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SC.8.E.EARTH SCIENCE: EARTH'S PLACE IN THE UNIVERSE
EARTH SCIENCE: EARTH'S PLACE IN THE UNIVERSE
8.E.4. The student will demonstrate an understanding of the universe and the predictable patterns caused by Earth’s movement in the solar system.8.E.4A. Conceptual Understanding: Earth’s solar system is part of the Milky Way Galaxy, which is one of many galaxies in the universe. The planet Earth is a tiny part of a vast universe that has developed over a span of time beginning with a period of extreme and Students who demonstrate this understanding can:8.E.4A.1. Obtain and communicate information to model the position of the Sun in the universe, the shapes and composition of galaxies, and the measurement unit needed to identify star and galaxy locations.
8.E.4A.2. Construct and analyze scientific arguments to support claims that the universe began with a period of extreme and rapid expansion using evidence from the composition of stars and gases and the motion of galaxies in the universe.
8.E.4B. Conceptual Understanding: Earth’s solar system consists of the Sun and other objects that are held in orbit around the Sun by its gravitational pull on them. Motions within the Earth-Moon-Sun system have effects that can be observed on Earth. Students who demonstrate this understanding can:8.E.4B.1. Obtain and communicate information to model and compare the characteristics and movements of objects in the solar system (including planets, moons, asteroids, comets, and meteors).
8.E.4B.2. Construct explanations for how gravity affects the motion of objects in the solar system and tides on Earth.
8.E.4B.3. Develop and use models to explain how seasons, caused by the tilt of Earth’s axis as it orbits the Sun, affects the length of the day and the amount of heating on Earth’s surface.
8.E.4B.4. Develop and use models to explain how motions within the Sun-Earth-Moon system cause Earth phenomena (including day and year, moon phases, solar and lunar eclipses, and tides).
8.E.4B.5. Obtain and communicate information to describe how data from technologies (including telescopes, spectroscopes, satellites, space probes) provide information about objects in the solar system and the universe.
8.E.4B.6 Analyze and interpret data from the surface features of the Sun (including photosphere, corona, sunspots, prominences, and solar flares) to predict how these features may affect Earth.
8.E.5. The student will demonstrate an understanding of the processes that alter the structure of Earth and provide resources for life on the planet.8.E.5A. Conceptual Understanding: All Earth processes are the result of energy flowing and matter cycling within and among Earth’s systems. Because Earth’s processes are dynamic and interactive in nature, the surface of Earth is constantly changing. Earth’s hot i Students who demonstrate this understanding can:8.E.5A.1. Develop and use models to explain how the processes of weathering, erosion, and deposition change surface features in the environment.Quiz, Flash Cards, Worksheet, Game Rocks
8.E.5A.2. Use the rock cycle model to describe the relationship between the processes and forces that create igneous, sedimentary, and metamorphic rocks.Quiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Rocks
8.E.5A.3. Obtain and communicate information about the relative position, density, and composition of Earth’s layers to describe the crust, mantle, and core.
8.E.5A.4. Construct explanations for how the theory of plate tectonics accounts for (1) the motion of lithospheric plates, (2) the geologic activities at plate boundaries, and (3) the changes in landform areas over geologic time.
8.E.5A.5. Construct and analyze scientific arguments to support claims that plate tectonics accounts for (1) the distribution of fossils on different continents, (2) the occurrence of earthquakes, and (3) continental and ocean floor features (including mountains, v
8.E.5B. Conceptual Understanding: Natural processes can cause sudden or gradual changes to Earth’s systems. Some may adversely affect humans such as volcanic eruptions or earthquakes. Mapping the history of natural hazards in a region, combined with an understand Students who demonstrate this understanding can:8.E.5B.1. Analyze and interpret data to describe patterns in the location of volcanoes and earthquakes related to tectonic plate boundaries, interactions, and hot spots.
8.E.5B.2. Construct explanations of how forces inside Earth result in earthquakes and volcanoes.
