Science

6th Grade Science

7th Grade Science

8th Grade Science

Students will use information from the periodic table in order to accurately calculate, position, and label the number of subatomic particles within a model of an atom. (WS)

Students will model and describe the organization and movement of atoms in solids, liquids, and gases and evaluate the flow of energy as matter changes from one state of matter to another. (PS1-4)

Students will create a model to demonstrate the transfer of energy that drives the cycling of water on Earth and explain the ways water changes state as it moves through the water cycle. (ESS2-4)

Students will construct models to provide evidence for how the motion and interaction of air masses and global winds create the causes and changes of weather conditions (ESS2-5; ESS2-6)

Students will conduct research to provide evidence for a specific solution to the negative effects of global warming. (ESS3-5)

Students will construct models to support how plate movement and other natural occurrences shape geographic features gradually and catastrophically. (ESS2-2; ESS2-3)

Students will analyze an ecosystem to identify its components and predict the interactions within the ecosystem, specifically in response to a limiting factor. (LS2-1, 2, 3, 4)

Students will use models of an atom and trends on the periodic table to predict the type of bond atoms will form and characteristics of the resulting substance in order to describe a new synthetic substance. (MS-PS1-1; HS-PS1-1)

Students will analyze a chemical reaction to determine the type of reaction, to determine the energy flow, and to assess whether or not it follows the law of conservation of mass. Students will also balance an unbalanced chemical reaction with correct chemical notation. (MS-PS1-1; MS-PS1-2; MS-PS1-5)

Students will design, construct, test, and evaluate a device that limits the transfer of thermal energy to or from the surrounding area. (MS-PS1-6; MS-PS3-3; S-PS3-4)

Students will analyze and compare graphs of regular and accelerated motion in order to describe the motion occurring. (WS)

Students will analyze the motions of everyday objects using Newton’s three laws of motion, and predict the motion of an object based on their knowledge of forces and motion. (MS-PS2-1; MS-PS2-2)

Students will construct, use, and present arguments and diagrams, based upon empirical evidence, to explain energy conversions or transfers. (MS-PS2-4; MS-PS3-1; MS-PS3-2; MS-PS3-5)

Students will conduct experiments and gather data in order to determine the relationships between magnetic or electric force and distance or current, and electromagnetic force. Students will also conduct experiments and gather data in order to determine the relationships between electric current, voltage and resistance present in an electric system. (MS-PS2-3; MS-PS2-5; MS-PS3-2; MS-PS4-3; HS-PS3-5)

Students will conduct research and use models to produce an explanation of how waves and their properties determine real-world wave interactions. (MS-PS4-1; MS-PS4-2)

Students will complete and communicate the results of an engineering challenge by developing possible solutions, testing those solutions and revising the designs multiple times based on identified strengths and weaknesses during testing.

Students will analyze and use models to compare the motions, relative positions, and forces of the Earth-moon-sun system to predict the effects they have on Earth, including seasons, lunar phases, eclipses and tides. (MS-ESS1-1, MS-ESS1-2)

Students will classify and organize objects within the solar system to critique and revise a model of this system. (MS-ESS1-2, MS-ESS1-3)

Students will examine and compare celestial objects, simulate different technologies and techniques to collect data on these objects, classify stars, and critique the theories on the origin, present structure, and future of our universe. (MS-ESS1-2, MS-ESS1-4)

Students will analyze multiple methods of investigating Earth’s History in order to compare the advantages and shortcomings of each method as well as use the information gathered from those methods to infer characteristics of periods within Earth’s history. Students will also utilize a model to represent Earth’s 4.6 billion-year history and major events. (MS-ESS1-4)

Students will identify the basic characteristics of life, describe the functions of organelles in cells, create an analogy to represent the structure of a plant or animal, and explain that cells are organized into tissues, organs and systems in multicellular organisms. (MS-LS1-1, MS-LS1-2)

Students will develop an argument and provide evidence supporting why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. (MS-LS3-1 and MS-LS3-2.)

Gather and synthesize information about a genetic technology that has changed the way humans influence the inheritance of traits in organisms and defend your opinion of the impact of this technology on society. (MS-LS4-5)

Define atom and the subatomic particles that make up the atom.

Create and label an atomic model with placement and charge of subatomic particles. (nucleus, protons, neutrons and electrons)

Identify the symbol, number and mass of an element within a box of the periodic table, and use this information to determine the identity of an element.

Calculate the number of neutrons, protons and electrons within an atom of an element using the periodic table.

