Western Springs School District 101 A Place Where Children Thrive Science Curriculum Published June 2016 Committee Members Sarah Coffey, Assistant Superintendent for Curriculum and Instruction Brad Promisel, Principal Heddi Craft, Curriculum Leadership Institute Consultant Anna Monahan, Kindergarten Nicole McLaughlin, First Grade Marcy Teodoro, First Grade Brook Shinabarger, Second Grade Deb Spartz, Second Grade Nancy Caris, Third Grade Elizabeth Hussey, Third Grade Maggie Buysse, Third Grade Kristin Axelson, Fourth Grade Emily Wilkinson, Fourth Grade Ashley Klem, Fifth Grade Jaime Sievers, Fifth Grade Scott Von Bank, Sixth Grade Christy Landschoot, Sixth & Seventh Grade Theresa Kelly, Sixth & Seventh Grade Laura Broadnax, Seventh & Eighth Grade Ken Shum, Seventh & Eighth Grade Michael Stock, Eighth Grade Laura Shum, Eighth Grade 1 Introduction The Science Committee was formed to set the foundation to ensure all students continue to learn at high levels by aligning outcomes, targets, and assessments with the Next Generation Science Standards (NGSS). Our work also took into consideration the professional judgement of our teachers and the needs of our students. This document is the primary guide for what is taught in the classroom related to science. It has precedence over the scope and sequences found in past materials or current textbooks. However, these materials can be drawn upon in order to create instruction for these outcomes. With the understanding that science is multi­faceted, the committee has organized the outcomes and targets into three disciplinary core ideas: Physical Science, Life Science and Earth and Space Science. The Physical Science outcomes are blue, Life Science outcomes are green , and E
arth and Space Science outcomes are red. The targets within each outcome and the outcomes of each grade have been placed in the suggested teaching order. Within the targets, vocabulary words are italicized when first introduced to students and are further defined in the glossary of this document. The committee has also included teaching notes and suggestions in brackets at the end of some targets. “One of the principal goals of science education is to cultivate students’ scientific habits of mind, develop their capability to engage in scientific inquiry, and teach them how to reason in a scientific context.” As a result of these goals, the committee has incorporated the Scientific and Engineering Practices of the NGSS that are addressed through each outcome. These practices are embedded within the units and lessons created by the committee. The committee has created unit plans, sometimes with daily lesson plans, that include resources and formative and summative assessments to accompany these outcomes and targets. All resources can be accessed through the grade level curriculum websites found from the Curriculum and Instruction website under the tab Curriculum Resources. Subject Mission Students completing the Western Springs science curriculum will evaluate the world scientifically as they analyze and apply science knowledge. They will do this by actively engaging in scientific and engineering practices to develop solutions to real world problems.
2 Curriculum Articulation This table provides an overview of all the topics taught from kindergarten to 8th grade. This listing is arranged by branches of science rather than in chronological order within a school year. Each bullet point includes a shortcut to the outcome and targets for that topic, which can be activated with a click. Life Science Physical Science Earth & Space Science K ● Needs of Plants and Animals ● Push and Pull ● Local Weather 1 ● Survival, Structure and Function in Plants and Animals ● Light and Sound ● Sun, Moon and Stars 2 ● Plants Investigation ● Plants and Animals and Habitats ● Classifying by Properties ● Earth Processes 3 ● Life Cycles ● Environmental Impact ● Properties of Magnets ● Balanced and Unbalanced Forces ● Impacts of Weather Related Hazards 4 ● Plant and Animal Structures ● Waves and Light ● Changes in Energy ● Processes that Shape the Earth 5 ● Energy Flow in Life Cycles ● Structure and Properties of Matter ● Earth’s Systems ● Earth, Sun, & Moon ● Our Solar System and Galaxy 6 ● Ecosystems ● Atoms ● Changes in Matter ● Water and Energy Cycles ● Weather ● Global Warming ● Plate Tectonics 7 8 ● Atoms and Bonding ● Chemical Reactions ● Engineering with thermal energy ● Measuring Motion ● Forces & Motion ● Energy ● Electricity and Magnetism ● Waves ● Cell Biology ● Genetics ● Genetic Engineering ● Engineering Challenge ● Earth, Moon, and Sun ● Solar System ● The Universe ● Geologic Timescale 3 Western Springs District 101 K­8 Science Outcomes Table of Contents (clicking on a link navigates to that grade level) Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade Seventh Grade Eighth Grade 4 Kindergarten Course Purpose: Students will evaluate patterns in local weather to determine, prepare for, and respond to severe weather. Students will investigate the cause and effect of push and pull to change the speed or direction of an object. Students will compare the needs of plants and animals and the relationship between needs and habitat. Outcomes and Targets: Local Weather S.K.1. Students will evaluate patterns in local weather to determine, prepare for, and respond to a variety of weather conditions. (K­ESS2­1,K­PS3­1, K­PS3­2, K­ESS3­2, K­ESS3­3) S.K.1.1. Describe what can be seen when looking out the window and identify which of these o
bservations relate to the w
eather. S.K.1.2. Record weather observations to identify weekly and monthly patterns. S.K.1.3. Identify the three types of clouds (c umulus, cirrus, stratus) based on physical characteristics. S.K.1.4. Explain how each type of cloud indicates the weather. S.K.1.5. Describe the effects of sunlight on soil, rocks, and water. S.K.1.6. Design a s tructure that reduces the warming effect of sunlight. S.K.1.7. Define s evere weather and generate multiple examples. (t ornado, blizzard, thunder, lightning, flood, hail, wind ) S.K.1.8. Show an appropriate safety response after identifying different types of severe weather. Push and Pull S.K.2. Students will modify the speed or direction of an object using pushes and pulls. (K­PS2­1, K­PS2­2) S.K.2.1. Demonstrate p
ush and p
ull using a variety of objects found in the environment. S.K.2.2. Compare how different strengths of pushes and pulls affect an object. S.K.2.3. Design a set up to demonstrate how to change the s peed or d
irection of a moving object and analyze the success. Plant and Animal Needs S.K.3. Students will demonstrate the relationship between the needs of plants and animals and their habitat. (K­LS1­1, K­ESS3­1, K­ESS2­2)(Note: K­ESS3­3 was selectively abandoned.) S.K.3.1. Classify and sort animals into five animal groupings (m
ammal, reptile, fish, bird, and a
mphibian). S.K.3.2. Define o
viparous and v iviparous animals. S.K.3.3. Compare w
ants and n
eeds . 5 S.K.3.4. Identify the survival needs of animals. S.K.3.5. Compare human h