8.E.5B.3. Define problems that may be caused by a catastrophic event resulting from plate movements and design possible devices or solutions to minimize the effects of that event on Earth’s surface and/or human structures.
8.E.5C. Conceptual Understanding: Humans depend upon many Earth resources – some renewable over human lifetimes and some nonrenewable or irreplaceable. Resources are distributed unevenly around the planet as a result of past geological processes. Students who demonstrate this understanding can:8.E.5C.1. Obtain and communicate information regarding the physical and chemical properties of minerals, ores, and fossil fuels to describe their importance as Earth resources.Quiz, Flash Cards, Worksheet, Game Minerals
8.E.6. The student will demonstrate an understanding of Earth’s geologic history and its diversity of life over time.8.E.6A. Conceptual Understanding: The geologic time scale interpreted from rock strata provides a way to organize major historical events in Earth’s history. Analysis of rock strata and the fossil record, which documents the existence, diversity, extinction, and Students who demonstrate this understanding can:8.E.6A.1. Develop and use models to organize Earth’s history (including era, period, and epoch) according to the geologic time scale using evidence from rock layers.
8.E.6A.2. Analyze and interpret data from index fossil records and the ordering of rock layers to infer the relative age of rocks and fossils.
8.E.6A.4. Construct and analyze scientific arguments to support claims that different types of fossils provide evidence of (1) the diversity of life that has been present on Earth, (2) relationships between past and existing life forms, and (3) environmental change
8.E.6A.5. Construct explanations for why most individual organisms, as well as some entire taxonomic groups of organisms, that lived in the past were never fossilized.
SC.8.E.EARTH SCIENCE: EARTH SYSTEMS AND RESOURCES
EARTH SCIENCE: EARTH SYSTEMS AND RESOURCES
8.E.4. The student will demonstrate an understanding of the universe and the predictable patterns caused by Earth’s movement in the solar system.8.E.4A. Conceptual Understanding: Earth’s solar system is part of the Milky Way Galaxy, which is one of many galaxies in the universe. The planet Earth is a tiny part of a vast universe that has developed over a span of time beginning with a period of extreme and Students who demonstrate this understanding can:8.E.4A.1. Obtain and communicate information to model the position of the Sun in the universe, the shapes and composition of galaxies, and the measurement unit needed to identify star and galaxy locations.
8.E.4A.2. Construct and analyze scientific arguments to support claims that the universe began with a period of extreme and rapid expansion using evidence from the composition of stars and gases and the motion of galaxies in the universe.
8.E.4B. Conceptual Understanding: Earth’s solar system consists of the Sun and other objects that are held in orbit around the Sun by its gravitational pull on them. Motions within the Earth-Moon-Sun system have effects that can be observed on Earth. Students who demonstrate this understanding can:8.E.4B.1. Obtain and communicate information to model and compare the characteristics and movements of objects in the solar system (including planets, moons, asteroids, comets, and meteors).
8.E.4B.2. Construct explanations for how gravity affects the motion of objects in the solar system and tides on Earth.
8.E.4B.3. Develop and use models to explain how seasons, caused by the tilt of Earth’s axis as it orbits the Sun, affects the length of the day and the amount of heating on Earth’s surface.
8.E.4B.4. Develop and use models to explain how motions within the Sun-Earth-Moon system cause Earth phenomena (including day and year, moon phases, solar and lunar eclipses, and tides).
8.E.4B.5. Obtain and communicate information to describe how data from technologies (including telescopes, spectroscopes, satellites, space probes) provide information about objects in the solar system and the universe.
8.E.4B.6 Analyze and interpret data from the surface features of the Sun (including photosphere, corona, sunspots, prominences, and solar flares) to predict how these features may affect Earth.
