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NH.CC.RST.6-8.Reading Standards for Literacy in Science and Technical Subjects
Reading Standards for Literacy in Science and Technical Subjects
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.
NH.CC.WHST.6-8.Writing Standards for Literacy in Science and Technical Subjects
Writing Standards for Literacy in Science and Technical Subjects
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 usefu
WHST.6-8.2(b) Develop the topic with relevant, well-chosen 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
NH.ESS1.Earth Space Science: The Earth and Earth materials, as we know them today, have developed over long periods of time, through constant change processes.
Earth Space Science: The Earth and Earth materials, as we know them today, have developed over long periods of time, through constant change processes.
S:ESS1:8:1.1. Atmosphere, Climate, and Weather: Students will identify and describe the processes of the water cycle and explain their effects on climatic patterns.
S:ESS1:8:1.2. Atmosphere, Climate, and Weather: Students will Identify and describe the impact certain factors have on the Earth's climate, including changes in the oceans' temperature, changes in the composition of the atmosphere, and geological shifts due to events s
S:ESS1:8:2.1. Composition and Features: Students will describe the layers of the Earth, including the core, mantle, lithosphere, hydrosphere, and atmosphere.
S:ESS1:8:2.2. Composition and Features: Students will describe use geological evidence provided to support the idea that Earth's crust/lithosphere is composed of plates that move.
S:ESS1:8:3.1. Fossils: Students will explain how fossils found in sedimentary rock can be used to support the theories of Earth's evolution over geologic time; and describe how the folding, breaking, and uplifting of the layers affects the evidence.
S:ESS1:8:4.1. Observation of the Earth from Space: Students will describe how catastrophic changes that have taken place on the Earth's surface can be revealed by satellite images.
S:ESS1:8:5.1. Processes and Rates of Change: Students will explain that the Earth's crust is divided into plates which move at extremely slow rates in response to movements in the mantle.
S:ESS1:8:5.2. Processes and Rates of Change: Students will explain how Earth events, abruptly and over time, can bring about changes on Earth's surface (e.g., landforms, ocean floor, rock features, climate).
S:ESS1:8:5.3. Processes and Rates of Change: Students will explain the role of differential heating or convection in ocean currents, winds, weather and weather patterns, atmosphere, or climate.
S:ESS1:8:6.1. Rock Cycle: Students will describe the processes of the rock cycle.Quiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Rocks
S:ESS1:8:6.2. Rock Cycle: Students will explain that sedimentary, igneous, and metamorphic rocks contain evidence of the minerals, temperatures, and forces that created them.Quiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Rocks
S:ESS1:8:6.3. Rock Cycle: Students will explain how sediments of sand and smaller particles, which may contain the remains of organisms, are gradually buried and cemented together by dissolved minerals to form solid rock.Quiz, Flash Cards, Worksheet, Game Rocks
S:ESS1:8:6.4. Rock Cycle: Students will, using data about a rock's physical characteristics, make and support an inference about the rock's history and connection to the rock cycle.Quiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Rocks
S:ESS1:8:7.1. Water: Students will describe how water flows into and through a watershed, falling on the land, collecting in rivers and lakes, soil, and porous layers of rock, until much of it flows back into the ocean.
S:ESS1:8:7.2. Water: Students will identify the physical and chemical properties that make water an essential component of the Earth's system.
S:ESS1:8:7.3. Water: Students will explain the processes that cause cycling of water into and out of the atmosphere and their connections to our planet's weather patterns.
NH.ESS2.Earth Space Science: The Earth is part of a solar system, made up of distinct parts, which have temporal and spatial interrelationships.
Earth Space Science: The Earth is part of a solar system, made up of distinct parts, which have temporal and spatial interrelationships.
S:ESS2:8:1.1. Earth, Sun, and Moon: Students will identify the characteristics of the Sun and its position in the universe.
S:ESS2:8:1.2. Earth, Sun, and Moon: Students will identify recognize and describe how the regular and predictable motions of the Earth and Moon account for phenomena, such as the phases of the Moon and eclipses.
S:ESS2:8:1.3. Earth, Sun, and Moon: Students will identify recognize the relationships between the tides and the phases of the moon; and use tide charts and NOAA information to describe them.
S:ESS2:8:1.4. Earth, Sun, and Moon: Students will identify explain the temporal or positional relationships between or among the Earth, Sun and Moon (e.g., night/day, seasons, year, tide).