abitats to animal habitats. S.K.3.6. Compare two habitats (i ncubator and b
rooding box ) for oviparous animals. S.K.3.7. Record o
bservations of oviparous animals interacting with their habitat to meet their needs. S.K.3.8 Identify the essential parts of plants ( roots, stem, leaves, flower ). S.K.3.9. Identify the survival needs of plants through observation. (water, sunlight)* S.K.3.10. Identify, through photography, local examples of how plants interact with their environment to meet their needs. S.K.3.11. Represent the relationship between the needs of different plants and animals and the places they live by creating an illustration. (ex: koalas and gum trees, pandas and bamboo) First Grade Course Purpose: Students will examine how the structure and function of plant and animal external parts help them survive and grow. Students will observe and describe the patterns and cycles of the sun, moon, stars, and relationship between times of year and amount of daylight. Students will determine the cause and effect relationships when conducting experiments with light and sound. Outcomes and Targets: Sun, Moon and Stars S.1.1 Students will observe, describe, and predict essential patterns of the movement of objects in the sky. Students will collect data to draw conclusions about Earth’s relationship to the sun, moon, and stars. (1­ESS1­1, 1­ESS1­2) S.1.1.1 Record data based on observations of the Sun in the sky at different times of the day, including s unrise and s unset in order to determine the pattern of the sun through the sky. S.1.1.2 Demonstrate how the r otation of Earth creates day and night using a model. S.1.1.3 Record, predict, and describe patterns of the m
oon phases and confirm predictions after using text and media. S.1.1.4 Depict the Earth o
rbiting the sun, using a visual example, in order to explain the spatial relationship between the sun, moon, and stars. S.1.1.5 Depict Earth’s t ilt and orbit around the sun (i.e. model, illustration, computer program), comparing Earth’s winter and summer s easonal patterns. S.1.1.6 Sequence photographs that reflect patterns of the sun, moon, and stars, and predict the next phase in the c ycle . 6 Light and Sound S.1.2 Students will conduct investigations into the qualities of light and sound and use the results to solve the problem of communicating over a distance. (1­PS4­1, 1­PS4­2, 1­PS4­3, 1­PS4­4) S.1.2.1 Identify the essential components of conducting a scientific i nvestigation , while working in a whole­group. S.1.2.2 Plan and conduct investigations to provide evidence that v ibrating materials can make sound, while working in a small group. S.1.2.3 Plan and conduct investigations to provide evidence that sound can make materials vibrate, while working in a small group . S.1.2.4 Identify the difference between an object i lluminated by an e
xternal or i nternal light source. S.1.2.5 Use evidence to support observations that objects can be seen only when illuminated. S.1.2.6 Compare the qualities of t ransparent, translucent, opaque, and r eflective objects. S.1.2.7 Plan and conduct an investigation to determine the effects of placing objects made with different materials in the path of a beam of light, with a partner. S.1.2.8 Use tools and materials to design and build a d
evice that uses light or sound to solve the problem of communicating over a distance, with a partner. S .1.3 Students will examine the structure and function of plant and animal external parts and the behavior of animals in order to design a solution to a problem by mimicking how plants and animals survive and grow. Students will evaluate relationships between animal parents and offspring, communicating patterns in behavior that help offspring survive. (1­LS1­1, 1­LS1­2, 1­LS3­1) S.1.3.1 Identify essential f unctions of a plant’s r oots, stem, leaves, flower , f ruits and seeds . S.1.3.2 Identify essential plant s urvival behaviors (i.e. fruits and colors attracting animals, prickles to defend against animals). S.1.3.3 Identify essential functions of animal parts (i.e. blubber, turtle shell, koala’s hooked claws). S.1.3.4 Identify and give examples of essential animal survival behaviors (i.e. puffer fish expanding, rabbit zig­zagging to escape). S.1.3.5 Compare patterns in behavior of parents and o
ffspring that help offspring survive, using text, media, and schema (bird/baby bird sharing food vs. baby turtles on beach alone) S.1.3.6 Design a s olution to a human problem by m
imicking how plants and/or animals use their e
xternal parts (turtle shell and bike helmet, shark grooves­in­head and swim cap). 7 Second Grade Course Purpose: S
tudents will develop models and compare solutions when examining processes that shape the Earth. While investigating materials, they will make observations, analyze data, and formulate evidence­based arguments. Students will determine plant needs, compare diversity of life in different habitats, and create models to mimic animal functions. Outcomes and Targets: shape of the land. (i.e. technology project, cookie experiment) S.2.1.6 Record a list of solutions designed to slow or prevent wind or water from changing the shape of the land as a group. Properties of Matter S.2.2 Students will classify materials based on their observable properties and uses, investigate the changes that can be performed on different materials, and determine whether those changes can be reversed. (2­PS1­1, 2­PS1­2, 2­PS1­3, 2­PS1­4) S.2.2.1 Describe and classify materials by their observable p
roperties (s trength, flexibility, hardness, texture, c olor , absorbency ). S.2.2.2 Analyze data obtained from testing different materials (plastic tubing, nail, cardboard, wire, wooden block, felt) to determine which materials are best suited for an intended purpose. S.2.2.3 Build two different structures using the same materials to show how an object can be disassembled and made into a new object(s). [ Teaching connections: properties of materials determine usefulness within a structure, and changes can be reversed.] S.2.2.4 Record which of a given set of materials have altered properties after being heated or cooled and if this change can be reversed (i.e. water, crayons, shrinky dinks, wood). Plants Investigation S.2.3 Students will plan and conduct an investigation to determine if plants need sunlight and water to grow. (2­LS2­1) S.2.3.1 Match the parts of the S
cientific Method (question, hypothesis, experiment, observations, conclusions) w
ith their definition. (see graphic organizer and “I Am a Scientist” lesson) S.2.3.2 Collaboratively plan an i nvestigation to determine the cause and effect relationship between plants and sunlight and plants and water. S.2.3.3 Collect and record data of plant growth, make comparisons in discussion based on v ariables tested, and draw conclusions (light vs. darkness, water vs. no water). 8 Plants and Animals and Habitats S.2.4 Students will examine and model the interdependent relationships between plants and animals in diverse habitats. (2­LS2­2, 2­LS4­1) 2.4.1 List plants and animals in different h