8.E.5. The student will demonstrate an understanding of the processes that alter the structure of Earth and provide resources for life on the planet.8.E.5A. Conceptual Understanding: All Earth processes are the result of energy flowing and matter cycling within and among Earth’s systems. Because Earth’s processes are dynamic and interactive in nature, the surface of Earth is constantly changing. Earth’s hot i Students who demonstrate this understanding can:8.E.5A.1. Develop and use models to explain how the processes of weathering, erosion, and deposition change surface features in the environment.Quiz, Flash Cards, Worksheet, Game Rocks
8.E.5A.2. Use the rock cycle model to describe the relationship between the processes and forces that create igneous, sedimentary, and metamorphic rocks.Quiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Rocks
8.E.5A.3. Obtain and communicate information about the relative position, density, and composition of Earth’s layers to describe the crust, mantle, and core.
8.E.5A.4. Construct explanations for how the theory of plate tectonics accounts for (1) the motion of lithospheric plates, (2) the geologic activities at plate boundaries, and (3) the changes in landform areas over geologic time.
8.E.5A.5. Construct and analyze scientific arguments to support claims that plate tectonics accounts for (1) the distribution of fossils on different continents, (2) the occurrence of earthquakes, and (3) continental and ocean floor features (including mountains, v
8.E.5B. Conceptual Understanding: Natural processes can cause sudden or gradual changes to Earth’s systems. Some may adversely affect humans such as volcanic eruptions or earthquakes. Mapping the history of natural hazards in a region, combined with an understand Students who demonstrate this understanding can:8.E.5B.1. Analyze and interpret data to describe patterns in the location of volcanoes and earthquakes related to tectonic plate boundaries, interactions, and hot spots.
8.E.5B.2. Construct explanations of how forces inside Earth result in earthquakes and volcanoes.
8.E.5B.3. Define problems that may be caused by a catastrophic event resulting from plate movements and design possible devices or solutions to minimize the effects of that event on Earth’s surface and/or human structures.
8.E.5C. Conceptual Understanding: Humans depend upon many Earth resources – some renewable over human lifetimes and some nonrenewable or irreplaceable. Resources are distributed unevenly around the planet as a result of past geological processes. Students who demonstrate this understanding can:8.E.5C.1. Obtain and communicate information regarding the physical and chemical properties of minerals, ores, and fossil fuels to describe their importance as Earth resources.Quiz, Flash Cards, Worksheet, Game Minerals
8.E.6. The student will demonstrate an understanding of Earth’s geologic history and its diversity of life over time.8.E.6A. Conceptual Understanding: The geologic time scale interpreted from rock strata provides a way to organize major historical events in Earth’s history. Analysis of rock strata and the fossil record, which documents the existence, diversity, extinction, and Students who demonstrate this understanding can:8.E.6A.1. Develop and use models to organize Earth’s history (including era, period, and epoch) according to the geologic time scale using evidence from rock layers.
8.E.6A.2. Analyze and interpret data from index fossil records and the ordering of rock layers to infer the relative age of rocks and fossils.
8.E.6A.4. Construct and analyze scientific arguments to support claims that different types of fossils provide evidence of (1) the diversity of life that has been present on Earth, (2) relationships between past and existing life forms, and (3) environmental change
8.E.6A.5. Construct explanations for why most individual organisms, as well as some entire taxonomic groups of organisms, that lived in the past were never fossilized.
SC.8.E.EARTH SCIENCE: EARTH’S HISTORY AND DIVERSITY OF LIFE
EARTH SCIENCE: EARTH’S HISTORY AND DIVERSITY OF LIFE
8.E.4. The student will demonstrate an understanding of the universe and the predictable patterns caused by Earth’s movement in the solar system.8.E.4A. Conceptual Understanding: Earth’s solar system is part of the Milky Way Galaxy, which is one of many galaxies in the universe. The planet Earth is a tiny part of a vast universe that has developed over a span of time beginning with a period of extreme and Students who demonstrate this understanding can:8.E.4A.1. Obtain and communicate information to model the position of the Sun in the universe, the shapes and composition of galaxies, and the measurement unit needed to identify star and galaxy locations.
8.E.4A.2. Construct and analyze scientific arguments to support claims that the universe began with a period of extreme and rapid expansion using evidence from the composition of stars and gases and the motion of galaxies in the universe.
