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AK.A1.Science as Inquiry and Process (SA1, SA2, SA3)
Science as Inquiry and Process (SA1, SA2, SA3)
[8] SA1.1. The student demonstrates an understanding of the processes of science by asking questions, predicting, observing, describing, measuring, classifying, making generalizations, inferring and communicating.Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Rocks
[8] SA1.2. The student demonstrates an understanding of the processes of science by collaborating to design and conduct repeatable investigations, in order to record, analyze (i.e., range, mean, median, mode), interpret data, and present findings. (L)Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Minerals
[8] SA2.1. The student demonstrates an understanding of the attitudes and approaches to scientific inquiry by recognizing and analyzing differing scientific explanations and models.Quiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Rocks Quiz, Flash Cards, Worksheet, Game Sound
[8] SA3.1. The student demonstrates an understanding that interactions with the environment provide an opportunity for understanding scientific concepts by conducting research to learn how the local environment is used by a variety of competing interests (e.g., compQuiz, Flash Cards, Worksheet, Game Minerals
AK.B1.Concepts of Physical Science (SB1, SB2, SB3, SB4)
Concepts of Physical Science (SB1, SB2, SB3, SB4)
[8] SB1.1. The student demonstrates an understanding of the structure and properties of matter by using physical and chemical properties (i.e., density, boiling point, freezing point, conductivity, flammability) to differentiate among materials (i.e., elements, compQuiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Rocks
[8] SB2.1. The student demonstrates an understanding of how energy can be transformed, transferred, and conserved by identifying the initial source and resulting change in forms of energy in common phenomena (e.g., sun to tree to wood to stove to cabin heat).
[8] SB3.1. The student demonstrates an understanding of the interactions between matter and energy and the effects of these interactions on systems by exploring changes of state with increase or decrease of particle speed associated with heat transfer. (L)
[8] SB3.2. The student demonstrates an understanding of the interactions between matter and energy and the effects of these interactions on systems by exploring through a variety of models (e.g., gumdrops and toothpicks) how atoms may bond together into well defined
[8] SB4.2. The student demonstrates an understanding of motions, forces, their characteristics, relationships, and effects by describing the interactions between charges.
AK.C1.Concepts of Life Science (SC1, SC2, SC3)
Concepts of Life Science (SC1, SC2, SC3)
[8] SC1.1. The student demonstrates an understanding of how science explains changes in life forms over time, including genetics, heredity, the process of natural selection and biological evolution by describing the role of genes in sexual reproduction (i.e., traitsQuiz, Flash Cards, Worksheet, Game Mitosis
[8] SC2.1. The student demonstrates an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms by placing vertebrates into correct classes of taxonomy based on external, observable features.
[8] SC2.2. The student demonstrates an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms by explaining that most organisms utilize inherited and learned behaviors to meet the basic requirements of life.
[8] SC2.3. The student demonstrates an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms by describing the functions and interdependence of human body systems (i.e., circulatory, respiratory, nervous).
[8] SC3.1. The student demonstrates an understanding that all organisms are linked to each other and their physical environments through the transfer and transformation of matter and energy by stating that energy flows and that matter cycles but is conserved within
[8] SC3.2. The student demonstrates an understanding that all organisms are linked to each other and their physical environments through the transfer and transformation of matter and energy by organizing a food web that shows the cycling of matter.
AK.D1.Concepts of Earth Science (SD1, SD2, SD3, SD4)
Concepts of Earth Science (SD1, SD2, SD3, SD4)
[8] SD1.1. The student demonstrates an understanding of geochemical cycles by making connections between components of the locally observable geologic environment and the rock cycle. (L)Quiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Rocks
[8] SD1.2. The student demonstrates an understanding of geochemical cycles by applying knowledge of the water cycle to explain changes in the Earth's surface.
[8] SD2.1. The student demonstrates an understanding of the forces that shape Earth by interpreting topographical maps to identify features (i.e., rivers, lakes, mountains, valleys, islands, and tundra).
[8] SD2.2. The student demonstrates an understanding of the forces that shape Earth by using models to show the relationship between convection currents within the mantle and the large-scale movement of the surface. (L)
[8] SD3.1. The student demonstrates an understanding of cycles influenced by energy from the sun and by Earth's position and motion in our solar system by recognizing the relationship between the seasons and Earth's tilt relative to the sun and describing the day/ni
[8] SD3.2. The student demonstrates an understanding of cycles influenced by energy from the sun and by Earth's position and motion in our solar system by recognizing types of energy transfer (convection, conduction, and radiation) and how they affect weather.
[8] SD4.1. The student demonstrates an understanding of the theories regarding the origin and evolution of the universe by creating models of the solar system illustrating size, location/position, composition, moons/rings, and conditions. (L)
[8] SD4.2. The student demonstrates an understanding of the theories regarding the origin and evolution of the universe by comparing the brightness of a star to its distance and size.