abitats (T
errestrial: forests, deserts, grasslands; Aquatic: saltwater and freshwater ), using text and media. 2.4.2 Match animals to their habitat. (i.e. diorama) 2.4.3 Compare o
mnivores , c arnivores , and h
erbivores and provide examples of each. 2.4.4 Identify examples of p
redator /p
rey relationships within each habitat. 2.4.5 Develop a simple model or role play to mimic the function of an animal in dispersing seeds or p
ollinating plants. 2.4.6 Produce an e
cosystem model that incorporates the i nterdependent relationships between animals and plants. Processes that Shape the Earth S.2.1 Students will create a representation of the processes that shape or alter the Earth. (2­ESS1­1, 2­ESS2­1, 2­ESS2­2, 2­ESS2­3) S.2.1.1 Identify where water is found and the types of bodies of water (i.e. o
ceans, lakes, rivers, streams ). S.2.1.2 Develop and present a model to represent the shapes and kinds of land and bodies of water in an area. S.2.1.3 Describe earth events (i.e. e
arthquakes, tornadoes, volcanic eruptions, tsunamis, hurricanes, floods, erosion ) and classify them as occurring quickly or slowly. S.2.1.4 Produce an evidence­based report of a recent earth event shaping or altering the earth using media. S.2.1.5 Create a m
odel that represents one of the processes that shapes or alters the Third Grade Course Purpose: Students will analyze the impact of environmental conditions and changes on plant and animal life cycles and survival. They will examine the patterns of weather conditions and climates in various regions of the world. Students will evaluate force and its effect on the motion of various objects. Outcomes and Targets: Life Cycles S.3.1 Students will develop models to classify organisms’ unique and diverse life cycles that demonstrate the commonality of birth, growth, reproduction, and death. (3­LS1­1) S.3.1.1 Identify and describe the l ife cycle of a flowering plant (including b
irth, growth , reproduction , and d
eath ). 9 S.3.1.2 Identify and describe the l ife cycle of an animal (i.e., frog, butterfly, mealworm, etc.) S.3.1.3 Create a diagram to compare and contrast the life cycles of different organisms to demonstrate that all organisms have a shared pattern of birth, growth, reproduction, and death. S.3.1.4 Support the conclusion that all living organisms share commonalities in their life cycle. Environmental Impact S.3.2 Students will evaluate selected solutions to a problem, caused by a given environmental change, affecting plants and animals. (1­LS­1, 3­LS4­3, 3­LS4­4) S.3.2.1 Define environmental n
iche (e
nvironmental preferences and r ange of tolerance ). S.3.2.2 Identify the niche of select plants and animals. S.3.2.3 Define and identify various forms of plant and animal a
daptations . S.3.2.4 Define and identify various forms of environmental changes, both naturally occurring and caused by humans. S.3.2.5 Chart the impact of various environmental changes on plants and animals to determine how their traits and behaviors change over the course of time. S.3.2.6 Make inferences about how an environment may have been different long ago based on the f ossils (evidence) of plants and animals. S.3.2.7 Predict the outcome of a plant or animal’s survival in a particular habitat based on one environmental change. S.3.2.8 List examples of human solutions to environmental changes that impact plants and animals, using text and media sources. S.3.2.9 Compare and contrast the advantages and disadvantages of two given solutions to a problem caused by an environmental change. S.3.2.10 Evaluate a solution to a problem, given an environmental change. Impact of Weather Related Hazards S.3.3 Students will create and evaluate a design solution to reduce the impact of a given weather­related hazard. (3­ESS3­1, 3­ESS2­1, 3­ESS2­2) S.3.3.1 Collect and represent data (temperature, rainfall, wind) in tables and graphical displays to show evidence of typical weather patterns in a particular season in a region of the world. S.3.3.2 Compare typical weather patterns in a particular season in different regions of the world based on collected data. S.3.3.3 Define c limate a
nd describe the climate in different regions of the world, based on collected data. S.3.3.4 Identify types of w
eather­related hazards. S.3.3.5 Categorize types of weather­related hazards by season and region of the world. 10 S.3.3.6 List examples of design solutions that reduce the impact of a weather­related hazard. S.3.3.7 Classify multiple design solutions by weather­related hazard. S.3.3.8 Compare and contrast the advantages and disadvantages of each design solution. S.3.3.9 Propose and evaluate a design solution to reduce the impact of a given weather­related hazard. (i.e., barriers to prevent flooding, wind­resistant roofs, lightning rods, etc.) Properties of Magnets S.3.4 Students will apply properties of magnets to solve a defined problem. (3­PS2­3, 3­PS2­4) S.3.4.1 Identify and describe basic properties of m
agnets (e.g., shapes, strengths, other objects that are attracted by magnets). S.3.4.2 Diagram the f orce between two or more magnets (e.g., a
ttraction, repulsion , etc.) S.3.4.3 Qualitatively measure the change of force between two magnets as the distance changes. S.3.4.4 Demonstrate and explain the cause and effect relationship between two magnets. S.3.4.5 Ask a question and generate a hypothesis that can be investigated based on the cause and effect relationship between magnets. (i.e., How far apart do two magnets have to be before they do not attract each other?) S.3.4.6 Based on student­generated questions (from S.3.1.5), conduct an investigation to make observations and measurements and record data to answer their questions. S.3.4.7 Create a new or improved object or tool using a magnet to solve a teacher or student­defined problem. (i.e., constructing a latch to keep a door shut or creating a device to keep two objects from touching each other.) Balanced and Unbalanced Forces S.3.5 Students will plan and conduct an investigation with one variable to provide evidence of the patterns of balanced and unbalanced forces on the motion of an object. (3­PS2­1, 3­PS2­2) S.3.5.1 Define and provide examples of force interactions, i.e., b
alanced and unbalanced forces, including the f orce of g
ravity . S.3.5.2 Chart observations of the interactions between forces on objects. S.3.5.3 Describe and illustrate N
ewton’s First Law of Motion . S.3.5.4 Make predictions about the motion of an object based on the observed patterns occurring as a result of balanced or unbalanced forces. S.3.5.5 Identify simple machines that increase or decrease a force on another object.(i.e., p
ulley , l ever , f ulcrum , i nclined plane , s crew , w
edge , etc.) S.3.5.6 Ask simple questions and generate a hypothesis about number, size, or direction of forces that can be investigated based on patterns of motion and the 11 effect of gravity. S.3.5.7 Conduct a c ontrolled e
