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MD.1.0.Skills and Processes: Students will demonstrate the thinking and acting inherent in the practice of science.
Skills and Processes: Students will demonstrate the thinking and acting inherent in the practice of science.
1.A.1. Constructing Knowledge: Design, analyze, or carry out simple investigations and formulate appropriate conclusions based on data obtained or provided.1.A.1.a. Explain that scientists differ greatly in what phenomena they study and how they go about their work.Quiz, Flash Cards, Worksheet, Game Cells
1.A.1.c. Explain and provide examples that all hypotheses are valuable, even if they turn out not to be true, if they lead to fruitful investigations.
1.A.1.e. Explain that if more than one variable changes at the same time in an investigation, the outcome of the investigation may not be clearly attributable to any one of the variables.
1.A.1.h. Use mathematics to interpret and communicate data.
1.B.1. Applying Evidence and Reasoning: Review data from a simple experiment, summarize the data, and construct a logical argument about the cause-and-effect relationships in the experiment.1.B.1.a. Verify the idea that there is no fixed set of steps all scientists follow, scientific investigations usually involve the collection of relevant evidence, the use of logical reasoning, and the application of imagination in devising hypotheses and explanati
1.B.1.d. Describe the reasoning that lead to the interpretation of data and conclusions drawn.Quiz, Flash Cards, Worksheet, Game Sound
1.C.1. Communicating Scientific Information: Develop explanations that explicitly link data from investigations conducted, selected readings and, when appropriate, contributions from historical discoveries.1.C.1.a. Organize and present data in tables and graphs and identify relationships they reveal.
1.C.1.b. Interpret tables and graphs produced by others and describe in words the relationships they show.
1.C.1.c. Give examples of how scientific knowledge is subject to modification as new information challenges prevailing theories and as a new theory leads to looking at old observations in a new way.
1.C.1.e. Explain how different models can be used to represent the same thing. What kind of a model to use and how complex it should be depend on its purpose. Choosing a useful model is one of the instances in which intuition and creativity come into play in scienQuiz, Flash Cards, Worksheet, Game Meiosis
1.C.1.g. Recognize that important contributions to the advancement of science, mathematics, and technology have been made by different kinds of people, in different cultures, at different times.
1.D.3. Technology: Analyze the value and the limitations of different types of models in explaining real things and processes.1.D.3.a. Explain that the kind of model to use and how complex it should be depends on its purpose and that it is possible to have different models used to represent the same thing.Quiz, Flash Cards, Worksheet, Game Meiosis
1.D.3.b. Explain, using examples that models are often used to think about processes that happen too slowly, too quickly, or on too small a scale to observe directly, or that are too vast to be changed deliberately, or that are potentially dangerous.Quiz, Flash Cards, Worksheet, Game Meiosis
1.D.3.c. Explain that models may sometimes mislead by suggesting characteristics that are not really shared with what is being modeled.Quiz, Flash Cards, Worksheet, Game Meiosis
MD.2.0.Earth/Space Science: Students will use scientific skills and processes to explain the chemical and physical interactions (i.e., natural forces and cycles, transfer of energy) of the environment, Earth, and the universe that occur over time.
Earth/Space Science: Students will use scientific skills and processes to explain the chemical and physical interactions (i.e., natural forces and cycles, transfer of energy) of the environment, Earth, and the universe that occur over time.
2.A.2. Materials and Processes That Shape A Planet: Cite evidence to demonstrate and explain that physical weathering and chemical weathering cause changes to Earth materials.2.A.2.a. Identify examples of physical weathering, such as the effect of wind, ice, etc. and describe the changes caused in each.
2.A.2.b. Describe the changes in materials caused by each of the chemical weathering processes listed: Rusting/tarnishing; Dissolving by acid rain.
2.A.2.c. Compare physical and chemical weathering and provide examples if changes caused in Earth materials or features by each of these processes.
2.A.4. Materials and Processes That Shape A Planet: Differentiate among sedimentary, igneous, and metamorphic rocks based upon the processes by which they are formed.2.A.4.a. Identify and describe the processes that form sedimentary rock: Deposition; Compaction; Cementation.Quiz, Flash Cards, Worksheet, Game Rocks
2.A.4.b. Identify and describe the processes that form igneous rocks: Volcanic eruptions; Igneous intrusions.Quiz, Flash Cards, Worksheet, Game Rocks
2.A.4.c. Identify and describe the processes that form metamorphic rocks: High Temperature; Pressure.Quiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Rocks
2.A.4.d. Cite features that can be used as evidence to distinguish among the three types of rocks and relate these features to the processes that form each rock type.Quiz, Flash Cards, Worksheet, Game Rocks
2.A.4.e. Describe the processes that change one form of rock into another (rock cycle).Quiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Rocks
2.C.1. Plate Tectonics: Recognize and describe the internal and external structure of the Earth.2.C.1.a. Recognize and describe that the Earth's mantle: Lies between the core and the crust; Is very hot; Has properties of both solids and liquid.
