size, and orbital motion;

differentiate the influences of the relative positions of the Earth, Moon, and Sun.

Basic


identify rocks as sedimentary, igneous, or metamorphic;

describe activity that occurs along plate boundaries;

define basic weather vocabulary;

list a physical and chemical property of the oceans;

describe the difference between weathering and erosion;

identify the basic objects of the solar system;

describe how the tilt of the Earth is a cause of the seasons.

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NOTES

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Eighth Grade Science, Technology, Environment, and Society




(Comprehension)

8.S.1.1. Students are able to describe how science and technology have been influenced by social

needs, attitudes, and values.

Examples: GPS, GIS, remote sensing, Corps of Engineers (dams), NOAA (weather satellites), NASA

(earth and space exploration), USGS (mapping)

8.S.1.1 Unpacked Standard Verbs:

describe – to tell in words or numbers

Key terms:

technology – practical application of scientific principles

Teacher Speak:

Students will be able to describe (to tell in words or numbers) how science and technology (practical application of scientific

principles) have been influenced by social needs, attitudes, and values.

Student Speak:

I can tell in words or numbers (describe) how science and the practical application of scientific principles (technology) have

been influenced by social needs, attitudes, and values.

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Indicator 2: Analyze the relationships/interactions among science, technology,

environment, and society.


(Synthesis)

8.S.2.1. Students are able, given a scenario, to offer solutions to problems created by human

activity on the local, regional, or global environment.

Examples: global warming, deforestation

8.S.2.1 Unpacked Standard Verbs:

offer - provide

Key Terms:

scenario – story

problems created by human activity – global warming and deforestation

environment – areas containing biotic and abiotic factors

Teacher Speak:

Students will be able, given a scenario (story), to offer (provide) solutions to problems created by human activity (global

warming and deforestation) on the local, regional, or global environment (areas containing biotic and abiotic factors).

Student Speak:

I can, given a story (scenario), provide (offer) solutions to global warming and deforestation (problems created by

human activity) on biotic and abiotic factors (environment) in the local, regional, or global area.

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Eighth Grade Science, Technology, Environment, and Society Performance Descriptors

Advanced Eighth grade students performing at the advanced level:

defend a proposed solution or offer alternative solutions to a problem.

Proficient


describe how science and technology have been influenced by social needs, attitudes, and values;

given a scenario, offer solutions to problems created by human activity on the local, regional, or

global environment.

Basic Eighth grade students performing at the basic level:

predict a possible consequence of a solution to a problem.

72

Glossary

73

GLOSSARY OF TERMS

Abiotic – Refers to non-living entities. Soil and water make up the abiotic parts of ecosystems.

Acceleration – Time rate at which a velocity is changing; e.g., the automobile is accelerating at 5 miles per second. Change in

velocity divided by the time interval over which it occurred.

Adaptation – (1) The change in a population or species over time; (2) in natural selection, a physical or behavioral characteristic of

some organisms in a population that improves their chances for survival and reproduction in their environment compared with the

chances of other organisms in the population.

Amperes – A unit of measure of electric current.

Anemometer – An instrument that measures the force and direction of the wind. Also called a wind gauge.

Biome – Large ecosystem such as a forest, grassland, or desert.

Biotic – Refers to the concept living; including the functions, properties, and activities of living things. Living organisms make up the

biotic parts of ecosystems.

Chemical Change – A change in which different substances with different properties are formed; also called a chemical reaction.

Chlorophyll – Photoreactive pigments found in photosynthetic organisms.

Chloroplast – The organelle, found in most plant cells, which carries out the photosynthetic reaction. The chlorophyll contained in the

chloroplast gives the plants their green color.

Circuit – A closed path through which electrons flow.

Classify – To assign things or people to classes or groups.

Climate – The average weather conditions of an area over a long period of time, i.e. 30 years.

Community – The different populations of living things that live together in an environment.

Compass – an instrument that tells direction

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Complex Machines – Machines consisting of more than one or a combination of levers, inclined planes, wedges, screws, pulleys,

and/or wheels and axles.

Composition – the materials that make up an object

Compound – A substance containing two or more elements chemically combines; e.g., the compound water (H2O) containing two

elements; hydrogen and oxygen.

Compound Machine – Machine made of two or more simple machines.

Condensation – The change of a substance from a vapor to a liquid.

Conduction – Transmission of energy (heat, electricity, light, sound, etc.) through material substances such as air, water, etc.

Conductor – Material through which electric current passes.

Constellation – A group of stars interpreted as forming configurations.

Consumer – An organism requiring complex organic compounds for food which is obtained by preying on other organisms or by

eating particles of organic matter.

Convection – The transfer of heat by the automatic circulatory motion that occurs in a fluid (air) at a non-uniform temperature owing

to the variation of its density and the action of gravity.

Current – (1) The quantity of electrical charge which flows past a point in a given time; (2) ocean water moving in streams.