xperiment with one v ariable using tools and machines to demonstrate the effect of the size, direction, or number of forces on the motion of one object. [ Teacher connection: students are investigating balanced and unbalanced arrangements of forces by altering size direction or number of forces.] S.3.5.8 Present a conclusion using evidence to describe how an object’s motion is influenced by forces. Fourth Grade Course Purpose: Students will analyze data and evidence to describe patterns and changes in Earth’s features over time. They will examine plant and animal structures to model how these structures receive information and function to support survival, growth, behavior, and reproduction. Students will also evaluate the derivation, transfer, and conservation of energy. Outcomes and Targets: Plant and Animal Structures S.4.1 Students will construct an argument supported by a model to demonstrate that groups of organisms receive different types of information through their structures, process the information, and respond to the information in different ways. (4­LS1­1) (4­LS­1­2) S.4.1.1 Identify and explain the function and purpose of internal and external body structures for support, survival, growth, behavior, and reproduction. S.4.1.2 Describe different types of information that animals receive through their senses and different ways that animals respond to that information. S.4.1.3 Classify animals based on internal and external structures. (v ertebrate, invertebrate, mammal, bird, reptile, fish, amphibian ) S.4.1.4 Identify and explain the function and purpose of seed and plant structures for survival, growth, and reproduction. (structures could include thorns, stems, roots, colored petals) S.4.1.5 Develop a model that shows how an organism uses its structures and senses to gather information from its environment. S.4.1.6 Construct an argument supported by evidence that plants and animals have structures to support survival, growth, behavior, and reproduction. Processes that Shape the Earth S.4.2 Students will analyze information about Earth’s features and changes over time to generate and compare multiple solutions to reduce the impact of natural Earth processes (earthquakes, volcanic eruptions, tsunamis, floods) on humans. (4­ESS1­1, 4­ESS2­1, 4­ESS2­2, 4­ESS3­2) ( examples of solutions could include designing an earthquake­resistant building and improving monitoring of volcanic activity) 12 S.4.2.1 Analyze and interpret data from maps to describe patterns in Earth’s features. (maps can include topographic maps of Earth’s land and ocean floor, as well as maps of the locations of mountains, continental boundaries, volcanoes, and earthquakes) S.4.2.2 Identify evidence for changes in landscape over time, using patterns in rock formations and fossils in rock layers. S.4.2.3 Identify living and nonliving factors that contribute to w
eathering and e
rosion. S.4.2.4 Diagram the r ock cycle and explain the processes that form each type of rock. S.4.2.5 Identify evidence from text, media, and experimentation that living things can affect the physical characteristics of their regions. S.4.2.6 Make observations and/or measurements to provide evidence of the effects of weathering or the rate of e
rosion by water, ice, wind, or vegetation. ( variables to test could include angle of slope in the downhill movement of water, amount of vegetation, speed of wind, relative state of deposition, cycles of freezing and thawing of water, cycles of heating and cooling, and volume of water flow) S.4.2.7 Explain the impact of Earth’s processes on humans, and evaluate existing solutions that reduce the impact of these processes on humans. S.4.2.8 Generate a solution and compare to existing solutions to reduce Earth’s impact on humans, given a specific Earth process. Waves and Light S.4.3 Students will compare and contrast waves in water and light waves using models. (4­PS4­1, 4­PS4­2) S.4.3.1 Identify examples of w
aves i n the natural world (ocean, moving grass, etc.). S.4.3.2 Observe and describe the regular patterns of motion of waves in water and that waves can cause objects to move. S.4.3.3 Define a
mplitude and w
avelength a
nd relate them to patterns of motion in water. S.4.3.4 Model waves in water showing various amplitudes and the resultant movement of objects in the water. S.4.3.5 Describe a light wave using the vocabulary amplitude and wavelength and explain that amplitude affects brightness and wavelength affects color. S.4.3.6 Design a controlled experiment to investigate how light interacts with other objects (absorbed, redirected, bounced back, passed through). S.4.3.7 Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen. S.4.3.8 Compare and contrast the models of water waves and light. Changes in Energy S.4.4 Students will design and perform experiments to demonstrate and explain changes in energy, both transfer of energy from place to place and conversions of energy from one type to another. (4­PS3­1, 4­PS3­2, 4­PS3­3, 4­PS3­4, 4­ESS3­1) ( Examples of devices could include 13 electrical circuits that convert electrical energy into motion energy of a vehicle, light, or sound and a passive solar heater that converts light into heat.) S.4.4.1 Identify sources of s tored energy . (potential energy (term not assessed) ­ battery, food, lifting something against gravity) S.4.4.2 Provide evidence based on observations that energy can be t ransferred f rom place to place by sound, light, heat, and electric currents. S.4.4.3 Construct o
pen and closed circuits and describe the flow of energy in these circuits. S.4.4.4 Describe ways that energy is c onverted f rom one form to another. (i.e., connecting a battery to a light, to a motor, etc.) S.4.4.5 Construct an explanation using evidence that relates the speed of an object to the energy of that object. S.4.4.6 Ask questions and predict outcomes about the changes in moving (kinetic ­ term not assessed) energy that occur when objects collide. S.4.4.7 Design experiments to test a question posed in 4.4.6 to demonstrate the changes in moving (kinetic) energy. S.4.4.8 Design, test, and refine a circuit to convert electrical energy into motion, sound, heat, or light and explain what processes are taking place. [ Constraints could include materials, cost, or time to design the device.] Fifth Grade Course Purpose: Students will analyze the flow and conservation of matter and energy. They will appraise organism, ecosystem, system, and solar system interactions to evaluate interdependence and human impact. Students will compare patterns within systems of the solar system and will model and describe the effects of observable changes. Outcomes and Targets: Energy Flow in Life Cycles S.5.1 Students will analyze the flow of energy in organisms and ecosystems and support an argument about plants’ needs for growth. S.5.1.1 Identify basic needs of plants and the basic process of p
