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RI.ESS1.Earth and Space Science: The earth and earth materials as we know them today have developed over long periods of time, through continual change processes.
Earth and Space Science: The earth and earth materials as we know them today have developed over long periods of time, through continual change processes.
ESS1 (5-8) INQ+ POC-1. Use geological evidence provided to support the idea that the Earth's crust/lithosphere is composed of plates that move.ESS1 (5-6)-1. Students demonstrate an understanding of processes and change over time within earth systems by...1a. Identifying and describing the layers of the earth.
1b. Plotting location of volcanoes and earthquakes and explaining the relationship between the location of these phenomena and faults.
ESS1 (5-8) INQ+ POC-5. Using data about a rock's physical characteristics make and support an inference about the rock's history and connection to rock cycle.ESS1 (5-6)-5. Students demonstrate an understanding of processes and change over time by...5a. Representing the processes of the rock cycle in words, diagrams, or models.Quiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Rocks
5b. Citing evidence and developing a logical argument to explain the formation of a rock, given its characteristics and location. (e.g. classifying rock type using identification resources).Quiz, Flash Cards, Worksheet, Game Rocks
ESS1 (5-8) POC-3. Explain how earth events (abruptly and over time) can bring about changes in Earth's surface: landforms, ocean floor, rock features, or climate.ESS1 (5-6)-3. Students demonstrate an understanding of processes and change over time within earth systems by...3a. Describing events and the effect they may have on climate (e.g. El Nino, deforestation, glacial melting, and an increase in greenhouse gases).
ESS1 (5-8) SAE-2. Explain the processes that cause the cycling of water into and out of the atmosphere and their connections to our planet's weather patterns.ESS1 (5-6)-2. Students demonstrate an understanding of processes and change over time within earth systems by...2a. Diagramming, labeling and explaining the processes of the water cycle including evaporation, precipitation, and run-off, condensation, transpiration, and groundwater.
2b. Explaining how condensation of water vapor forms clouds which affects climate and weather.
2c. Developing models to explain how humidity, temperature, and altitude affect air pressure and how this affects local weather.
2d. Identifying composition and layers of earth's atmosphere.
ESS1 (5-8) SAE+ POC-4. Explain the role of differential heating or convection in ocean currents, winds, weather and weather patterns, atmosphere, or climate.ESS1 (5-6)-4. Students demonstrate an understanding of processes and change over time within earth systems by...4a. Explaining how differential heating and convection affect Earth's weather patterns.
4b. Describing how differential heating of the oceans affects ocean currents which in turn influence weather and climate.
4c. Explaining the relationship between differential heating/convection and the production of winds.
4d. Analyzing global patterns of atmospheric movements to explain effects on weather.
4e. Predicting temperature and precipitation changes associated with the passing of various fronts.
RI.ESS2.Earth and Space Science: The earth is part of a solar system, made up of distinct parts that have temporal and spatial interrelationships.
Earth and Space Science: The earth is part of a solar system, made up of distinct parts that have temporal and spatial interrelationships.
ESS2 (5-8) MAS-6. Compare and contrast planets based on data provided about size, composition, location, orbital movement, atmosphere, or surface features (includes moons).ESS2 (5-6)-6. Students demonstrate an understanding of characteristics of the solar system by...6a. Identifying and comparing the size, location, distances, and movement (e.g. orbit of planets, path of meteors) of the objects in our solar system.
6b. Comparing the composition, atmosphere, and surface features of objects in our solar system.
ESS2 (5-8) SAE+ POC-8. Explain temporal or positional relationships between or among the Earth, sun, and moon (e.g., night/day, seasons, year, tides) or how gravitational force affects objects in the solar system (e.g., moons, tides, orbits, satellites).ESS2 (5-6)-8. Students demonstrate an understanding of temporal or positional relationships between or among the Earth, sun, and moon by...8a. Using models to describe the relative motion/position of the Earth, sun and moon.
8b. Explaining night/day, seasons, year, and tides as a result of the regular and predictable motion of the Earth, sun, and moon.
8c. Using a model of the Earth, sun and moon to recreate the phases of the moon.
8d. Defining the Earth's gravity as a force that pulls any object on or near the Earth toward its center without touching it.