8.E.4B. Conceptual Understanding: Earth’s solar system consists of the Sun and other objects that are held in orbit around the Sun by its gravitational pull on them. Motions within the Earth-Moon-Sun system have effects that can be observed on Earth. Students who demonstrate this understanding can:8.E.4B.1. Obtain and communicate information to model and compare the characteristics and movements of objects in the solar system (including planets, moons, asteroids, comets, and meteors).
8.E.4B.2. Construct explanations for how gravity affects the motion of objects in the solar system and tides on Earth.
8.E.4B.3. Develop and use models to explain how seasons, caused by the tilt of Earth’s axis as it orbits the Sun, affects the length of the day and the amount of heating on Earth’s surface.
8.E.4B.4. Develop and use models to explain how motions within the Sun-Earth-Moon system cause Earth phenomena (including day and year, moon phases, solar and lunar eclipses, and tides).
8.E.4B.5. Obtain and communicate information to describe how data from technologies (including telescopes, spectroscopes, satellites, space probes) provide information about objects in the solar system and the universe.
8.E.4B.6 Analyze and interpret data from the surface features of the Sun (including photosphere, corona, sunspots, prominences, and solar flares) to predict how these features may affect Earth.
8.E.5. The student will demonstrate an understanding of the processes that alter the structure of Earth and provide resources for life on the planet.8.E.5A. Conceptual Understanding: All Earth processes are the result of energy flowing and matter cycling within and among Earth’s systems. Because Earth’s processes are dynamic and interactive in nature, the surface of Earth is constantly changing. Earth’s hot i Students who demonstrate this understanding can:8.E.5A.1. Develop and use models to explain how the processes of weathering, erosion, and deposition change surface features in the environment.Quiz, Flash Cards, Worksheet, Game Rocks
8.E.5A.2. Use the rock cycle model to describe the relationship between the processes and forces that create igneous, sedimentary, and metamorphic rocks.Quiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Rocks
8.E.5A.3. Obtain and communicate information about the relative position, density, and composition of Earth’s layers to describe the crust, mantle, and core.
8.E.5A.4. Construct explanations for how the theory of plate tectonics accounts for (1) the motion of lithospheric plates, (2) the geologic activities at plate boundaries, and (3) the changes in landform areas over geologic time.
8.E.5A.5. Construct and analyze scientific arguments to support claims that plate tectonics accounts for (1) the distribution of fossils on different continents, (2) the occurrence of earthquakes, and (3) continental and ocean floor features (including mountains, v
8.E.5B. Conceptual Understanding: Natural processes can cause sudden or gradual changes to Earth’s systems. Some may adversely affect humans such as volcanic eruptions or earthquakes. Mapping the history of natural hazards in a region, combined with an understand Students who demonstrate this understanding can:8.E.5B.1. Analyze and interpret data to describe patterns in the location of volcanoes and earthquakes related to tectonic plate boundaries, interactions, and hot spots.
8.E.5B.2. Construct explanations of how forces inside Earth result in earthquakes and volcanoes.
8.E.5B.3. Define problems that may be caused by a catastrophic event resulting from plate movements and design possible devices or solutions to minimize the effects of that event on Earth’s surface and/or human structures.
8.E.5C. Conceptual Understanding: Humans depend upon many Earth resources – some renewable over human lifetimes and some nonrenewable or irreplaceable. Resources are distributed unevenly around the planet as a result of past geological processes. Students who demonstrate this understanding can:8.E.5C.1. Obtain and communicate information regarding the physical and chemical properties of minerals, ores, and fossil fuels to describe their importance as Earth resources.Quiz, Flash Cards, Worksheet, Game Minerals
8.E.6. The student will demonstrate an understanding of Earth’s geologic history and its diversity of life over time.8.E.6A. Conceptual Understanding: The geologic time scale interpreted from rock strata provides a way to organize major historical events in Earth’s history. Analysis of rock strata and the fossil record, which documents the existence, diversity, extinction, and Students who demonstrate this understanding can:8.E.6A.1. Develop and use models to organize Earth’s history (including era, period, and epoch) according to the geologic time scale using evidence from rock layers.