S:ESS2:8:2.1. Energy: Students will describe the Sun as the principle energy source for phenomena on the Earth's surface.
S:ESS2:8:3.1. Solar System: Students will identify the characteristics and movement patterns of the planets in our Solar System and differentiate between them.
S:ESS2:8:3.2. Solar System: Students will explain the effects of gravitational force on the planets and their moons.
S:ESS2:8:3.3. Solar System: Students will explain why Earth and our Solar System appear to be somewhat unique, while acknowledging recent evidence that suggests similar systems exist in the universe.
S:ESS2:8:3.4. Solar System: Students will compare and contrast planets based on data provided about size, composition, location, orbital movement, atmosphere, or surface features (includes moons).
S:ESS2:8:3.5. Solar System: Students will explain how gravitational force affects objects in the Solar System (e.g., moons, tides, orbits, satellites).
S:ESS2:8:4.1. View from Earth: Students will explain how technological advances have allowed scientists to re-evaluate or extend existing ideas about the Solar System.
NH.ESS3.Earth Space Science: The origin and evolution of galaxies and the universe demonstrate fundamental principles of physical science across vast distances and time.
Earth Space Science: The origin and evolution of galaxies and the universe demonstrate fundamental principles of physical science across vast distances and time.
S:ESS3:8:1.1. Size and Scale: Students will define an astronomical unit as the distance from the Earth to the Sun.
S:ESS3:8:1.2. Size and Scale: Students will explain that special units of measure, such as light years and astronomical units, are used to calculate distances in space.
S:ESS3:8:2.1. Stars and Galaxies: Students will describe objects such as asteroids, comets and meteors in terms of their characteristics and movement patterns.
S:ESS3:8:3.1. Universe: Students will describe the universe as being comprised of billions of galaxies, each containing many billions of stars; and explain that there are vast distances separating these galaxies and stars from one another and from the Earth.
NH.ESS4.Earth Space Science: The growth of scientific knowledge in Earth Space Science has been advanced through the development of technology and is used (alone or in combination with other sciences) to identify, understand and solve local and global issues.
Earth Space Science: The growth of scientific knowledge in Earth Space Science has been advanced through the development of technology and is used (alone or in combination with other sciences) to identify, understand and solve local and global issues.
S:ESS4:8:1.1. Design Technology: Students will describe ways in which technology has increased our understanding of the world in which we live.Quiz, Flash Cards, Worksheet, Game Sound
S:ESS4:8:1.2. Design Technology: Students will recognize the importance of technology as it relates to science, for purposes such as: access to space and other remote locations, sample collection and treatment, measurement, data collection, and storage, computation, an
S:ESS4:8:2.1. Tools: Students will calculate temperature in degrees Celsius.
S:ESS4:8:2.3. Tools: Students will describe how man uses land-based light telescopes, radio telescopes, satellites, manned exploration, probes and robots to collect data.
S:ESS4:8:3.1. Local and Global Environmental Issues: Students will provide examples of how creative thinking and economic need has shaped the way people use natural materials, such as the use of metal ores, petroleum, and fresh water.Quiz, Flash Cards, Worksheet, Game Minerals
S:ESS4:8:3.2. Local and Global Environmental Issues: Students will explain how to test natural materials to measure and compare their properties.Quiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Rocks
S:ESS4:8:3.3. Local and Global Environmental Issues: Students will explain how technologies can reduce the environmental impact of natural disasters.
S:ESS4:8:3.4. Local and Global Environmental Issues: Students will identify the potential impact of converting forested land to uses such as farms, homes, factories, or tourist attractions.
NH.LS1.Life Science: All living organisms have identifiable structures and characteristics that allow for survival (organisms, populations, and species).
Life Science: All living organisms have identifiable structures and characteristics that allow for survival (organisms, populations, and species).
S:LS1:8:1.1. Classification: Students will recognize that similarities among organisms are found in anatomical features and patterns of development; and explain how these can be used to infer the degree of relatedness among organisms.Quiz, Flash Cards, Worksheet, Game Sound
S:LS1:8:1.2. Classification: Students will describe or compare how different organisms have mechanisms that work in a coordinated way to obtain energy, grow, move, respond, provide defense, enable reproduction, or maintain internal balance (e.g., cells, tissues, organ
S:LS1:8:2.1. Living Things and Organization: Students will identify the functions of the human body's systems, including digestion, respiration, reproduction, circulation, excretion, movement, control and coordination and protection from disease; and describe how they
S:LS1:8:2.2. Living Things and Organization: Students define a population and describe the factors that can affect it.