AK.E1.Science and Technology (SE1, SE2, SE3)
Science and Technology (SE1, SE2, SE3)
[8] SE1.1. The student demonstrates an understanding of how to integrate scientific knowledge and technology to address problems by describing how public policy affects their lives and participating diplomatically in evidence-based discussions relating to their comm
[8] SE2.1. The student demonstrates an understanding that solving problems involves different ways of thinking by identifying, designing, testing, and revising solutions to a local problem. (L)
[8] SE3.1. The student demonstrates an understanding of how scientific discoveries and technological innovations affect our lives and society by predicting the possible effects of a recent scientific discovery, invention, or scientific breakthrough. (L)
AK.RST.6-8.Reading Standards for Literacy in Science and Technical Subjects 6-12
Reading Standards for Literacy in Science and Technical Subjects 6-12
Craft and StructureRST.6-8.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Meiosis Quiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Mitosis Quiz, Flash Cards, Worksheet, Game Rocks Quiz, Flash Cards, Worksheet, Game Sound
Integration of Knowledge and IdeasRST.6-8.7. Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Meiosis
RST.6-8.9. Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
AK.SA.Science as Inquiry and Process: A student should understand and be able to apply the processes and applications of scientific inquiry. A student who meets the content standard should:
Science as Inquiry and Process: A student should understand and be able to apply the processes and applications of scientific inquiry. A student who meets the content standard should:
SA1. Develop an understanding of the processes of science used to investigate problems, design and conduct repeatable scientific investigations, and defend scientific arguments.Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Meiosis Quiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Mitosis Quiz, Flash Cards, Worksheet, Game Rocks Quiz, Flash Cards, Worksheet, Game Sound
AK.SB.Concepts of Physical Science: A student should understand and be able to apply the concepts, models, theories, universal principles, and facts that explain the physical world. A student who meets the content standard should:
Concepts of Physical Science: A student should understand and be able to apply the concepts, models, theories, universal principles, and facts that explain the physical world. A student who meets the content standard should:
SB1. Develop an understanding of the characteristic properties of matter and the relationship of these properties to their structure and behavior.
SB2. Develop an understanding that energy appears in different forms, can be transformed from one form to another, can be transferred or moved from one place or system to another, may be unavailable for use, and is ultimately conserved.
SB3. Develop an understanding of the interactions between matter and energy, including physical, chemical, and nuclear changes, and the effects of these interactions on physical systems.
SB4. Develop an understanding of motions, forces, their characteristics and relationships, and natural forces and their effects.
AK.SC.Concepts of Life Science: A student should understand and be able to apply the concepts, models, theories, facts, evidence, systems, and processes of life science. A student who meets the content standard should:
Concepts of Life Science: A student should understand and be able to apply the concepts, models, theories, facts, evidence, systems, and processes of life science. A student who meets the content standard should:
SC1. Develop an understanding of how science explains changes in life forms over time, including genetics, heredity, the process of natural selection, and biological evolution.Quiz, Flash Cards, Worksheet, Game Meiosis
SC2. Develop an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms.
SC3. Develop an understanding that all organisms are linked to each other and their physical environments through the transfer and transformation of matter and energy.
AK.SD.Concepts of Earth Science: A student should understand and be able to apply the concepts, processes, theories, models, evidence, and systems of earth and space sciences. A student who meets the content standard should:
Concepts of Earth Science: A student should understand and be able to apply the concepts, processes, theories, models, evidence, and systems of earth and space sciences. A student who meets the content standard should:
SD1. Develop an understanding of Earth's geochemical cycles.
SD2. Develop an understanding of the origins, ongoing processes, and forces that shape the structure, composition, and physical history of the Earth.
SD3. Develop an understanding of the cyclical changes controlled by energy from the sun and by Earth's position and motion in our solar system.
SD4. Develop an understanding of the theories regarding the origin and evolution of the universe.
AK.SE.Science and Technology: A student should understand the relationships among science, technology, and society. A student who meets the content standard should:
Science and Technology: A student should understand the relationships among science, technology, and society. A student who meets the content standard should:
SE1. Develop an understanding of how scientific knowledge and technology are used in making decisions about issues, innovations, and responses to problems and everyday events.
SE2. Develop an understanding that solving problems involves different ways of thinking, perspectives, and curiosity that lead to the exploration of multiple paths that are analyzed using scientific, technological, and social merits.Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Meiosis Quiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Mitosis Quiz, Flash Cards, Worksheet, Game Rocks Quiz, Flash Cards, Worksheet, Game Sound
AK.SF.Cultural, Social, Personal Perspectives and Science: A student should understand the dynamic relationships among scientific, cultural, social, and personal perspectives. A student who meets the content standard should:
Cultural, Social, Personal Perspectives and Science: A student should understand the dynamic relationships among scientific, cultural, social, and personal perspectives. A student who meets the content standard should:
SF1. Develop an understanding of the interrelationships among individuals, cultures, societies, science, and technology.
AK.SG.History and Nature of Science: A student should understand the history and nature of science. A student who meets the content standard should:
History and Nature of Science: A student should understand the history and nature of science. A student who meets the content standard should:
SG1. Develop an understanding that historical perspectives of scientific explanations demonstrate that scientific knowledge changes over time, building on prior knowledge.Quiz, Flash Cards, Worksheet, Game Cells
SG2. Develop an understanding that the advancement of scientific knowledge embraces innovation and requires empirical evidence, repeatable investigations, logical arguments, and critical review in striving for the best possible explanations of the natural worl
SG3. Develop an understanding that scientific knowledge is ongoing and subject to change as new evidence becomes available through experimental and/or observational confirmation(s).
AK.WHST.6-8.Writing Standards for Literacy in History/Social Studies, Science and Technical Subjects 6-12
Writing Standards for Literacy in History/Social Studies, Science and Technical Subjects 6-12
Text Types and PurposesWHST.6-8.1. Write arguments focused on discipline-specific content.WHST.6-8.1.e. Provide a concluding statement or section that follows from and supports the argument presented.Quiz, Flash Cards, Worksheet, Game Sound
WHST.6-8.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.WHST.6-8.2.a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings) graphics (e.g., charts, tables), and multimedia when useful
WHST.6-8.2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
WHST.6-8.2.c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
WHST.6-8.2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic.Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Meiosis Quiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Mitosis Quiz, Flash Cards, Worksheet, Game Rocks Quiz, Flash Cards, Worksheet, Game Sound
WHST.6-8.2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented.Quiz, Flash Cards, Worksheet, Game Sound
Production and Distribution of WritingWHST.6-8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.Quiz, Flash Cards, Worksheet, Game Sound