hotosynthesis . S.5.1.2 Model the process of energy transfer and growth in plants as they undergo photosynthesis. S.5.1.3 Define and discuss the parameters of a controlled experiment, including the manipulated, responding, and controlled variables . S.5.1.4 Design and make predictions about, and then conduct a controlled experiment to test the impact of varied air and water resources on plants. S.5.1.5 Collect, analyze, and make a graphical representation of the data to use as 14 evidence to determine o
ptimal conditions for growth based on the results from the controlled experiment. S.5.1.6 Support an argument that plants get the materials they need for growth mainly from air and water resources, not soil, referencing photosynthesis and investigation evidence about optimal growth conditions. Earth’s Systems S.5.2 Students will describe the flows and cycles in Earth’s systems, and will determine the effects of system interdependence and the extent of human impact. ( 5 LS 2­1, 5 ESS 2­2, 5 ESS 3­1, 5 PS 3­1, 5 ESS 2­1) S.5.2.1 Describe and graph the amounts and percentages of water in various bodies of water (oceans, lakes, rivers, glaciers, groundwater, and polar icecaps) to provide evidence about the distribution of water on Earth. S.5.2.2 Identify the parts of the w
ater cycle (e
vaporation, condensation, precipitation ) and describe the movement of water through the h
ydrosphere . S.5.2.3 Describe the environmental impact of changing water resources, referencing the distribution of water on Earth and the water cycle. S.5.2.4 Identify the processes in the g
eosphere (earth: erosion, weathering, climate, rock cycles), b
iosphere (life: environmental and human cycles and impacts), hydrosphere (water: water cycle), and a
tmosphere (air: winds and clouds, forces, motion). S.5.2.5 Develop models using a simple example to show the interaction of the spheres (geosphere, biosphere, hydrosphere, and atmosphere), modeling two systems interacting with each other (for example: the influence of the ocean on ecosystems, landform shape, and climate; the influence of the atmosphere on landforms and ecosystems through weather and climate; the influence of mountain ranges on winds and clouds in the atmosphere). S.5.2.6 Present the cause and effect of human impact on the geosphere, biosphere, hydrosphere, and atmosphere, noting positive and negative impacts. S.5.2.7 Evaluate existing community efforts to use science ideas to protect the Earth’s resources and environment and suggest improvements. Earth, Sun and Moon S.5.3 Students will investigate and model the movement and location of the Earth, sun, and moon to demonstrate the interactions between them. (5 PS 2­1, 5 ESS 1­2) S.5.3.1 Explain gravity and gravitational force. S.5.3.2 Support an argument based on evidence that the gravitational force exerted by Earth on objects is directed towards the center of Earth. S.5.3.3 Use a model to show Earth’s r otations around its own axis and describe how this rotation creates day and night. S.5.3.4 Use a model to show Earth’s r evolution around the sun and describe how this 15 revolution determines the calendar year. S.5.3.5 Describe how the moon’s revolution causes s olar and l unar e
clipses . S.5.3.6 Represent data in graphical displays to reveal patterns in how the length and direction of shadows change throughout a day. S.5.3.7 Determine how the position of the sun in the sky affects shadow length and direction. S.5.3.8 Synthesize models, graphical displays of data, and acquired knowledge about the revolution of the Earth and moon and the position of the sun in order to answer student­generated questions. O
ur Solar System and Galaxy S.5.4 Students will compare models to represent the scale, structure, and organization of the solar system and the Earth as part of the Milky Way galaxy. (5 PS 2­1, 5 ESS 1­2) S.5.4.1 Diagram and label planet positions in the s olar system relative to the sun, noting that the sun is the only star in our solar system and that planets o
rbit the sun. [Teaching note: A possible pre­assessment could include students creating a model before instruction.] S.5.4.2 Compare several models of the solar system and describe the model in terms of scale, accuracy, and limitations. [ Teaching note: models should include models of relative size and relative distance.] S.5.4.3 Explain why two similar stars have different brightnesses relative to distance from Earth, and explain why our sun appears to be the brightest star in our galaxy. S.5.4.4 Explain that stars appear in visible patterns known as c onstellations . S.5.4.5 Develop an analogy to explain that our solar system is one of many solar systems within the Milky Way galaxy . Structure and Properties of Matter S.5.5 Students will analyze the structure and properties of matter in order to hypothesize about the results of changes to matter. (5 PS 1­1, 5 PS 1­2, 5 PS1­3, 5 PS1­4) S.5.5.1 Make observations to classify materials based on their properties. (Examples of materials could include; baking soda and other powders, metals, minerals, and liquids. Examples of properties could include; hardness, color, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility.) S.5.5.2 Design a separation technique to prove that the physical properties of mixed substances did not change (For example, mixing salt and steel filings.) S.5.5.3 Identify the types of m
atter and categorize the properties of each, noting examples and properties of each type of matter. [Types of matter: solids have definite shape, liquids take the shape of their container, gases fill their container. Atoms are not assessed.] 16 S.5.5.4 Develop a model to describe that matter is made of p
articles too small to be seen, demonstrating how particles are arranged in the types of matter (examples could include: adding air to a basketball, compressing air in a syringe, dissolving sugar in water, evaporating salt water). S.5.5.5 Explain the difference between m
ass and w
eight , using a balance versus a spring scale. S.5.5.6 Measure and graph quantities to provide evidence that regardless of the type of change that occurs during p
hysical changes (heating, cooling, or mixing substances) the mass of matter is c onserved (examples could include phase changes, dissolving, and mixing to form new substances). S.5.5.7 Make, test, and revise hypotheses about the results of various changes to matter when presented with a new substance. Sixth Grade Course Purpose: Students will analyze the flow of energy through Earth’s systems in order to formulate predictions of the changes and interactions between the biotic and abiotic aspects of our planet. They will evaluate the extent of human impact on Earth and the environment and design solutions based on data. Outcomes and Targets: Atoms and the Periodic Table S.6.1 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) S.6.1.1 Define atom a
nd the subatomic particles that make up the atom. S.6.1.2 Create and label an atomic model with placement and charge of subatomic particles. ( nucleus, protons, neutrons and electrons) S.6.1.3 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. S.6.1.4 Calculate the number of n
eutrons, protons and electrons w
