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WY.1.Concepts and Processes: In the context of unifying concepts and processes, students develop an understanding of scientific content through inquiry. Science is a dynamic process; concepts and content are best learned through inquiry and investigation. Conc
Concepts and Processes: In the context of unifying concepts and processes, students develop an understanding of scientific content through inquiry. Science is a dynamic process; concepts and content are best learned through inquiry and investigation. Conc
SC8.1.1. Life Systems: Levels of Organization in Living Systems: Students model the cell as the basic unit of a living system. They realize that all functions that sustain life act within a single cell and cells differentiate into specialized cells, tissues, organQuiz, Flash Cards, Worksheet, Game Cells
SC8.1.10. Physical Systems: The Structure and Properties of Matter: Students identify characteristic properties of matter such as density, solubility, and boiling point and understand that elements are the basic components of matter.Quiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Rocks
SC8.1.11. Physical Systems: Physical and Chemical Changes in Matter: Students evaluate chemical and physical changes, recognizing that chemical change forms compounds with different properties and that physical change alters the appearance but not the composition o
SC8.1.12. Physical Systems: Forms and Uses of Energy: Students investigate energy as a property of substances in a variety of forms with a range of uses.
SC8.1.13. Physical Systems: The Conservation of Matter and Energy: Students identify supporting evidence to explain conservation of matter and energy, indicating that matter or energy cannot be created or destroyed but is transferred from one object to another.
SC8.1.14. Physical Systems: Effects of Motions and Forces: Students describe motion of an object by position, direction, and speed, and identify the effects of force and inertia on an object.
SC8.1.2. Life Systems: Reproduction and Heredity: Students describe reproduction as a characteristic of all living systems, which is essential to the continuation of species, and identify and interpret traits, patterns of inheritance, and the interaction between gQuiz, Flash Cards, Worksheet, Game Meiosis
SC8.1.3. Life Systems: Evolution as a Theory: Students explain evolution as a theory and apply the theory to the diversity of species, which results from natural selection and the acquisition of unique characteristics through biological adaptation.
SC8.1.4. Life Systems: Diversity of Organisms: Students investigate the interconnectedness of organisms, identifying similarity and diversity of organisms through a classification system of hierarchical relationships and structural homologies.
SC8.1.5. Life Systems: Behavior and Adaptation: Students recognize behavior as a response of an organism to an internal or environmental stimulus and connect the characteristics and behaviors of an organism to biological adaptation.
SC8.1.6. Life Systems: Interrelationships of Populations and Ecosystems: Students illustrate populations of organisms and their interconnection within an ecosystem, identifying relationships among producers, consumers, and decomposers.
SC8.1.7. Earth and Space Systems: The Earth in the Solar System: Students describe Earth as the third planet in the Solar System and understand the effects of the sun as a major source of energy, gravitational forces, and motions of objects in the Solar System.
SC8.1.8. Earth and Space Systems: The Structure of the Earth System: Students examine the structure of the Earth, identifying layers of the Earth, considering plate movement and its effect, and recognizing landforms resulting from constructive and destructive forc
SC8.1.9. Earth and Space Systems: The Earth's History: Students systematize the Earth's history in terms of geologic evidence, comparing past and present Earth processes and identifying catastrophic events and fossil evidence.
WY.2.Science as Inquiry: Students demonstrate knowledge, skills, and habits of mind necessary to safely perform scientific inquiry. Inquiry is the foundation for the development of content, teaching students the use of processes of science that enable them to
Science as Inquiry: Students demonstrate knowledge, skills, and habits of mind necessary to safely perform scientific inquiry. Inquiry is the foundation for the development of content, teaching students the use of processes of science that enable them to
SC8.2.2. Students use inquiry to conduct scientific investigations.SC8.2.2.b. Collect, organize, and analyze and appropriately represent data.Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Rocks Quiz, Flash Cards, Worksheet, Game Sound
SC8.2.2.c. Draw conclusions based on evidence and make connections to applied scientific concepts.Quiz, Flash Cards, Worksheet, Game Sound
SC8.2.2.d. Clearly and accurately communicate the result of the investigations.Quiz, Flash Cards, Worksheet, Game Sound
SC8.2.3. Students clearly and accurately communicate the result of their own work, as well as information obtained from other sources.Quiz, Flash Cards, Worksheet, Game Sound
SC8.2.4. Students recognize the relationship between science and technology in meeting human needs.
SC8.2.5. Students properly use appropriate scientific and safety equipment, recognize hazards and safety symbols, and observe standard safety procedures.
WY.3.History and Nature of Science in Personal and Social Decisions: Students recognize the nature of science, its history, and its connections to personal, social, economic, and political decisions. Historically, scientific events have had significant impacts
History and Nature of Science in Personal and Social Decisions: Students recognize the nature of science, its history, and its connections to personal, social, economic, and political decisions. Historically, scientific events have had significant impacts
SC8.3.1. Students explore the nature and history of science.SC8.3.1.a. Students explore how scientific knowledge changes and grows over time, and impacts personal and social decisions.
SC8.3.1.b. Students explore the historical use of scientific information to make personal and social decisions.Quiz, Flash Cards, Worksheet, Game Cells
SC8.3.2. Students explore how scientific information is used to make decisions.SC8.3.2.b. Interdisciplinary connections of the sciences and connections to other subject areas and careers in science or technical fields.
WY.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.
WY.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