8.E.6A.2. Analyze and interpret data from index fossil records and the ordering of rock layers to infer the relative age of rocks and fossils.
8.E.6A.4. Construct and analyze scientific arguments to support claims that different types of fossils provide evidence of (1) the diversity of life that has been present on Earth, (2) relationships between past and existing life forms, and (3) environmental change
8.E.6A.5. Construct explanations for why most individual organisms, as well as some entire taxonomic groups of organisms, that lived in the past were never fossilized.
SC.8.P.PHYSICAL SCIENCE: FORCES AND MOTION
PHYSICAL SCIENCE: FORCES AND MOTION
8.P.2. The student will demonstrate an understanding of the effects of forces on the motion and stability of an object.8.P.2A. Conceptual Understanding: Motion occurs when there is a change in position of an object with respect to a reference point. The final position of an object is determined by measuring the change in position and direction of the segments along a trip. While Students who demonstrate this understanding can:8.P.2A.1. Plan and conduct controlled scientific investigations to test how varying the amount of force or mass of an object affects the motion (speed and direction), shape, or orientation of an object.
8.P.2A.2. Develop and use models to compare and predict the resulting effect of balanced and unbalanced forces on an object’s motion in terms of magnitude and direction.
8.P.2A.3. Construct explanations for the relationship between the mass of an object and the concept of inertia (Newton’s First Law of Motion).
8.P.2A.4. Analyze and interpret data to support claims that for every force exerted on an object there is an equal force exerted in the opposite direction (Newton’s Third Law of Motion).
8.P.2A.5. Analyze and interpret data to describe and predict the effects of forces (including gravitational and friction) on the speed and direction of an object.
8.P.2A.6. Use mathematical and computational thinking to generate graphs that represent the motion of an object’s position and speed as a function of time.
8.P.2A.7. Use mathematical and computational thinking to describe the relationship between the speed and velocity (including positive and negative expression of direction) of an object in determining average speed (v=d/t).
8.P.3. The student will demonstrate an understanding of the properties and behaviors of waves.8.P.3A. Conceptual Understanding: Waves (including sound and seismic waves, waves on water, and light waves) have energy and transfer energy when they interact with matter. Waves are a repeating pattern of motion that transfers energy from place to place without Students who demonstrate this understanding can:8.P.3A.1. Construct explanations of the relationship between matter and energy based on the characteristics of mechanical and light waves.Quiz, Flash Cards, Worksheet, Game Sound
8.P.3A.2. Develop and use models to exemplify the basic properties of waves (including frequency, amplitude, wavelength, and speed).Quiz, Flash Cards, Worksheet, Game Sound
8.P.3A.3. Analyze and interpret data to describe the behavior of waves (including refraction, reflection, transmission, and absorption) as they interact with various materials.Quiz, Flash Cards, Worksheet, Game Sound
8.P.3A.4. Analyze and interpret data to describe the behavior of mechanical waves as they intersect.Quiz, Flash Cards, Worksheet, Game Sound
8.P.3A.5. Construct explanations for how humans see color as a result of the transmission, absorption, and reflection of light waves by various materials.
8.P.3A.6. Obtain and communicate information about how various instruments are used to extend human senses by transmitting and detecting waves (such as radio, television, cell phones, and wireless computer networks) to exemplify how technological advancements and dQuiz, Flash Cards, Worksheet, Game Sound
SC.8.P.PHYSICAL SCIENCE: WAVES
8.P.2. The student will demonstrate an understanding of the effects of forces on the motion and stability of an object.8.P.2A. Conceptual Understanding: Motion occurs when there is a change in position of an object with respect to a reference point. The final position of an object is determined by measuring the change in position and direction of the segments along a trip. While Students who demonstrate this understanding can:8.P.2A.1. Plan and conduct controlled scientific investigations to test how varying the amount of force or mass of an object affects the motion (speed and direction), shape, or orientation of an object.