ithin an atom of an element using the periodic table. Changes in Matter S.6.2 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. (PS1­4) S.6.2.1 Distinguish between the shape and volume of s olids , l iquids and g
ases . S.6.2.2 Model and describe the organization and movement of atoms in solids, liquids, and gases. 17 S.6.2.3 Define t emperature , t hermal energy and h
eat i n terms of k inetic energy of particles. S.6.2.4 Explain the relationship between the kinetic energy of particles within a substance and the thermal energy transfer in the form of heat. S.6.2.5 Identify the different transition points between the p
hases of matter (v aporization, melting, boiling, freezing, condensation, sublimation ). S.6.2.6 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. S.6.2.7 Explain the relationship between heat, temperature, and change of state by interpreting a self­created phase change diagram. Water and Energy Cycles S.6.3 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. (ESS2­4) S.6.3.1 Identify each layer of Earth’s atmosphere and each layer’s unique properties. S.6.3.2 Define and give examples of the different types of electromagnetic energy ( infrared, visible and ultraviolet ) that heat the Earth. S.6.3.3 Diagram the flow of energy in the atmosphere in the forms of r adiation , conduction , and c onvection . S.6.3.4 Demonstrate how radiation, convection, and conduction drive the water cycle. S.6.3.5 Define r elative h
umidity , d
ew point , and c ondensation . S.6.3.6 Collect data on humidity levels and dew point using sling psychrometers. S.6.3.7 Use the data collected to explain the relationship between r elative humidity, dew point, and condensation. S.6.3.8 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. Weather S.6.4 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 (ESS2­5; ESS2­6) S.6.4.1 Explain how the unequal heating of the Earth’s surface and atmosphere creates regions of h
igh pressure (cyclone) and low pressure (anticyclone) a
nd w
ind . S.6.4.2 Explain how wind a
nd a
ir masses flow from high pressure to low pressure. S.6.4.3 Distinguish between different types of air masses. S.6.4.4 Predict the type of weather that can result when different types of air masses collide. S.6.4.5 Explain how the unequal heating of the Earth and C
oriolis effect impact g
lobal winds . S.6.4.6 Predict the movement of air masses and resulting weather using evidence 18 obtained from interpretation of data. Global Warming S.6.5 Students will conduct research to provide evidence for a specific solution to the negative effects of global warming. (ESS3­5) S.6.5.1 Define g
reenhouse gas . S.6.5.2 Demonstrate the role greenhouse gases play in the g
reenhouse effect using a diagram. S.6.5.3 Summarize the causes of global warming and its effect on climate. S.6.5.4 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. S.6.5.5 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. Plate Tectonics S.6.6 Students will construct models to support how plate movement and other natural occurrences shape geographic features gradually and catastrophically. (ESS2­2; ESS2­3) S.6.6.1 Diagram and compare the layers of Earth, and explain how heat and p
ressure determine their characteristics. S.6.6.2 Explain how heat is transferred throughout the layers of Earth, and relate this transfer to t ectonic plate motion . S.6.6.3 Synthesize Alfred Wegener’s evidence to hypothesize about the past appearance of the surface of the Earth. S.6.6.4 Model the motions related to plate tectonics and predict the gradual effects these motions will have on the surface of Earth (c onvergent , d
ivergent , transform b
oundaries, m
ountain building, subduction) S.6.6.5 Model the motions related to plate tectonics, and predict the catastrophic effects these motions can cause on the surface of Earth (v olcanoes, earthquakes and tsunamis). Ecosystems S.6.7 Students will analyze an ecosystem to identify its components and predict the interactions within the ecosystem, specifically in response to a limiting factor. (LS2­1, 2, 3, 4) S.6.7.1 Differentiate between b
iotic and a
biotic factors. S.6.7.2 Arrange the components within an ecosystem into levels of organization. ( organism, population, community, ecosystem ) S.6.7.3 Create and discuss the limitations of models of energy transfer between 19 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. S.6.7.4 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. S.6.7.5 Use a ecosystem model to predict the interactions of organisms in an ecosystem (c ompetition, predation, symbiosis ) S.6.7.6 Analyze and interpret data to provide evidence for the effects of l imiting factors , such as human interference or resource availability on wildlife populations. Seventh Grade Course Purpose: Students will analyze motion and force data to determine relationships between variables. They will examine interactions amongst matter to predict motion, chemical reactions or changes in energy. Students will also construct and test devices to meet design criteria. Outcomes and Targets: Atoms and Bonding S.7.1 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. (MS­PS1­1; HS­PS1­1) S.7.1.1 Create and modify an atomic model to represent the charge and location of subatomic particles and explain the limitations of this model. S.7.1.2 Modify an atomic model to represent the energy of electrons, identifying v alence electrons . S.7.1.3 Draw an accurate L
ewis (electron) dot model of an atom, accurately positioning and calculating the number of valence electrons. [1­20] S.7.1.4 Identify m
etals , n
onmetals and m
etalloids on the periodic table. S.7.1.5 Explain general valence trends within families (g
roups ) or types of atoms on the periodic table. S.7.1.6 Predict how many electrons an atom will likely gain or lose to achieve stability. S.7.1.7 Define i onic , c ovalent and m
etallic b
onds in terms of how the valence electrons are transferred or shared. S.7.1.8 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. 20 S.7.1.9 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. S.7.1.10 Predict the bonds and properties of a substance when given the ingredient elements by applying knowledge of atomic structure, bonding and bond properties. Chemical Reactions S.7.2 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. (MS­PS1­1; MS­PS1­2; MS­PS1­5) S.7.2.1 Assess a change to determine whether a c hemical r eaction has occurred, based on the signs of a chemical reaction. S.7.2.2 Define the l aw of conservation of mass . S.7.2.3 Identify and use c oefficients and s ubscripts within a chemical formula to determine the types and quantities of elements present in the substance. S.7.2.4 Examine a chemical equation to identify the r eactants and p
roducts . S.7.2.5 Assess a chemical equation to determine type of reaction (e
xothermic, endothermic, synthesis, decomposition o
r d
ouble o