ESS3 (5-8)-9. No further targets for EK ESS3 at the 5-8 Grade Span. The GSEs listed below are assessed at the local level only.ESS3 (5-6)-9. Students demonstrate an understanding of the structure of the universe by...9a. Describing the apparent motion/position of the objects in the sky. (e.g. constellations, planets).
9b. Identifying the sun as a medium-sized star located near the edge of a disk-shaped galaxy of stars.
RI.LS1.Life Science: All living organisms have identifiable structures and characteristics that allow for survival (organisms, populations, & species).
Life Science: All living organisms have identifiable structures and characteristics that allow for survival (organisms, populations, & species).
LS1 (5-8) FAF-4. Explain relationships between or among the structure and function of the cells, tissues, organs, and organ systems in an organism.LS1 (5-6)-4. Students demonstrate understanding of differentiation by...4a. Identifying cells as the building blocks of organisms.Quiz, Flash Cards, Worksheet, Game Cells
4b. Recognizing and illustrating (e.g. flow chart) the structural organization of an organism from a cell to tissue to organs to organ systems to organisms.Quiz, Flash Cards, Worksheet, Game Cells
LS1 (5-8) POC-3. Compare and contrast sexual reproduction with asexual reproduction.LS1 (5-6)-3. Students demonstrate an understanding of reproduction by...3a. Defining reproduction as a process through which organisms produce offspring.Quiz, Flash Cards, Worksheet, Game Meiosis
3b. Describing reproduction in terms of being essential for the continuation of a species.Quiz, Flash Cards, Worksheet, Game Meiosis
3c. Investigating and comparing a variety of plant and animal life cycles.
LS1 (5-8) SAE+FAF-2. 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, organs and systems).LS1 (5-6)-2. Students demonstrate understanding of structure and function-survival requirements by...2a. Describing structures or behaviors that help organisms survive in their environment (e.g., defense, obtaining nutrients, reproduction, and eliminating waste).
LS1 (5-8)-INQ+ SAE-1. 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.LS1 (5-6)-1. Students demonstrate understanding of biodiversity by...1a. Recognizing that organisms have different features and behaviors for meeting their needs to survive (e.g., fish have gills for respiration, mammals have lungs, bears hibernate).
RI.LS2.Life Science: Matter cycles and energy flows through an ecosystem.
Life Science: Matter cycles and energy flows through an ecosystem.
LS2 (5-8) INQ+SAE-5. Using data and observations, predict outcomes when abiotic/biotic factors are changed in an ecosystem.LS2 (5-6)-5. Students demonstrate an understanding of equilibrium in an ecosystem by...5a. Identifying and defining an ecosystem and the variety of relationships within it (e.g., predator/prey, consumer/ producer/decomposer, host/parasite, catastrophic events).
LS2 (5-8) SAE-6. Given a scenario 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).LS2 (5-6)-6. Students demonstrate an understanding of energy flow in an ecosystem by...6a. Identifying the sun as the major source of energy for life on earth and sequencing the energy flow in an ecosystem.
6b. Describing the basic processes and recognizing the substances involved in photosynthesis and respiration.
LS2 (5-8) SAE-7. Given an ecosystem, trace how matter cycles among and between organisms and the physical environment (includes water, oxygen, food web, decomposition, recycling but not carbon cycle or nitrogen cycle).LS2 (5-6)-7. Students demonstrate an understanding of recycling in an ecosystem by...7a. Explaining the processes of precipitation, evaporation, condensation as parts of the water cycle.
7b. Completing a basic food web for a given ecosystem.
RI.LS3.Life Science: Groups of organisms show evidence of change over time (structures, behaviors, and biochemistry).
Life Science: Groups of organisms show evidence of change over time (structures, behaviors, and biochemistry).
LS3 (5-8) MAS+FAF-8. 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).LS3 (5-6)-8. Students demonstrate an understanding of classification of organisms by...8a. Stating the value of, or reasons for, classification systems.
8b. Following a taxonomic key to identify a given organism (e.g. flowering and non-flowering plants).
LS3 (5-8) POC-9. 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.LS3 (5-6)-9. Students demonstrate an understanding of Natural Selection/evolution by...9a. Explaining how a population's or species' traits affect their ability to survive over time.
RI.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.