Cytoplasm – The term referring to all the gel-like material inside the cell membrane except the cell nucleus.

Decomposer – Any of various organisms such as many bacteria and fungi that return constituents of organic substances to ecological

cycles by feeding on and breaking down dead organisms.

Density – the ratio of the mass of a body to its volume, express by the equation D=M/V.

Diffraction – The spreading of waves around objects (obstacles) placed in its path. Diffraction occurs with light, sound, X- and

gamma rays, and with other very small moving particles such as atoms, neutrons and electrons which show wavelike properties.

75

Displacement – The volume or weight of a fluid (such as water) that is displaced by a solid such as wood, iron, etc. For example, the

displacement of water by a solid object immersed in water is equal to the object‟s volume.

Distance – The degree or amount of separation between two points measured along the shortest route joining these points.

Ecosystem – Community of organisms interacting with one another and with the chemical and physical factors making up their

environment.

Electromagnets – a magnet made from a current carrying wire

Electron-Cloud – Model used to describe atoms. In this model, electrons dart about within an energy level in an every-changing path

forming an electron cloud. At any given time, there is a high probability that an electron exists in the electron cloud.

Electrostatic – Phenomenon that deals with attraction or repulsion of electric charges but not dependent upon their motion. Of or

relating to static electricity.

Element – A basic chemical substance in which all of the atoms are the same, and different from the atoms of any other substance;

e.g., the element sulfur, the element oxygen, etc.

Endangered species – a species with so few members they may soon become extinct

Energy – The capacity to do work.

Energy pyramid – a diagram showing the loss of energy at each feeding level

Evaporation – Change of state from a liquid to a vapor.

Extinct – species that no longer exists

Family lineage – biological relationships from generation to generation

Force – An agent that produces a change in a body‟s state of rest or motion. A „push‟ or „pull‟ experienced by a mass when it is

accelerated. Any action that tends to maintain or alter the position of a body or to distort it.

Fossils – A rock that forms from a once living organism.

Friction – The force that opposes motion between two surfaces that are touching each other.

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Gravitation – A universal force of attraction acting between all matter. It is by far the weakest known force in nature and this plays no

role in determining the internal properties of every day matter. Due to its long reach and universality, however, gravity shapes the

structure and evolution of stars, galaxies, and the entire universe. Weight is the downward force of gravity. Gravity is measured by the

acceleration that it gives to free falling objects.

Habitats – Places or types of place where an organism or community of organisms lives and thrives.

Heterogeneous – Consisting of dissimilar substances or constituents. Not the same throughout.

Homogeneous – Having a uniform structure; i.e., everywhere the same. For example, a cup of water has the density, temperature and

color (clear) at this point, so it is the same throughout.

Hybrid Organism – Offspring of two plants or animals of different races, breeds, varieties, species or genera.

Induced – to bring about or stimulate the occurrence of; cause.

Inquiry – Process of learning in science, involving articulation of questions about the natural world and the attempt to answer these

questions through laboratory, field or literature-based research.

Insulators – Material through which electric current does not easily pass.

Invertebrate – Organism that does not possess a backbone.

Kinetic Energy – Energy of motion of an object. Potential energy may be converted into kinetic energy and in turn to other forms.

Thus, water behind a dam flows to lower levels through turbines that turn electric generators, producing electric energy plus some

unusable heart energy resulting from turbulence and friction.

Kingdom – The broadest or most generalized division of biological classification.

Life cycles – Repeated stages of life.

Light Energy – The kind of energy that travels as visible radiation consisting of units called photons.

Liquid – Matter without a definite shape.

77

Mass – A measure of the amount of matter in an object. A quantitative measure of inertia, a fundamental property of all matter. It is,

in effect, the resistance that a body of matter offers to a change in its speed or position upon the application of a force.

Magnets – an object that attracts iron or steel

Magnetic – The force that electric currents exert on other electric currents. The attraction or repelling force between two or more

objects.

Magnetic energy – the push or pull of a magnet

Magnetic fields – the area around a magnet where the magnetic force acts

Materials – Equipment, apparatus, and supplies.

Matter – Anything that occupies space, has mass and possesses inertia (resistance.) Matter constitutes the observable universe and

together with energy forms the basis of all objective phenomena.

Mechanical Energy – A combination of potential and kinetic energy.

Metamorphosis – A change or succession of changes in the form and habits of animals before they reach maturity.

Mineral – A naturally occurring, inorganic solid that has a definite composition and certain physical properties.

Mixture – Two or more components in varying proportions that retain their chemical and/or physical properties.

Molecules – Basic units of matter. Smallest part of a compound that still has all properties of that compound. Smallest particle into

which a compound substance can be divided and still have the chemical identity of the original substance.

Motion – A natural event that involves the change in the position or location of an object.

Movement – change of place of position. Act or process of moving.

Mutualism – a mutually beneficial association between different kinds of organisms.