S:LS1:8:2.3. Living Things and Organization: Students explain why it is beneficial for an organism to be able to regulate its internal environment while living in a constantly changing external environment.
S:LS1:8:2.4. Living Things and Organization: Students explain relationships between or among the structure and function of the cells, tissues, organs, and organ systems in an organism.Quiz, Flash Cards, Worksheet, Game Cells
S:LS1:8:2.5. Living Things and Organization: Students using data and observations about the biodiversity of an ecosystem, make predictions or draw conclusions about how the diversity contributes to the stability of the ecosystem.
S:LS1:8:3.1. Reproduction: Students will differentiate between asexual and sexual reproduction, and explain that in some kinds of organisms, all the genes come from one parent, while in organisms requiring two sexes to reproduce, typically half the genes come from eac
S:LS1:8:3.3. Reproduction: Students will explain that in sexual reproduction, a single specialized cell from a female merges with a specialized cell from a male in a process called fertilization.Quiz, Flash Cards, Worksheet, Game Meiosis
S:LS1:8:3.4. Reproduction: Students will explain that the fertilized egg cell, carrying genetic information from each parent, multiplies to form the complete organism.
S:LS1:8:3.5. Reproduction: Students will explain how the basic tissues of an embryo form.
S:LS1:8:3.6. Reproduction: Students will compare and contrast sexual reproduction with asexual reproduction.
S:LS1:8:3.7. Reproduction: Students will using data provided, select evidence that supports the concept that genetic information is passed on from both parents to offspring.Quiz, Flash Cards, Worksheet, Game Meiosis Quiz, Flash Cards, Worksheet, Game Mitosis
NH.LS2.Life Science: Energy flows and matter recycles through an ecosystem.
Life Science: Energy flows and matter recycles through an ecosystem.
S:LS2:8:1.1. Environment: Students will explain how changes in environmental conditions can affect the survival of individual organisms and an entire species.
S:LS2:8:1.3. Environment: Students will using data and observations, predict outcomes when abiotic/biotic factors are changed in an ecosystem.
S:LS2:8:2.1. Flow of Energy: Students will explain how food provides energy and materials for growth and repair of body parts.
S:LS2:8:2.2. Flow of Energy: Given a scenario, students will trace the flow of energy through an ecosystem, beginning with the sun, through organisms in the food web, and into the environment (includes photosynthesis and respiration).
S:LS2:8:3.1. Recycling of Materials: Students will identify autotrophs as producers who may use photosynthesis, and describe this as the basis of the food web.
S:LS2:8:3.2. Recycling of Materials: Students will explain the process of respiration and differentiate between it and photosynthesis.
S:LS2:8:3.3. Recycling of Materials: Students will know that all organisms, including humans, are part of, and depend on, two main interconnected global food webs: one which includes microscopic ocean plants, and the other which includes land plants.
S:LS2:8:3.4. Recycling of Materials: Students will describe how matter is recycled within ecosystems and explain that the total amount of matter remains the same, though its form and location change.
S:LS2:8:3.5. Recycling of Materials: Students will identify carbon, hydrogen, oxygen, nitrogen and phosphorus as common elements of living matter.
S:LS2:8:3.6. Recycling of Materials: Given an ecosystem, students will trace how matter cycles among and between organisms and the physical environment (includes water, oxygen, food web, decomposition and recycling, but not carbon cycle nor nitrogen cycle).
NH.LS3.Life Science: Groups of organisms show evidence of change over time (e.g. evolution, natural selection, structures, behaviors, and biochemistry).
Life Science: Groups of organisms show evidence of change over time (e.g. evolution, natural selection, structures, behaviors, and biochemistry).
S:LS3:8:1.1. Change: Students will describe the type of impact certain environmental changes, including deforestation, invasive species, increased erosion, and pollution containing toxic substances, could have on local environments.
S:LS3:8:2.2. Evolution: Students will explain the concept of extinction and describes its importance in biological evolution.
S:LS3:8:2.3. Evolution: Students will use a model, classification system, or dichotomous key to illustrate, compare, or interpret possible relationships among groups of organisms (e.g., internal and external structures, anatomical features).
