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NY.6-8.RST.Reading Standards for Literacy in Science and Technical Subjects
Reading Standards for Literacy in Science and Technical Subjects
Integration of Knowledge and Ideas6-8.RST.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
6-8.RST.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.
Craft and Structure6-8.RST.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
NY.6-8.WHST.Writing Standards for Literacy in Science and Technical Subjects
Writing Standards for Literacy in Science and Technical Subjects
Production and Distribution of Writing6-8.WHST.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
Text Types and Purposes6-8.WHST.1. Write arguments focused on discipline-specific content.6-8.WHST.1.e. Provide a concluding statement or section that follows from and supports the argument presented.Quiz, Flash Cards, Worksheet, Game Sound
6-8.WHST.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.6-8.WHST.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
6-8.WHST.2.b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
6-8.WHST.2.c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
6-8.WHST.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
6-8.WHST.2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented.Quiz, Flash Cards, Worksheet, Game Sound
NY.MS.1.Structure and Properties of Matter
Structure and Properties of Matter
Students who demonstrate understanding can:MS-PS1-1. Develop models to describe the atomic composition of simple molecules and extended structures.
MS-PS1-4. Develop a model that predicts and describes changes in particle motion, temperature, and phase (state) of a substance when thermal energy is added or removed.
MS-PS1-7. Use evidence to illustrate that density is a property that can be used to identify samples of matter.Quiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Rocks
MS-PS1-8. Plan and conduct an investigation to demonstrate that mixtures are combinations of substances.
NY.MS.10.Natural Selection and Adaptations
Natural Selection and Adaptations
Students who demonstrate understanding can:MS-LS4-4. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment.
MS-LS4-6. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
NY.MS.11.Space Systems
Students who demonstrate understanding can:MS-ESS1-1. Develop and use a model of the Earth-Sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the Sun and moon, and seasons.
MS-ESS1-2. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.
MS-ESS1-3. Analyze and interpret data to determine scale properties of objects in the solar system.
NY.MS.12.History of Earth
Students who demonstrate understanding can:MS-ESS1-4. Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth’s 4.6-billion-year-old history.
MS-ESS2-2. Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying temporal and spatial scales.
MS-ESS2-3. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
NY.MS.13.Earth’s Systems
Students who demonstrate understanding can:MS-ESS2-1. Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.
MS-ESS2-4. Develop a model to describe the cycling of water through Earth’s systems driven by energy from the Sun and the force of gravity.
MS-ESS3-1. Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geologic processes.
NY.MS.14.Weather and Climate
Students who demonstrate understanding can:MS-ESS2-5. Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions.
MS-ESS2-6. Develop and use a model to describe how unequal heating and rotation of Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.
MS-ESS3-5. Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
NY.MS.15.Human Impacts
Students who demonstrate understanding can:MS-ESS3-2. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
MS-ESS3-4. Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.Quiz, Flash Cards, Worksheet, Game Minerals
NY.MS.2.Chemical Reactions
Students who demonstrate understanding can:MS-PS1-2. Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
MS-PS1-5. Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.
MS-PS1-6. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy during a chemical and/or physical process.
NY.MS.3.Forces and Interactions
Students who demonstrate understanding can:MS-PS2-2. Plan and conduct an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.
MS-PS2-3. Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.
MS-PS2-5. Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.
NY.MS.4.Energy
Students who demonstrate understanding can:MS-PS3-1. Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.
MS-PS3-3. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.
MS-PS3-4. Plan and conduct an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the temperature of the sample of matter.
MS-PS3-5. Construct, use, and present an argument to support the claim that when work is done on or by a system, the energy of the system changes as energy is transferred to or from the system.
MS-PS3-6. Make observations to provide evidence that energy can be transferred by electric currents.
NY.MS.5.Waves and Electromagnetic Radiation
Waves and Electromagnetic Radiation
Students who demonstrate understanding can:MS-PS4-1. Develop a model and use mathematical representations to describe waves that includes frequency, wavelength, and how the amplitude of a wave is related to the energy in a wave.Quiz, Flash Cards, Worksheet, Game Sound
MS-PS4-2. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.Quiz, Flash Cards, Worksheet, Game Sound
MS-PS4-3. Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals.
NY.MS.6.Structure, Function, and Information Processing
Structure, Function, and Information Processing
Students who demonstrate understanding can:MS-LS1-1. Plan and conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.Quiz, Flash Cards, Worksheet, Game Cells
MS-LS1-2. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Mitosis
MS-LS1-3. Construct an explanation supported by evidence for how the body is composed of interacting systems consisting of cells, tissues, and organs working together to maintain homeostasis.Quiz, Flash Cards, Worksheet, Game Cells
MS-LS1-8. Gather and synthesize information that sensory receptors respond to stimuli, resulting in immediate behavior and/or storage as memories.
NY.MS.7.Matter and Energy in Organisms and Ecosystems
Matter and Energy in Organisms and Ecosystems
Students who demonstrate understanding can:MS-LS1-6. Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.
MS-LS1-7. Develop a model to describe how food molecules are rearranged through chemical reactions to release energy during cellular respiration and/or form new molecules that support growth as this matter moves through an organism.
MS-LS2-3. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
NY.MS.8.Interdependent Relationships in Ecosystems
Interdependent Relationships in Ecosystems
Students who demonstrate understanding can:MS-LS2-2. Construct an explanation that predicts patterns of interactions among organisms in a variety of ecosystems.
NY.MS.9.Growth, Development, and Reproduction of Organisms
Growth, Development, and Reproduction of Organisms
Students who demonstrate understanding can:MS-LS1-4. Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants, respectively.
MS-LS3-1. Develop and use a model to explain why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism.
MS-LS3-2. Develop and use a model to describe how asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
MS-LS4-5. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.