2.C.1.b. Recognize and describe that the Earth's core: Is at the center of the Earth; Is very hot; Is dense and metallic.
2.C.1.c. Identify and describe the Earth's crust: The solid crust consists of separate plates; The plates constantly move at a slow pace in different directions; The plates interact with one another as a result of plate motion.
2.C.2. Plate Tectonics: Recognize and explain how major geologic events are a result of the movement of Earth's crustal plates.2.C.2.a. Recognize and describe the evidence for plate movement: Shape of continents; Continuity of geologic features and fossils on the continents; Ocean rifts, seafloor spreading; Global patterns of earthquakes and volcanoes
2.C.2.b. Recognize and explain that major geologic events (earthquakes, volcanic activity, sea floor spreading) occur along crustal plate boundaries.
2.D.1. Astronomy: Recognize that objects of our solar system are interrelated.2.D.1.a. Recognize that Earth and its closest star, the sun, are part of a disk-shape galaxy of stars and that our galaxy is one of billions of galaxies.
2.D.1.b. Construct models with accurate scale that represent the position of the Earth relative to the sun and to other planets.
2.D.1.c. Identify and describe the general pattern of movement of all objects in our solar system.
2.D.1.d. Recognize that the pull of gravity causes the pattern of motion of celestial objects.
MD.3.0.Life Science: The students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time.
Life Science: The students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time.
3.D.1. Evolution: Explain that in any particular environment, the growth and survival of organisms and species depend on the physical conditions.3.D.1.b. Explain that in all environments-freshwater, marine, forest, desert, grassland, mountain, and others-organisms with similar needs may compete with one another for resources, including food, space, water, air, and shelter.
3.D.1.c. Explain that in any particular environment individual organisms with certain traits are more likely than others to survive and have offspring.
3.D.1.e. Describe ways in which changes in environmental conditions can affect the survival of individual organisms and entire species.
3.D.1.f. Describe how sediments of sand and smaller particles (sometimes containing the remains of organisms) are gradually buried and are cemented together by dissolved minerals to form solid rock; and describe that such fossils provide evidence for the long hist
3.D.1.g. Explain that the more recently deposited rock layers are likely to contain fossils resembling existing species.
3.F.1. Ecology: Give reasons supporting the fact that the number of organisms an environment can support depends on the physical conditions and resources available.3.F.1.c. Explain that within any environment organisms with similar needs may compete with one another for resources.
3.F.1.d. Cite examples to illustrate that competition is reduced when organisms use different sets of resources, such as birds in a forest eat different kinds and sizes of seeds.
MD.4.0.Chemistry: Students will use scientific skills and processes to explain the composition, structure, and interactions of matter in order to support the predictability of structure and energy transformations.
Chemistry: Students will use scientific skills and processes to explain the composition, structure, and interactions of matter in order to support the predictability of structure and energy transformations.
4.C.1. States of Matter: Provide evidence and examples illustrating that many substances can exist as a solid, liquid, or gas depending on temperature.4.C.1.a. Use evidence from investigations to describe the effect that adding heat energy to different types of matter has on the rate at which the matter changes from one state to another.
4.C.1.b. Based on data from investigations describe the effect that removing heat energy from different types of matter has on the rate at which the matter changes from one state to another.
4.C.1.c. Analyze data gathered and formulate a conclusion on the effects of temperature change on most substances.
4.D.1. Physical and Chemical Changes: Cite evidence to support the fact that some substances can be separated into the original substances from which they were made.4.D.1.a. Investigate and identify ways to describe and classify mixtures using the observable and measurable properties of their components: Magnetism; Boiling Point; Solubility in water.
4.D.1.c. Use data gathered to provide a reasonable explanation for the idea that the mass of a mixture is equal to the sum of the masses of its components.
MD.5.0.Physics: Students will use scientific skills and processes to explain the interactions of matter and energy and the energy transformations that occur
Physics: Students will use scientific skills and processes to explain the interactions of matter and energy and the energy transformations that occur
5.C.2. Electricity and Magnetism: Cite evidence supporting that electrical energy can be produced from a variety of energy sources and can itself be transformed into almost any other form of energy.5.C.2.a. Research and identify various energy sources and the energy transforming devices used to produce electrical energy: Wind (generators, wind mills); Sun (solar cells); Water (turbines); Fossil fuels (engines).
5.C.2.b. Cite examples that demonstrate the transformation of electrical energy into other forms of energy.
5.C.2.c. Investigate and describe that some materials allow the quick, convenient, and safe transfer of electricity (conductors), while others prevent the transfer of electricity (insulators).
5.C.2.d. Identify and describe the energy transformations in simple electric circuits.
5.C.3. Electricity and Magnetism: Identify and describe magnetic fields and their relationship to electric current.5.C.3.a. Investigate and describe the magnetic fields surrounding various types of magnets using materials, such as iron filings and small compasses: A single bar magnet; Two bar magnets with like poles facing; Two bar magnets with opposite poles facing; A horsesh
5.C.3.c. Describe how the electromagnet demonstrates the relationship of magnetism and electricity and identify common devices that demonstrate application of this relationship: Electric motors (fans, hair dryers, can openers); Electrical generators (turbine).