S:LS3:8:3.1. Natural Selection: Students will recognize that hereditary information is contained in genes, which are located in the chromosomes of each cell; and explain that inherited traits can be determined by either one or many genes, and that a single gene can inQuiz, Flash Cards, Worksheet, Game Mitosis
S:LS3:8:3.3. Natural Selection: Students explain how individual organisms with certain traits are more likely than others to survive and have offspring.
S:LS3:8:3.4. Natural Selection: Students recognize that humans are able to control some characteristics of plants and animals through selective breeding; and explain how this results in small differences between the parents and offspring, which can accumulate in succe
S:LS3:8:3.5. Natural Selection: Students cite examples supporting the concept that certain traits of organisms may provide a survival advantage in a specific environment and therefore, an increased likelihood to produce offspring.
NH.LS4.Life Science: Humans are similar to other species in many ways, and yet are unique among Earth's life forms.
Life Science: Humans are similar to other species in many ways, and yet are unique among Earth's life forms.
S:LS4:8:1.1. Behavior: Students will recognize that unlike human beings, behavior in insects and many other species is determined almost entirely by biological inheritance.
S:LS4:8:1.2. Behavior: Students will explain that organism's behavioral response is a reaction to internal or and environmental stimuli, and that these responses may be determined by heredity or from past experience.
S:LS4:8:2.1. Disease: Students will recognize that disease in organisms can be caused by intrinsic failures of the system or infection from other organisms.
S:LS4:8:2.2. Disease: Students will recognize describe how viruses, bacteria, fungi, and parasites may affect the human body and provide examples of how they can interfere with normal body function.
S:LS4:8:2.3. Disease: Students will recognize describe the function of white blood cells and explain how they support the body's defense system.
S:LS4:8:2.4. Disease: Students will recognize use data and observations to support the concept that environmental or biological factors affect human body systems (biotic and abiotic).
S:LS4:8:3.2. Human Identity: Students will recognize that an organism can be described in terms of a combination of traits; and differentiate between inherited traits and those that result from interactions with the environment.
S:LS4:8:3.3. Human Identity: Students will describe the major changes that occur over time in human development from single cell through embryonic development to new born (i.e., group of cells during the first trimester, organs form during the second, organs mature du
S:LS4:8:3.4. Human Identity: Students will using data provided, select evidence that supports the concept that genetic information is passed on from both parents to offspring.Quiz, Flash Cards, Worksheet, Game Meiosis
NH.LS5.Life Science: The growth of scientific knowledge in Life Science has been advanced through the development of technology and is used (alone or in combination with other sciences) to identify, understand and solve local and global issues.
Life Science: The growth of scientific knowledge in Life Science has been advanced through the development of technology and is used (alone or in combination with other sciences) to identify, understand and solve local and global issues.
S:LS5:8:1.1. Design Technology: Students will explain how technology has influenced the course of history, and provide examples such as those that relate to agriculture, sanitation and medicine.
S:LS5:8:2.1. Tools: Students will recognize and provide examples of how technology has enhanced the study of life sciences, as in the development of advanced diagnosing equipment improving medicine.Quiz, Flash Cards, Worksheet, Game Sound
S:LS5:8:3.3. Social Issues (Local And Global): Medical Technology and Biotechnology: Students will describe ways biotechnology helps humans, including improved health and medicine.
NH.PS1.Physical Science: All living and nonliving things are composed of matter having characteristic properties that distinguish one substance from another (independent of size/amount of substance).
Physical Science: All living and nonliving things are composed of matter having characteristic properties that distinguish one substance from another (independent of size/amount of substance).
S:PS1:8:1.1. Composition: Students will explain that atoms often combine to form a molecule or formula unit (crystal).
S:PS1:8:1.2. Composition: Students will recognize that elements can combine in a variety of ways to form compounds.
S:PS1:8:1.3. Composition: Students will differentiate between an atom and an molecule.
S:PS1:8:1.4. Composition: Students will differentiate between a mixture and a pure substance.
S:PS1:8:1.6. Composition: Students will collect data or use data provided to infer or predict that the total amount of mass in a closed system stays the same, regardless of how substances interact (conservation of matter).
S:PS1:8:1.7. Composition: Given graphic or written information, students will classify matter as atom/molecule or element/compound (not the structure of an atom).