8.P.2A.2. Develop and use models to compare and predict the resulting effect of balanced and unbalanced forces on an object’s motion in terms of magnitude and direction.
8.P.2A.3. Construct explanations for the relationship between the mass of an object and the concept of inertia (Newton’s First Law of Motion).
8.P.2A.4. Analyze and interpret data to support claims that for every force exerted on an object there is an equal force exerted in the opposite direction (Newton’s Third Law of Motion).
8.P.2A.5. Analyze and interpret data to describe and predict the effects of forces (including gravitational and friction) on the speed and direction of an object.
8.P.2A.6. Use mathematical and computational thinking to generate graphs that represent the motion of an object’s position and speed as a function of time.
8.P.2A.7. Use mathematical and computational thinking to describe the relationship between the speed and velocity (including positive and negative expression of direction) of an object in determining average speed (v=d/t).
8.P.3. The student will demonstrate an understanding of the properties and behaviors of waves.8.P.3A. Conceptual Understanding: Waves (including sound and seismic waves, waves on water, and light waves) have energy and transfer energy when they interact with matter. Waves are a repeating pattern of motion that transfers energy from place to place without Students who demonstrate this understanding can:8.P.3A.1. Construct explanations of the relationship between matter and energy based on the characteristics of mechanical and light waves.Quiz, Flash Cards, Worksheet, Game Sound
8.P.3A.2. Develop and use models to exemplify the basic properties of waves (including frequency, amplitude, wavelength, and speed).Quiz, Flash Cards, Worksheet, Game Sound
8.P.3A.3. Analyze and interpret data to describe the behavior of waves (including refraction, reflection, transmission, and absorption) as they interact with various materials.Quiz, Flash Cards, Worksheet, Game Sound
8.P.3A.4. Analyze and interpret data to describe the behavior of mechanical waves as they intersect.Quiz, Flash Cards, Worksheet, Game Sound
8.P.3A.5. Construct explanations for how humans see color as a result of the transmission, absorption, and reflection of light waves by various materials.
8.P.3A.6. Obtain and communicate information about how various instruments are used to extend human senses by transmitting and detecting waves (such as radio, television, cell phones, and wireless computer networks) to exemplify how technological advancements and dQuiz, Flash Cards, Worksheet, Game Sound
SC.8.S.SCIENCE AND ENGINEERING PRACTICES
SCIENCE AND ENGINEERING PRACTICES
8.S.1. The student will use the science and engineering practices, including the processes and skills of scientific inquiry, to develop understandings of science content.8.S.1A. Conceptual Understanding: The practices of science and engineering support the development of science concepts, develop the habits of mind that are necessary for scientific thinking, and allow students to engage in science in ways that are similar to thos Students who demonstrate this understanding can:8.S.1A.1. Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims.Quiz, Flash Cards, Worksheet, Game Sound
8.S.1A.2. Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others.Quiz, Flash Cards, Worksheet, Game Meiosis
8.S.1A.3. Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use approprQuiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Rocks Quiz, Flash Cards, Worksheet, Game Sound
8.S.1A.4. Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, expQuiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Rocks Quiz, Flash Cards, Worksheet, Game Sound
8.S.1A.5. Use mathematical and computational thinking to (1) use and manipulate appropriate metric units, (2) collect and analyze data, (3) express relationships between variables for models and investigations, or (4) use grade-level appropriate statistics to analy
8.S.1A.6. Construct explanations of phenomena using (1) primary or secondary scientific evidence and models, (2) conclusions from scientific investigations, (3) predictions based on observations and measurements, or (4) data communicated in graphs, tables, or diagrQuiz, Flash Cards, Worksheet, Game Sound
8.S.1A.8. Obtain and evaluate scientific information to (1) answer questions, (2) explain or describe phenomena, (3) develop models, (4) evaluate hypotheses, explanations, claims, or designs or (5) identify and/or fill gaps in knowledge. Communicate using the conveQuiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Rocks Quiz, Flash Cards, Worksheet, Game Sound
SC.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.
SC.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