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OR.MS-ESS2.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-ESS2-2. Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time 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.
OR.MS-ESS3.Earth and Human Activity
Students who demonstrate understanding can: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 geoscience processes.
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.
OR.MS-LS1.From Molecules to Organisms: Structures and Processes
From Molecules to Organisms: Structures and Processes
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 is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.
OR.MS-LS2.Ecosystems: Interactions, Energy, and Dynamics
Ecosystems: Interactions, Energy, and Dynamics
Students who demonstrate understanding can:MS-LS2-2. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
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.
OR.MS-PS1.Matter and Its Interactions
Matter and Its Interactions
Students who demonstrate understanding can:MS-PS1-1. Develop models to describe the atomic composition of simple molecules and extended structures.
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-PS1-4. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.
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 by chemical processes.
OR.RST.6-8.Reading Standards for Literacy in Science and Technical Subjects
Reading Standards for Literacy in Science and Technical Subjects
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.
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
OR.WHST.6-8.Writing Standards for Literacy in Science and Technical Subjects
Writing Standards for Literacy in Science and Technical Subjects
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
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