S:PS1:8:2.1. Properties: Students will differentiate between volume and mass and define density.
S:PS1:8:2.3. Properties: Students will identify a molecule as the smallest part of a substance that retains its properties.
S:PS1:8:2.5. Properties: Given data about characteristic properties of matter (e.g., melting and boiling points, density, solubility), students will identify, compare, or classify different substances.Quiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Rocks
S:PS1:8:2.6. Properties: Students will represent or explain the relationship between or among energy, molecular motion, temperature, and states of matter.
NH.PS2.Physical Science: Energy is necessary for change to occur in matter. Energy can be stored, transferred and transformed, but cannot be destroyed.
Physical Science: Energy is necessary for change to occur in matter. Energy can be stored, transferred and transformed, but cannot be destroyed.
S:PS2:8:1.1. Change: Students will explain how substances react chemically with other substances to form new substances, known as compounds, and that in such recombinations, the properties of the new substances may be very different from those of the old.
S:PS2:8:1.2. Change: Students will identify factors that affect reaction rates, such as temperature, concentration and surface area; and explain that dissolving substances in liquids often accelerates reaction rates.
S:PS2:8:1.4. Change: Students will explain that states of matter depend on the arrangement of the molecules and their motion.
S:PS2:8:1.5. Change: Given a real-world example, students will show that within a system, energy transforms from one form to another (i.e., chemical, heat, electrical, gravitational, light, sound, mechanical).
S:PS2:8:2.1. Conservation: Students will explain the law of conservation of energy.
S:PS2:8:2.2. Conservation: Students will collect data or use data provided to infer or predict that the total amount of mass in a closed system stays the same, regardless of how substances interact (conservation of matter).
S:PS2:8:3.1. Energy: Students will differentiate between kinetic energy, which is the energy of motion and potential energy, which depends on relative position.
S:PS2:8:3.2. Energy: Students will recognize the Sun is a major energy source for the Earth, and describes how it affects the planet's surface.
S:PS2:8:3.3. Energy: Students will describe ways light can interact with matter, such as transmission (which includes refraction), absorption, and scattering (which includes reflection).
S:PS2:8:3.4. Energy: Students will explain that the human eye can only detect wavelengths of electromagnetic radiation within a narrow range; and explain that the differences of wavelength within that range of visible light are perceived as differences in color.
S:PS2:8:3.5. Energy: Students will recognize that most chemical and nuclear reactions involve a transfer of energy.
S:PS2:8:3.6. Energy: Students will use data to draw conclusions about how heat can be transferred (convection, conduction, radiation).
NH.PS3.Physical Science: The motion of an object is affected by force.
Physical Science: The motion of an object is affected by force.
S:PS3:8:1.2. Forces: Students will recognize the general concepts related to gravitational force.
S:PS3:8:1.3. Forces: Students will use data to determine or predict the overall (net) effect of multiple forces (e.g., friction, gravitational, magnetic) on the position, speed, and direction of motion of objects.
S:PS3:8:2.1. Motion: Students will explain that an object in motion that is unaffected by a force will continue to move at a constant speed and in a straight line.
S:PS3:8:2.2. Motion: Students will explain how the motion of an object can be described by its position, direction of motion, and speed; and illustrate how that motion can be measured and represented graphically.
NH.PS4.Physical Science: The growth of scientific knowledge in Physical Science has been advanced through the development of technology and is used (alone or in combination with other sciences) to identify, understand and solve local and global issues.
Physical Science: The growth of scientific knowledge in Physical Science has been advanced through the development of technology and is used (alone or in combination with other sciences) to identify, understand and solve local and global issues.
S:PS4:8:2.1. Tools: Students will demonstrate appropriate use of tools, such as rulers, calculators, balances, and graduated cylinders to measure and calculate volume and mass.
S:PS4:8:3.1. Social Issues (Local and Global): Energy, Power, and Transportation Manufacturing: Students will explain how humans use natural resources, such as flowing water and burning of coal, oil, or natural gas to generate electrical energy in power plants.