LS4 (5-8) INQ-10. Use data and observations to support the concept that environmental or biological factors affect human body systems (biotic & abiotic).LS4 (5-6)-10. Students demonstrate an understanding of human body systems by...10a. Identifying the biotic factors (e.g., microbes, parasites, food availability, aging process) that have an effect on human body systems.
10c. Identifying the biotic (e.g., microbes, parasites, food availability, aging process) and abiotic (e.g., radiation, toxic materials, carcinogens) factors that cause disease and affect human health.
LS4 (5-8) INQ+POC-11. Using data provided, select evidence that supports the concept that genetic information is passed on from both parents to offspring.LS4 (5-6)-11. Students demonstrate an understanding of human heredity by...11a. Differentiating between inherited and acquired traits.
11b. Observing, recording and comparing differences in inherited traits (e.g. connected earlobe, tongue rolling).
RI.PS1.Physical Science: All living and nonliving things are composed of matter having characteristic properties that distinguish one substance from another (independent of size or 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 or amount of substance).
PS1 (5-8) INQ-1. Investigate the relationships among mass, volume and density.PS1 (5-6)-1. Students demonstrate an understanding of characteristic properties of matter by...1a. Comparing the masses of objects of equal volume made of different substances.
PS1 (5-8) INQ+ SAE-3. 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).PS1 (5-6)-3. Students demonstrate an understanding of conservation of matter by...3a. Explaining that regardless of how parts of an object are arranged, the mass of the whole is always the same as the sum of the masses of its parts.
PS1 (5-8) INQ+POC-2. Given data about characteristic properties of matter (e.g., melting and boiling points, density, solubility) identify, compare, or classify different substances.PS1 (5-6)-2. Students demonstrate an understanding of characteristic properties of matter by...2a. Recognizing that different substances have properties, which allow them to be identified regardless of the size of the sample.
2b. Classifying and comparing substances using characteristic properties (e.g., solid, liquid, gas).
PS1 (5-8) MAS-5. Given graphic or written information, classify matter as atom/molecule or element/compound (Not the structure of an atom).PS1 (5-6)-5. Students demonstrate an understanding of the structure of matter by...5a. Distinguishing between solutions, mixtures, and 'pure' substances, i.e. compounds and elements.
PS1 (5-8) SAE+MAS-4. Represent or explain the relationship between or among energy, molecular motion, temperature, and states of matter.PS1 (5-6)-4. Students demonstrate an understanding of states of matter by...4a. Differentiating among the characteristics of solids, liquids, and gases.
4b. Predicting the effects of heating and cooling on the physical state, volume and mass of a substance.
RI.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.
PS2 (5-8) INQ+SAE+POC-7. Use data to draw conclusions about how heat can be transferred (convection, conduction, radiation).PS2 (5-6)-7. Students demonstrate an understanding of heat energy by...7a. Identifying real world applications where heat energy is transferred and showing the direction that the heat energy flows.
PS2 (5-8)-SAE+ POC-6. Given a real-world example, show that within a system, energy transforms from one form to another (i.e., chemical, heat, electrical, gravitational, light, sound, mechanical).PS2 (5-6)-6. Students demonstrate an understanding of energy by...6a. Differentiating among the properties of various forms of energy.
6b. Explaining how energy may be stored in various ways (e.g. batteries, springs, height in terms of potential energy).
6c. Describing sound as the transfer of energy through various materials (e.g. solids, liquids, gases).Quiz, Flash Cards, Worksheet, Game Sound
RI.PS3.Physical Science: The motion of an object is affected by forces.
Physical Science: The motion of an object is affected by forces.
PS3 (5-8) INQ+ POC-8. 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.PS3 (5-6)-8. Students demonstrate an understanding of motion by...8a. Using data or graphs to compare the relative speed of objects.
8b. Recognizing that a force is a push or a pull.
8c. Explaining that changes in speed or direction of motion are caused by forces.
8d. Showing that electric currents and magnets can exert a force on each other.
PS3 (5-8) SAE+INQ. Experiment, observe, or predict how energy might be transferred by means of waves (Local Assessment Only).PS3 (5-6)-LA. Students demonstrate an understanding of waves by...LAa. Investigate how vibrations in materials (e.g. pebble in a pond, jump rope, slinky) set up wavelike disturbances that spread away from the source.Quiz, Flash Cards, Worksheet, Game Sound
RI.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.
RI.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