Distinguish between the shape and volume of solids, liquids and gases.

Model and describe the organization and movement of atoms in solids, liquids, and gases.

Define temperature, thermal energy and heat in terms of kinetic energy of particles.

Explain the relationship between the kinetic energy of particles within a substance and the thermal energy transfer in the form of heat.

Identify the different transition points between the phases of matter (vaporization, melting, boiling, freezing, condensation, sublimation).

Through the evaluation of a phase change diagram, predict the phase change and transition points that will occur through the flow of energy between states.

Explain the relationship between heat, temperature, and change of state by interpreting a self-created phase change diagram.

Identify each layer of Earth’s atmosphere and each layer’s unique properties.

Define and give examples of the different types of electromagnetic energy (infrared, visible and ultraviolet) that heat the Earth.

Diagram the flow of energy in the atmosphere in the forms of radiation, conduction, and convection.

Demonstrate how radiation, convection, and conduction drive the water cycle.

Define relative humidity, dew point, and condensation.

Collect data on humidity levels and dew point using sling psychrometers.

Use the data collected to explain the relationship between relative humidity, dew point, and condensation.

Diagram an expanded model of the water cycle, which includes the transfers of energy involved in the cycle, as well as the multiple pathways within the cycle.

Explain how the unequal heating of the Earth’s surface and atmosphere creates regions of high pressure (cyclone) and low pressure (anticyclone) and wind.

Explain how wind and air masses flow from high pressure to low pressure.

Distinguish between different types of air masses.

Predict the type of weather that can result when different types of air masses collide.

Explain how the unequal heating of the Earth and Coriolis effect impact global winds.

Predict the movement of air masses and resulting weather using evidence obtained from interpretation of data.

Define greenhouse gas.

Demonstrate the role greenhouse gases play in the greenhouse effect using a diagram.

Summarize the causes of global warming and its effect on climate.

Research and identify the multiple causes for the global rise in temperatures over the past century and predict how this may affect climates around the world.

Design a course of action to reduce global warming, focusing on a personal, community, or national level. Include specific research that supports the reasoning for the recommended course of action.

Diagram and compare the layers of Earth, and explain how heat and pressure determine their characteristics.

Explain how heat is transferred throughout the layers of Earth, and relate this transfer to tectonic plate motion.

Synthesize Alfred Wegener’s evidence to hypothesize about the past appearance of the surface of the Earth.

Model the motions related to plate tectonics and predict the gradual effects these motions will have on the surface of Earth (convergent, divergent, transform boundaries, mountain building, subduction)

Model the motions related to plate tectonics, and predict the catastrophic effects these motions can cause on the surface of Earth (volcanoes, earthquakes and tsunamis).

Differentiate between biotic and abiotic factors.

Arrange the components within an ecosystem into levels of organization. (organism, population, community, ecosystem)

Create and discuss the limitations of models of energy transfer between predators/prey (food chain, food web, food energy pyramid) and use these models to describe predation as a process of fuel energy transfer between organisms.

Construct a diagram for an ecosystem that shows the cycling of carbon and oxygen in the environment and the role producers, consumers and decomposers play in this cycle.

Use a ecosystem model to predict the interactions of organisms in an ecosystem (competition, predation, symbiosis)

Analyze and interpret data to provide evidence for the effects of limiting factors, such as human interference or resource availability on wildlife populations.

Create and modify an atomic model to represent the charge and location of subatomic particles and explain the limitations of this model.

Modify an atomic model to represent the energy of electrons, identifying valence electrons.

Draw an accurate Lewis (electron) dot model of an atom, accurately positioning and calculating the number of valence electrons. [1-20]

Identify metals, nonmetals and metalloids on the periodic table.

Explain general valence trends within families (groups) or types of atoms on the periodic table.

Predict how many electrons an atom will likely gain or lose to achieve stability.

Define ionic, covalent and metallic bonds in terms of how the valence electrons are transferred or shared.

Predict the type of bond given atoms will make using the periodic table and describe or model how the sharing or transfer of valence electrons forms an ionic, covalent or metallic bond.

Relate the properties of ionic, covalent and metallic bonds to the types of elements present in each bond and properties of the resulting substances using a graphic organizer.

Predict the bonds and properties of a substance when given the ingredient elements by applying knowledge of atomic structure, bonding and bond properties.

Assess a change to determine whether a chemical reaction has occurred, based on the signs of a chemical reaction.

Define the law of conservation of mass.