Natural Resources – A deposit of naturally occurring material such as coal, wood, or water.

Niche – The particular way in which a species functions in an ecosystem.

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Non-Renewable energy – energy that cannot be replaced

Non-Standard Units – Units that are not set up and established by authority as a rule for the measure of quantity, weight, extent, value

or quality. Units that are not serving as accurate bases for comparison.

Nucleus – The center of an atom or the organelle in the cell where DNA is stored.

Opacity – The degree to which light travels through an object.

Opaque – Impervious to light, so that images cannot be seen through it.

Orbit – A path described by one body in its revolution around another (as by the Earth around the sun); one complete revolution of a

body describing such a path.

Organism – An individual constituted to carry on the activities of life.

Parasitism – A relationship between a parasite and its host.

Particle Theory – Atoms consist of fundamental subatomic constituents. The “standard model” is that the fundamental particles are

quarks, leptons, gauge bosons and the graviton, interacting via strong, electro-weak, and gravitational forces.

Phenomena – an observable natural event that can have a positive or negative impact

Photosynthesis – A plant process of making food (sugars) from carbon dioxide and water in the presence of light.

Physical Change – A change in the form of a substance, but not in its chemical composition; chemical bonds are not broken in a

physical change.

Physical Properties – Any characteristics of a material that can be observed without changing the identity of the material itself.

Pitch – how high or low a sound is.

Polarization – The property that describes the orientation of electromagnetic waves.

Precipitation – A deposit on the earth of hail, mist, rain, sleet, or snow.

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Producer – an organism (as a green plant) which produces its own organic compounds from simple precursors. Many are food

sources for other organisms.

Population – a group of organisms in a specific habitat

Potential Energy – Stored energy that depends upon the relative position of various parts of a system; e.g., a spring has more potential

energy when compressed or stretched. Energy of the object is due to its position or state.

Properties – A characteristic trait or peculiarity, especially one serving to define or describe its possessor.

Purebred Organism – Bred from members of a recognized breed, strain, or kind without admixture of other genetic traits over many

generations.

Radiation – Emission of energy from matter in the form of waves or particles. Various wavelength or wavelengths of energy in the

Electromagnetic Radiation Spectrum such as ultra violet, infra-red, etc.

Recycle – To use again, especially to reprocess: recycle aluminum cans.

Reduce – To bring down, as in extent, amount, or degree; diminish; use less.

Reflection – The abrupt change in the direction of a wave front at an interface between two dissimilar media so that the wave front

return into the medium from which it originate; e.g., light striking a mirror.

Refraction – A change in the direction of a wave when passing from one medium to another; e.g., the appearance of bending of a stick

when half immersed into water.

Renewable – Relating to or being a commodity or resource, such as solar energy or firewood, that is inexhaustible or replaceable by

new growth.

Reuse – Use again.

Revolution – Motion of any figure about a central axis; e.g., the action by a celestial body going around in an orbit or elliptical course.

Rock – An aggregate of one or more minerals and/or organic materials.

Rotation – To turn about an axis or center; e.g., the Earth revolving around its axis.

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Simple Circuit – A closed path through which electrons flow.

Simple Machines – Machines consisting of one lever, inclined plane, wedge, screw, pulley, or wheel and axle.

Solubility – Potentiality of one substance to dissolve in another; e.g., salt in water.

Solution – A homogeneous mixture formed by mixing one or more substances in another.

Species – Related organisms having common attributes which are potentially capable of interbreeding.

Speed – How fast an object travels. See „Velocity.”

Solid – Has a definite shape and mass.

Sound – A series of vibrations that can be heard.

Substances – A material of a particular kind.

Symbiosis – A permanent or long lasting association between two or more different species of organisms. The partners, or symbionts,

may benefit from, be harmed by, or not be affected by the association.

System – A collection of parts which interact with each other to function as a whole to create stability; e.g., circulatory, skeletal,

nervous, and muscular systems in biology, and solar system in astronomy.

Thermal Energy – Heat energy. One form of several types of energy; others include potential, kinetic, electrical, chemical, and

nuclear.

Velocity – Scientific way of saying speed. A quantity that designates how fast and in what direction a point is moving. Ratio of

change in position to time interval over which change takes place.

Vertebrate – Organism that has a spinal column.

Vibration – When particles shake.

Volt – A unit of electromotive force, being the force that moves a current of one ampere through a resistance of one ohm.

Volume – (1) The amount of space an object occupies; (2) loudness or softness of a sound.

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Weather – The state of the atmosphere at a given time with respect to heat or cold, wetness or dryness, calm or storm, clearness or

cloudiness. Changes in the atmosphere.

Work – A measure of energy transfer that occurs when an object is moved over a distance by an external force at least part of which is

applied in the direction of the displacement. No work is done unless the object is displaced in some way and there is a component of

the force along the path over which the object is moved. Product of force and displacement in the direction of the force.

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