S:PS4:8:3.2. Social Issues (Local and Global): Energy, Power, and Transportation Manufacturing: Students will describe how natural resources, such as coal, oil and natural gas are tapped for use in power plants, and how alternative sources, such as solar, wind, water,
NH.SPS1.Science Process Skills: Scientific Inquiry and Critical Thinking Skills
Science Process Skills: Scientific Inquiry and Critical Thinking Skills
S:SPS1:8:1.1. Making Observations and Asking Questions: Students will apply skills from previous grades and use appropriate tools to accurately collect and record both qualitative and quantitative data gathered through observations (e.g., temperature probes, electronicQuiz, Flash Cards, Worksheet, Game Cells
S:SPS1:8:1.3. Making Observations and Asking Questions: Students will apply skills from previous grades and investigate similarities and differences noted when making observations.Quiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Sound
S:SPS1:8:1.4. Making Observations and Asking Questions: Students will apply skills from previous grades and construct and use a dichotomous key to classify a given set of objects or organisms.
S:SPS1:8:1.5. Making Observations and Asking Questions: Students will apply skills from previous grades and evaluate methods of classification for a specific purpose.Quiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Rocks
S:SPS1:8:1.7. Making Observations and Asking Questions: Students will apply skills from previous grades and ask questions about relationships between and among observable variables.Quiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Rocks Quiz, Flash Cards, Worksheet, Game Sound
S:SPS1:8:2.1. Designing Scientific Investigations: Students will apply skills from previous grades and identify the manipulated, responding and controlled variables in an experiment.
S:SPS1:8:3.1. Conducting Scientific Investigations: Students will apply skills from previous grades and use appropriate laboratory techniques to carry out student- or teacher-developed procedures or experiments.
S:SPS1:8:3.2. Conducting Scientific Investigations: Students will apply skills from previous grades and use appropriate tools to gather data as part of an investigation (e.g., ruler, meter stick, thermometer, spring scale, graduated cylinder, calipers, balance, probes,Quiz, Flash Cards, Worksheet, Game Cells
S:SPS1:8:3.3. Conducting Scientific Investigations: Students will apply skills from previous grades and follow the teacher's instructions in performing experiments, following all appropriate safety rules and procedures.
S:SPS1:8:4.1. Representing and Understanding Results of Investigations: Students will apply skills from previous grades and use appropriate tools (including computer hardware and software) to collect, organize, represent, analyze and explain data.
S:SPS1:8:4.3. Representing and Understanding Results of Investigations: Students will apply skills from previous grades and Draw appropriate conclusions regarding the scientific question under investigation, based on the data collected.Quiz, Flash Cards, Worksheet, Game Sound
S:SPS1:8:5.1. Evaluating Scientific Explanations: Students will apply skills from previous grades and determine if the results of an experiment support or refute the scientific idea tested.Quiz, Flash Cards, Worksheet, Game Sound
S:SPS1:8:5.3. Evaluating Scientific Explanations: Students will apply skills from previous grades and determine what additional information would be helpful in answering the scientific question.Quiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Rocks Quiz, Flash Cards, Worksheet, Game Sound
NH.SPS2.Science Process Skills: Unifying Concepts of Science
Science Process Skills: Unifying Concepts of Science
S:SPS2:8:1.2. Nature of Science: Students will apply skills from previous grades and Realize that when similar investigations give different results, the scientific challenge is to judge whether the differences are trivial or significant, and this often requires more iQuiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Rocks Quiz, Flash Cards, Worksheet, Game Sound
S:SPS2:8:1.3. Nature of Science: Students will apply skills from previous grades and Realize that knowledge, based on science, is subject to modification as new information challenges prevailing theories and as a new theory leads to looking at old observations in a new
S:SPS2:8:1.4. Nature of Science: Students will apply skills from previous grades and Provide examples that show how some scientific knowledge is very old and yet is still applicable today.
S:SPS2:8:1.5. Nature of Science: Students will apply skills from previous grades and Recognize that some matters cannot be examined usefully in a scientific way, such as those matters that by their nature cannot be tested objectively and those that are essentially matt
S:SPS2:8:2.4. Systems and Energy: Students will apply skills from previous grades and explain that when energy is transformed or converted from one type to another, there is no net loss of energy.
S:SPS2:8:2.5. Systems and Energy: Students will describe how objects and substances can store energy (e.g., a battery, food, gasoline).
S:SPS2:8:3.2. Models and Scale: Students will apply skills from previous grades and know that different models can be used to represent the same thing; what kind of model is used and how complex it should be depends on its purpose; and the usefulness of a model is one Quiz, Flash Cards, Worksheet, Game Meiosis
S:SPS2:8:3.3. Models and Scale: Students will apply skills from previous grades and discover how properties of systems that depend on volume, such as capacity and weight change, change out of proportion to properties that depend on area, such as strength or surface pro
S:SPS2:8:4.1. Patterns of Change: Students will apply skills from previous grades and analyze how physical and biological systems tend to change until they become stable and then stay that way unless their surroundings change.