Identify and use coefficients and subscripts within a chemical formula to determine the types and quantities of elements present in the substance.

Examine a chemical equation to identify the reactants and products.

Assess a chemical equation to determine type of reaction (exothermic, endothermic, synthesis, decomposition or double or single replacement).

Evaluate chemical equations, providing reasoning for why they do or do not follow the law of conservation of mass.

Solve an unbalanced chemical reaction, adding coefficients to balance the equation so that it follows the law of conservation of mass.

Design and conduct an investigation (identifying variables and data collection needs and methods) involving a chemical reaction in order to answer a scientific question. [Assessed separate from other targets in this outcome.]

Compare the Fahrenheit, Celsius, and Kelvin temperature scales using the reference points of freezing and melting point of water and absolute zero.

Use a Celsius thermometer with accuracy.

Contrast temperature, thermal energy, heat and specific heat capacity.

Categorize materials as conductors or insulators relative to each other based on first hand experimentation of heat transfer.

Design, construct, and test a device that limits the transfer of thermal energy.

Evaluate a design (see target S.7.3.5), and provide evidence to support suggested improvements to the design.

Define speed and velocity, using the definitions to report when speed or velocity might be more useful information.

Compare and contrast positive, negative and centripetal acceleration.

Calculate speed, velocity, or acceleration when given a word problem.

Convert units of motion using dimensional analysis.

Interpret and compare graphs of motion, and report the regular or accelerated motion of an object.

Describe how forces are measured and what characteristics forces share with other vector quantities like velocity.

Define balanced and unbalanced forces, and explain the effect of each on the motion of a moving or nonmoving object (Newton’s First Law of Motion).

Identify forces that occur in our everyday world. (gravity, air resistance, friction, magnetic, electric, and contact forces [pushes and pulls])

Calculate the net force on an object, and predict the motion of the object. (Examples may include the forces listed in target S.7.5.3.)

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 (Newton’s Second Law of Motion).

Describe everyday force interactions using Newton’s Third Law of Motion, including the forces involved and the effects on motion due to the force interaction.

Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects.

Define types of energy (electromagnetic, sound, electrical, kinetic, potential, nuclear, and thermal).

Classify types of energy as sub-types of kinetic or potential energy.

Define the law of conservation of energy.

Diagram energy conversions, showing the types of energy involved and explaining how the conversion follows the law of conservation of energy.

Describe the relationship of kinetic energy to the mass and velocity of an object.

Construct, use and present arguments, based upon empirical evidence, to support the claim that when kinetic energy of an object changes, energy is transferred to or from the object.

Construct an explanation of a current energy issue that involves how humans impact the environment, and present an oral and written argument supported by empirical evidence and scientific reasoning for a solution to a problem. [Assessed separately from other targets in this outcome.]

Define static electricity, including how charges interact to produce electric force.

Conduct an investigation to determine the presence of non-contact forces, focusing on electric and magnetic fields as sources of potential energy.

Identify the components needed in a complete circuit. (Energy source, voltage source and conductors.)

Construct an analogy to describe current electricity, specifically current, voltage, and resistance.

Conduct investigations (using physical circuits or computer simulations) to investigate the relationship between voltage and current, and resistance and current.

Gather data through investigation in order to determine the factors that affect the strength of magnetic forces in an electromagnet.

Diagram the basic parts and properties of transverse and longitudinal waves, sound, and light waves.

Identify whether a medium is needed for transmission of a wave (mechanical vs. electromagnetic waves) and how the properties of the medium affect the speed of a wave.

Define amplitude, wavelength, frequency, and speed of waves.

Describe the relationship between amplitude and energy of a wave.

Describe the connection between the frequency of a wave and the type of a light wave or the pitch of a sound wave.

Gather evidence to support the Law of Reflection.

Research wave interactions in order to connect reflection, refraction, diffraction, and constructive and destructive interference to real world examples involving sound and light waves.

Compare and contrast how eyes and ears receive waves and transmit signals to the brain.

Conduct research about waves in order to answer a student-generated question, and use a model or diagram to explain how waves are interacting with the environment or each other.

Identify the goal and constraints of an engineering challenge.

Develop a possible solution to the design challenge, test that solution and record pertinent data during testing to make improvements to the design.

Revise the initial design multiple times based on data collected during testing.

Justify the reasoning for the revisions.

Identify the best solution as it relates to the goal and constraints of the challenge.

Summarize the engineering process and communicate the results.

Relate the revolution and rotation of Earth to the structure of our modern calendar.