r s ingle replacement ). S.7.2.6 Evaluate chemical equations, providing reasoning for why they do or do not follow the law of conservation of mass. S.7.2.7 Solve an unbalanced chemical reaction, adding coefficients to balance the equation so that it follows the law of conservation of mass. S.7.2.8 Design and conduct an investigation (identifying variables and data collection needs and methods) involving a chemical reaction in order to answer a scientific question. [A
ssessed separate from other targets in this outcome. ] Engineering with Thermal Energy S.7.3 Students will design, construct, test, and evaluate a device that limits the transfer of thermal energy to or from the surrounding area. (MS­PS1­6; MS­PS3­3; S­PS3­4) S.7.3.1 Compare the F
ahrenheit , C
elsius , and K
elvin temperature scales using the reference points of freezing and melting point of water and a
bsolute zero . S.7.3.2 Use a Celsius thermometer with accuracy. S.7.3.3 Contrast temperature, thermal energy, heat and s pecific heat capacity . S.7.3.4 Categorize materials as c onductors or i nsulators relative to each other based on first hand experimentation of heat transfer. S.7.3.5 Design, construct, and test a device that limits the transfer of thermal energy. S.7.3.6 Evaluate a design (see target S.7.3.5), and provide evidence to support suggested improvements to the design. 21 Measuring Motion S.7.4 Students will analyze and compare graphs of regular and accelerated motion in order to describe the motion occurring. (WS) S.7.4.1 Define s peed and v elocity , using the definitions to report when speed or velocity might be more useful information. S.7.4.2 Compare and contrast p
ositive , n
egative and c entripetal a
cceleration . S.7.4.3 Calculate speed, velocity, or acceleration when given a word problem. S.7.4.4 Convert units of motion using d
imensional analysis. S.7.4.5 Interpret and compare graphs of motion, and report the regular or accelerated motion of an object. Forces and Motion S.7.5 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. (MS­PS2­1; MS­PS2­2) S.7.5.1 Describe how forces are measured and what characteristics forces share with other v ector quantities like velocity. S.7.5.2 Define b
alanced and u
nbalanced forces, and explain the effect of each on the motion of a moving or nonmoving object (Newton’s First Law of Motion) . S.7.5.3 Identify forces that occur in our everyday world. (gravity, a
ir resistance, friction , magnetic, e
lectric , and contact forces [pushes and pulls]) S.7.5.4 Calculate the n
et force on an object, and predict the motion of the object. (Examples may include the forces listed in target S.7.5.3.) S.7.5.5 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 (N
ewton’s Second Law of Motion ). S.7.5.6 Describe everyday force interactions using N
ewton’s T
hird Law of Motion , including the forces involved and the effects on motion due to the force interaction. S.7.5.7 Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects. Energy S.7.6 Students will construct, use, and present arguments and diagrams, based upon empirical evidence, to explain energy conversions or transfers. (MS­PS2­4; MS­PS3­1; MS­PS3­2; MS­PS3­5) S.7.6.1 Define types of energy (e
lectromagnetic , sound, e
lectrical , kinetic, p
otential , nuclear , and thermal). S.7.6.2 Classify types of energy as sub­types of kinetic or potential energy. S.7.6.3 Define the l aw of conservation of energy . S.7.6.4 Diagram energy conversions, showing the types of energy involved and 22 explaining how the conversion follows the law of conservation of energy. S.7.6.5 Describe the relationship of kinetic energy to the mass and velocity of an object. S.7.6.6 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. S.7.6.7 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. [ A
ssessed separately from other targets in this outcome. ] Electric and Magnetic Force S.7.7 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. (MS­PS2­3; MS­PS2­5; MS­PS3­2; MS­PS4­3; H
S­PS3­5) S.7.7.1 Define s tatic e
lectricity , including how c harges interact to produce electric force. S.7.7.2 Conduct an investigation to determine the presence of non­contact forces, focusing on electric and magnetic fields as sources of potential energy. [ Teaching note: students will need background on how static charge is created on an object, but the specifics of how conduction, induction and friction can create a static charge are not assessed.] S.7.7.3 Identify the components needed in a c omplete circuit . (Energy source, voltage source and conductors.) S.7.7.4 Construct an analogy to describe current electricity, specifically c urrent , v oltage, and r esistance . S.7.7.5 Conduct investigations (using physical circuits or computer simulations) to investigate the relationship between voltage and current, and resistance and current. S.7.7.6 Gather data through investigation in order to determine the factors that affect the strength of magnetic forces in an e
lectromagnet . Waves S.7.8 Students will conduct research and use models to produce an explanation of how waves and their properties determine real­world wave interactions. (MS­PS4­1; MS­PS4­2) S.7.8.1 Diagram the basic parts and properties of t ransverse and l ongitudinal waves , sound , and light w
aves . S.7.8.2 I dentify whether a medium is needed for transmission of a wave ( mechanical vs. electromagnetic waves) a
nd how the properties of the medium affect the speed of a wave. S.7.8.3 Define a
mplitude , w
avelength , f requency , and speed of waves. S.7.8.4 Describe the relationship between amplitude and energy of a wave. 23 S.7.8.6 Describe the connection between the frequency of a wave and the type of a light wave or the pitch of a sound wave. S.7.8.7 Gather evidence to support the L
aw of Reflection . S.7.8.8 Research wave interactions in order to connect reflection, refraction, diffraction, and constructive and destructive interference to real world examples involving sound and light waves. [ Resonance and standing waves may be discussed, but will not be assessed.] S.7.8.9 Compare and contrast how eyes and ears receive waves and transmit signals to the brain. S.7.8.10 Conduct research about waves in order to answer a student­generated question, and use a model or diagram to explain how waves are interacting with the environment or each other. Eighth Grade Course Purpose: S
tudents will apply the principles of scientific investigation and engineering to examine evidence of the origin, history and present structure of the solar system and to relate the motion and characteristics of the objects in this system to the effects seen on Earth. They will also analyze the basic structures and processes of living things at the cellular level. Outcomes and Targets: Engineering Challenge S.8.1 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. S.8.1.1 Identify the goal and constraints of an engineering challenge. S.8.1.2 Develop a possible solution to the design challenge, test that solution and record pertinent data during testing to make improvements to the design. S.8.1.3 Revise the initial design multiple times based on data collected during testing. S.8.1.4 Justify the reasoning for the revisions. S.8.1.5 Identify the best solution as it relates to the goal and constraints of the challenge. S.8.1.6 Summarize the engineering process and communicate the results. Earth, Moon, and Sun S.8.2 Students will analyze and use models to compare the motions, relative positions, and forces of the Earth­moon­sun system to predict the effects they have on Earth, including seasons, lunar phases, eclipses and tides. (MS­ESS1­1, MS­ESS1­2) 24 S.8.2.1 Relate the r evolution and r otation of Earth to the structure of our modern calendar. S.8.2.2 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. S.8.2.3 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. S.8.2.4 Define N