S:SPS2:8:4.2. Patterns of Change: Students will apply skills from previous grades and recognize how many systems contain feedback mechanisms that serve to keep changes within specified limits.
S:SPS2:8:4.3. Patterns of Change: Students will apply skills from previous grades and realize that symbolic equations can be used to summarize how the quantity of something changes over time or in response to other changes.
S:SPS2:8:4.4. Patterns of Change: Students will apply skills from previous grades and explain how symmetry (or the lack of it) may determine properties of many objects, from molecules and crystals to organisms and designed structures.Quiz, Flash Cards, Worksheet, Game Minerals
S:SPS2:8:4.5. Patterns of Change: Students will apply skills from previous grades and realize that cycles, such as the seasons or body temperature, can be described by their cycle length or frequency, what their highest and lowest values are, and when those values occu
S:SPS2:8:5.1. Form and Function: Students will apply skills from previous grades and describe the relationship between structure and function of organ systems in plants and animals.
S:SPS2:8:5.2. Form and Function: Students will apply skills from previous grades and describe the structure and function of various organ systems (i.e., digestion, respiration, circulation, nervous, protection and support) and how these systems contribute to homeostasi
S:SPS2:8:5.3. Form and Function: Students will apply skills from previous grades and compare the structure and function of organ systems in one organism to the structure and function in another organism.
NH.SPS3.Science Process Skills: Personal, Social, and Technological Perspectives
Science Process Skills: Personal, Social, and Technological Perspectives
S:SPS3:8:1.4. Collaboration in Scientific Endeavors: Students will apply skills from previous grades and demonstrate an understanding of the ethics involved in scientific inquiry.
S:SPS3:8:2.1. Common Environmental Issues, Natural Resources Management and Conservation: Students will apply skills from previous grades and locate and collect reliable information about the environment and environmental topics using a variety of methods and sources.Quiz, Flash Cards, Worksheet, Game Minerals
S:SPS3:8:2.4. Common Environmental Issues, Natural Resources Management and Conservation: Students will apply skills from previous grades and synthesize observations and findings into coherent explanations about natural resources and the environment.
NH.SPS4.Science Process Skills: Science Skills for Information, Communication and Media Literacy
Science Process Skills: Science Skills for Information, Communication and Media Literacy
S:SPS4:8:1.2. Information and Media Literacy: Students will apply skills from previous grades and collect real-time observations and data, synthesizing and building upon existing information (e.g., online databases, NOAA, EPA, USGS) to solve problems.Quiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Sound
S:SPS4:8:1.3. Information and Media Literacy: Students will apply skills from previous grades and use appropriate tools to analyze and synthesize information (e.g., diagrams, flow charts, frequency tables, bar graphs, line graphs, stem-and-leaf plots) to draw conclusioQuiz, Flash Cards, Worksheet, Game Cells
S:SPS4:8:3.1. Critical Thinking and Systems Thinking: Students will apply skills from previous grades and execute steps of scientific inquiry to engage in the problem-solving and decision making processes.
S:SPS4:8:3.3. Critical Thinking and Systems Thinking: Students will apply skills from previous grades and make sketches, graphs, and diagrams to explain ideas and to demonstrate the interconnections between systems.Quiz, Flash Cards, Worksheet, Game Cells
S:SPS4:8:4.2. Problem Identification, Formulation, and Solution: Students will apply skills from previous grades and use evidence collected from observations or other sources and use them to create models and explanations.Quiz, Flash Cards, Worksheet, Game Meiosis
S:SPS4:8:6.2. Interpersonal and Collaborative Skills: Students will apply skills from previous grades and plan and develop team science projects.
S:SPS4:8:8.1. Accountability and Adaptability: Students will apply skills from previous grades and develop and execute a plan to collect and record accurate and complete data from various sources to solve a problem or answer a question; and gather and critically analyzQuiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Rocks Quiz, Flash Cards, Worksheet, Game Sound
S:SPS4:8:8.2. Accountability and Adaptability: Students will apply skills from previous grades and participate in science competitions, where students are responsible for creating a product or participating in an event.