Model how the sun appears to move across the sky from various locations on Earth at different times of the year using a solar demonstrator.

Model how the shape of the Earth and the tilt of Earth’s axis affect the amount of direct sunlight received by Earth’s northern and southern hemispheres, and explain how this causes the seasons.

Define Newton’s Universal Law of Gravitation and identify the components of the accompanying formula.

Explain how mass and distance affect the force of gravity and calculate the change in the force of gravity due to a change in mass or distance.

Explain how gravity and inertia balance to keep the Earth in a stable orbit, and predict what would happen if one of these forces changed.

Model the movement of the moon as it orbits the Earth and demonstrate why we always see the same side of the moon from Earth.

Match the phases of the moon seen from Earth to the correct positions of the Earth, moon, and sun.

Analyze one or more models to demonstrate how the movements of the Earth, moon, and sun result in eclipses and tides on Earth.

Describe the origin of the solar system and how accretion contributed to its current structure.

Diagram and compare the layers of the sun.

Define the features that can occur on the sun’s surface and their effects on Earth.

Identify, define, and compare terrestrial, gas, and dwarf planets.

Differentiate comets, asteroids, meteors, meteoroids, and meteorites.

Classify a theoretical object in the solar system given its characteristics.

Define and apply Kepler’s three Laws of Planetary Motion.

Critique a given model of the solar system, and revise it to create a more accurate model.

Explain why a light-year is a unit of distance and not time.

Use a model of a telescope to determine parallax to estimate the distances to nearby stars.

Examine star spectra to determine a star’s chemical composition.

Classify stars according to color, size, temperature, apparent and absolute brightness, and chemical composition.

Use the Hertzsprung-Russell diagram in order to explain the relationship between the surface temperature and absolute brightness of stars.

Describe and correctly order the stages in the life cycle of a star, and the roles of gravity and nuclear fusion in this process.

Explain and define how stars are grouped together into star systems, galaxies, and the universe, and explain the role of gravity in these patterns.

Create a scale model of the Milky Way galaxy to fit a given set of size constraints.

Compare and critique the theories on the origin and future of our universe.

Explain how fossilization occurs (sedimentary rock, cast, mold, permineralization, petrification, trace fossils, carbon films).

Analyze rock layers and fossils to establish the relative ages of major events in Earth’s history (relative dating, law of superposition, extrusion, intrusion, fault, unconformity, index fossil).

Explain how radioactive decay is used to determine the absolute ages of rocks and fossils (radioactive decay, half-life).

Solve various half-life related problems.

Compare the advantages and shortcomings of relative and absolute dating.

Use fossil and rock evidence to infer the distinguishing characteristics of various periods in Earth’s history within a specific geographic location.

Develop a scale model that accurately represents major events in Earth’s history.

Describe the six traits of all living things (cellular organization, reproduction, growth/development, response to stimuli, composed of similar chemicals, use energy).

Define a cell as the most basic unit of life, and that organisms can be unicellular or multicellular.

Conduct an investigation to provide evidence that living things are made of cells, either one cell or many different numbers and types of cells.

Explain the levels of organization present in the human body (cells, tissues, organs and organ systems).

Differentiate prokaryotes and eukaryotes.

Diagram and identify the basic organelles of a cell (cell wall, cell membrane, cytoplasm, nucleus, nucleolus, ribosome, ER, mitochondria, chloroplast, golgi apparatus, lysosome)

Describe the functions of the organelles in a cell as they relate to the survival of the whole cell.

Develop an analogous representation of a plant or animal cell that accurately represents the functions and structures of the cell components.

Differentiate asexual and sexual reproduction, along with their advantages and disadvantages. (Mitosis and meiosis may be mentioned, but will not be assessed.)

Define chromosomes, genes, and alleles and their roles in passing traits from parents to offspring.

Differentiate genotype and phenotype.

Identify examples of phenotypes in humans.

Define recessive, dominant and codominant genes.

Utilize a Punnett Square to predict the genotypes and phenotypes of the offspring of two parents. (Examples are limited to genetic traits with only two alleles.)

Develop an approach to select for specific traits across multiple generations (math connection).

Describe why structural changes to genes (mutations) located on chromosomes may result in harmful, beneficial, or neutral effects to the structure and function of the organism.

Develop an argument and provide evidence to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.b

Define genetic engineering.

Gather and synthesize information about a method of genetic engineering (such as selective breeding, gene therapy, genetic modification)

Defend your opinion about the merits of a method of genetic engineering in terms of its impact on society.