5.D.1. Wave Interactions: Identify and describe the relationships among the various properties of waves.5.D.1.a. Cite examples to show that waves transfer energy from one place to another: Light; Sound; Earthquake waves.Quiz, Flash Cards, Worksheet, Game Sound
5.D.1.b. Measure and describe the wavelength, frequency, and amplitude of waves using: Water; Ropes; Springs.Quiz, Flash Cards, Worksheet, Game Sound
5.D.1.c. Measure and describe the relationship between the frequency and the wavelength of a wave.Quiz, Flash Cards, Worksheet, Game Sound
5.D.2. Wave Interactions: Provide evidence to demonstrate the relationship among the properties of waves using sound.5.D.2.a. Investigate and describe that the pitch of sounds can be varied by changing the rate of vibration.Quiz, Flash Cards, Worksheet, Game Sound
5.D.2.b. Identify and describe the relationship among frequency, wavelength, and pitch.Quiz, Flash Cards, Worksheet, Game Sound
5.D.2.c. Observe and describe the relationship between amplitude and loudness.Quiz, Flash Cards, Worksheet, Game Sound
5.D.2.d. Cite evidence that sound waves transfer energy using observation of sympathetic tuning forks, tuned guitar strings, etc.Quiz, Flash Cards, Worksheet, Game Sound
5.D.3. Wave Interactions: Investigate and cite the rules that govern behaviors of light.5.D.3.b. Cite evidence from observations and research to support the fact that something can be 'seen' when light waves emitted or reflected by it enter the eye.
5.D.3.c. Based on observations predict the change in the direction (refraction) of light as it travels from one material to another.
5.D.3.d. Cite evidence that the amount of light energy absorbed or reflected depends on the color of the object illuminated.
MD.6.0.Environmental Science: Students will use scientific skills and processes to explain the interactions of environmental factors (living and non-living) and analyze their impact from a local to a global perspective.
Environmental Science: Students will use scientific skills and processes to explain the interactions of environmental factors (living and non-living) and analyze their impact from a local to a global perspective.
6.A.1. Natural Resources and Human Needs: Recognize and compare how different parts of the world have varying amounts and types of natural resources and how the use of those resources impacts environmental quality.6.A.1.a. Identify and describe natural resources as: Land; Fossil Fuels; Forests; Water; Wind; Minerals; Wildlife.Quiz, Flash Cards, Worksheet, Game Minerals
6.A.1.b. Identify and describe the distribution of natural resources around the Earth
6.A.1.c. Identify and describe how the natural change processes may be affected by human activities: Agriculture; Beach Preservation; Mining; Development/construction; Stream/river alteration.Quiz, Flash Cards, Worksheet, Game Minerals
6.A.1.d. Identify and describe problems associated with obtaining, using, and distributing natural resources.Quiz, Flash Cards, Worksheet, Game Minerals
6.A.1.e. Identify possible solutions to problems associated with obtaining, using, and distributing natural resources.Quiz, Flash Cards, Worksheet, Game Minerals
6.B.1. Environmental Issues: Recognize and explain that human-caused changes have consequences for Maryland's environment as well as for other places and future times.6.B.1.a. Identify and describe a range of local issues that have an impact on people in other places.
6.B.1.c. Identify and describe that ecosystems can be impacted by human activities: Protection of the Chesapeake Bay watershed; Resource acquisition and use; Land use decisions (agriculture, mining, and development); Recycling; Use and disposal of toxic substancesQuiz, Flash Cards, Worksheet, Game Minerals
MD.RST.Reading Standards for Literacy in Science and Technical Subjects
Reading Standards for Literacy in Science and Technical Subjects
Craft and StructureRST4.CCR. Anchor Standard: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.RST.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 grade 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 IdeasRST7.CCR. Anchor Standard: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.RST.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
RST9.CCR. Anchor Standard: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.RST.6-8.9. Compare and contrast science and technical information gained from experiments, simulations, video or multimedia sources with that gained from reading a text on the same topic.
MD.WHST.Writing Standards for Literacy in Science and Technical Subjects
Writing Standards for Literacy in Science and Technical Subjects
Text Types and PurposesWHST1.CCR. Anchor Standard: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.WHST.6-8.1. Write arguments focused on discipline-specific content.WHST.6-8.1e. Provide a concluding statement or section that follows from and supports the argument presented.Quiz, Flash Cards, Worksheet, Game Sound
WHST2.CCR. Anchor Standard: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.WHST.6-8.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.WHST.6-8.2a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings) graphics (e.g., charts, tables) and multimedia when useful to aiding comprehension.
WHST.6-8.2b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
WHST.6-8.2c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
WHST.6-8.2d. 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.6-8.2f. 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 WritingWHST4.CCR. Anchor Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.WHST.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