ewton’s Universal Law of Gravitation and identify the components of the accompanying formula. S.8.2.5 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. S.8.2.6 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. S.8.2.7 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. S.8.2.8 Match the phases of the moon seen from Earth to the correct positions of the Earth, moon, and sun. S.8.2.9 Analyze one or more models to demonstrate how the movements of the Earth, moon, and sun result in eclipses and tides on Earth. Solar System S.8.3 Students will classify and organize objects within the solar system to critique and revise a model of this system. (MS­ESS1­2, MS­ESS1­3) S.8.3.1 Describe the origin of the solar system and how a
ccretion contributed to its current structure. S.8.3.2 Diagram and compare the layers of the sun. S.8.3.3 Define the features that can occur on the sun’s surface and their effects on Earth. S.8.3.4 Identify, define, and compare t errestrial , g
as , and d
warf planets. S.8.3.5 Differentiate c omets , a
steroids , m
eteors , m
eteoroids , and m
eteorites . S.8.3.6 Classify a theoretical object in the solar system given its characteristics. S.8.3.7 Define and apply K
epler’s three Laws of Planetary Motion . S.8.3.8 Critique a given model of the solar system, and revise it to create a more accurate model. The Universe S.8.4 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. (MS­ESS1­2, MS­ESS1­4) S.8.4.1 Explain why a l ight­year is a unit of distance and not time. S.8.4.2 Use a model of a telescope to determine p
arallax to estimate the distances to nearby stars. S.8.4.3 Examine s tar spectra to determine a star’s chemical composition. 25 S.8.4.4 Classify stars according to color, size, temperature, apparent a
nd absolute brightness , and chemical composition. S.8.4.5 Use the H
ertzsprung­Russell diagram in order to explain the relationship between the surface temperature and absolute brightness of stars. S.8.4.6 Describe and correctly order the stages in the life cycle of a star, and the roles of gravity and n
uclear fusion in this process. S.8.4.7 Explain and define how stars are grouped together into s tar systems , g
alaxies , and the u
niverse , and explain the role of gravity in these patterns. S.8.4.8 Create a scale model of the Milky Way galaxy to fit a given set of size constraints. S.8.4.9 Compare and critique the theories on the origin and future of our universe. Geologic Timescale S.8.5 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 billion­year history and major events. (MS­ESS1­4) S.8.5.1 Explain how fossilization occurs (s edimentary rock, cast, mold, permineralization, petrification, trace fossils, carbon films ). S.8.5.2 Analyze rock layers and fossils to establish the relative ages of major events in Earth’s history (r elative dating, law of superposition, extrusion, intrusion, fault, unconformity, index fossil ). S.8.5.3 Explain how radioactive decay is used to determine the absolute ages of rocks and fossils (r adioactive decay, half­life ). S.8.5.4 Solve various half­life related problems. S.8.5.5 Compare the advantages and shortcomings of relative and absolute dating. S.8.5.6 Use fossil and rock evidence to infer the distinguishing characteristics of various periods in Earth’s history within a specific geographic location. S.8.5.7 Develop a scale model that accurately represents major events in Earth’s history. What is Life? and Cells S.8.6 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. (MS­LS1­1, MS­LS1­2) S.8.6.1 Describe the six traits of all living things (c ellular organization, reproduction, growth/development, response to stimuli, composed of similar chemicals, use energy ). S.8.6.2 Define a cell as the most basic unit of life, and that organisms can be u
nicellular 26 or m
ulticellular . S.8.6.3 Conduct an investigation to p
rovide evidence that l iving things a
re made of cells, either one cell or many different numbers and types of cells. S.8.6.4 Explain the levels of organization present in the human body (cells, t issues , organs and o
rgan systems). S.8.6.5 Differentiate p
rokaryotes and e
ukaryotes . S.8.6.6 Diagram and identify the basic organelles of a cell (c ell wall, cell membrane, cytoplasm, nucleus, nucleolus, ribosome, ER, mitochondria, chloroplast, golgi apparatus, lysosome ) S.8.6.7 Describe the functions of the organelles in a cell as they relate to the survival of the whole cell. S.8.6.8 Develop an analogous representation of a plant or animal cell that accurately represents the functions and structures of the cell components. Genetics S.8.7 Students will develop an argument and provide evidence supporting why a
sexual reproduction r esults in o
ffspring with identical genetic information and sexual reproduction results in offspring with genetic variation. (M
S­LS3­1 and MS­LS3­2.) S.8.7.1 Differentiate a
sexual and s exual reproduction, a
long with their advantages and disadvantages. (Mitosis and meiosis may be mentioned, but will not be assessed.) S.8.7.2 Define c hromosomes , g
enes, and a
lleles and their roles in passing traits from parents to offspring. S.8.7.3 Differentiate g
enotype a
nd phenotype . S.8.7.4 Identify examples of phenotypes in humans. S.8.7.5 Define r ecessive, dominant a
nd c odominant genes. S.8.7.6 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.) S.8.7.7 D
evelop an approach to select for specific traits across multiple generations (math connection). S.8.7.8 Describe why s tructural changes to genes (m
utations ) located on chromosomes may result in harmful, beneficial, or neutral effects t o the structure and function o
f the organism. S.8.7.9 Develop an argument and provide evidence to describe why a
sexual reproduction r esults in o
ffspring with identical genetic information and sexual reproduction results in offspring with genetic variation. Genetic Engineering S.8.8 Gather and synthesize information about a
genetic technology that has changed the way humans influence t he inheritance of traits in organisms and defend your opinion of the impact of 27 this technology on society. (M
S­LS4­5) S.8.8.1 Define g
enetic engineering . S.8.8.2 G
ather and synthesize information about a method of genetic engineering (such as selective breeding, gene therapy, genetic modification) S.8.8.3 Defend your opinion about the merits of a method of genetic engineering in terms of its impact on society. 28