ETS National Assessment Framework
Science
Domain I – Nature of Science
Grades 3-5
Grades 6-8
Safety in Science: Recognize and apply the principles and patterns of behavior that constitute safe practices as individuals and
as members of a local and global community
3-5.SI.1.1 Know and use laboratory safety rules and procedures including
working with living things.
6-8.SI.1.1 Know and use safety rules and procedures for laboratory and
field investigations.
3-5.SI.1.2 Know how individual practices impact the physical environment
and community conditions.
6-8.SI.1.2 Describe how individual practices impact the physical
environment, community conditions, and global conditions.
3-5.SI.1.3 Know correct procedures for use of protective gear and
emergency equipment.
6-8.SI.1.3 Know correct procedures for use of scientific apparatus,
protective gear, and emergency equipment.
Mathematics and Technology in Science: Identify and analyze mathematical models used in scientific contexts; describe how
technology is used to increase scientific knowledge
3-5.SI.2.1 Make computations using simple math models (add, subtract,
multiply, divide whole numbers and fractions) to represent information and
analyze data.
6-8.SI.2.1a Use math skills to represent information and analyze data
including computational and algebraic use of positive and negative
numbers, fractions, decimals, exponents, integers, and percents.
6-8.SI.2.1b Determine the mean and median of a data set.
3-5.SI.2.2 Use appropriate metric units with computations and
measurements.
6-8.SI.2.2 Use appropriate metric units with computations and
measurements.
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ETS National Assessment Framework
Science
Domain I – Nature of Science
Grades 3-5
Grades 6-8
3-5.SI.2.3 Evaluate the reasonableness of measurements and/or
computations.
6-8.SI.2.3a Evaluate the reasonableness of measurements and/or
computations.
6-8.SI.2.3b Round numbers appropriately.
6-8.SI.2.3c Use scientific notation.
6-8.SI.2.3d Distinguish between accuracy and precision.
3-5.SI.2.4 Use appropriate tools and measuring instruments to extend the
senses and gather accurate information for making scientific comparisons,
designing and constructing things that work, or solving problems; these
tools or instruments could include but are not limited to: anemometers,
balances, barometers, beakers, calculators, disposable cameras, clocks
with second hands, collecting nets, hygrometers, magnetic compasses,
computers, graduated cylinders, hand lenses, hot plates, magnet sets,
meter sticks, microscopes, metric rulers, rain gauges, sound recorders,
spring scales, thermometers, wind vanes, etc.
6-8.SI.2.4 Use appropriate tools and measuring instruments to extend the
senses and gather accurate information for making scientific comparisons,
designing and constructing things that work, or solving problems; these
tools or instruments could include but are not limited to: anemometers,
balances, beakers, calculators, magnetic compasses, computer probes,
computers, culture dishes, dissecting equipment, graduated cylinders, hot
plates, magnets, meter sticks, microscopes, spring scales, telescopes, test
tubes, metric rulers, psychrometers, sound recorders, thermometers, timing
devices, weather instruments, Beaufort wind scales, etc.
3-5.SI.2.5 Organize data (e.g., data tables, tally charts) and construct
appropriate graphs; identify different kinds of graphs (e.g., circle graphs,
line plots, bar graphs, line graphs).
6-8.SI.2.5 Organize data tables and construct graphs (e.g., determine
independent and dependent variables, identify scale, plot points, draw bestfit line); identify different kinds of graphs (e.g., bar graphs, histograms,
pictograms, pie charts, line graphs).
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ETS National Assessment Framework
Science
Domain I – Nature of Science
Grades 3-5
Grades 6-8
3-5.SI.2.6a Recognize that technology is developed to do a job or solve a
problem.
3-5.SI.2.6b Describe how technology is designed; recognize that
technology is always changing and may create new problems while trying
to solve other problems.
3-5.SI.2.6c Recognize that technology can be used to help scientists
extend their observations (e.g., hand lenses to observe cells) and gather
more information about the natural world (e.g., space probe to visit Mars,
measuring instruments).
3-5.SI.2.6d Describe how technology helps all people (e.g., improves
personal safety and health).
3-5.SI.2.6e Describe how science and technology are interrelated (e.g.,
scientists used technology to produce medicines).
3-5.SI.2.6f Know the pros and cons of possible solutions to scientific and
technological problems in society.
6-8.SI.2.6a Recognize that searching for a solution to a problem may result
in a new technology.
6-8.SI.2.6b Describe the steps in technology design and the limits on
technology design (e.g., natural, economic, ethical).
6-8.SI.2.6c Describe how technology is essential to scientific studies for
such purposes as access to outer space and other remote locations (e.g.,
telescopes, microscopes, satellites), sample collection and treatment,
measurement, data collection (e.g., probeware, sensors) and storage (e.g.,
graphing calculators), computation, and communication of information (e.g.,
computers).
6-8.SI.2.6d Describe how technology can lead to discoveries in science
(e.g., invention of lenses led to development of the microscope which
helped scientists discover microscopic organisms).
6-8.SI.2.6e Recognize that the purpose of risk-benefit analysis is to
minimize the likelihood of unwanted side effects or new technology.
6-8.SI.2.6f Recognize that technology has both advantages and
disadvantages (e.g., oil drilling provides oil for energy but drilling may be
detrimental to the environment).
3-5.SI.2.7 Know that predictions about the natural world are based on
previous known information.
6-8.SI.2.7 Know that estimations and predictions about the natural world
are based on previously known information or experimentation.
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ETS National Assessment Framework
Science
Domain I – Nature of Science
Grades 3-5
Grades 6-8
Scientific Investigations: Identify and analyze procedures used to conduct a scientific inquiry; know the characteristics of nonbiased experimentation in response to a question
3-5.SI.3.1 Know the role of the five senses in making observations.
6-8.SI.3.1a Design and conduct scientific investigations using science
process skills.
6-8.SI.3.1b Make observations; describe problem; make predictions; make
inferences.
6-8.SI.3.1c Formulate hypothesis; identify and control variables; determine
type of experiment.
6-8.SI.3.1d Collect, organize, and interpret data; draw conclusions.
6-8.SI.3.1e Evaluate results of scientific investigations and explanations
and suggest alternative explanations and procedures.
3-5.SI.3.2a Design and conduct simple investigations using science
process skills.
3-5.SI.3.2b Make observations, develop testable questions, make
predictions, make inferences, and hypothesize.
3-5.SI.3.2c Record data and draw conclusions.
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ETS National Assessment Framework
Science
Domain I – Nature of Science
Grades 3-5
Grades 6-8
Historical and Cultural Perspectives in Science: Identify and evaluate the qualities of science exploration and observation as a
human endeavor in a historical and/or cultural context
3-5.SI.4.1 Know that working in groups and sharing findings are helpful in
studying science.
6-8.SI.4.1 Know that working in groups and sharing findings are helpful in
studying science.
3-5.SI.4.2 Know that science is investigated similarly in different places
and should be replicable.
6-8.SI.4.2 Know that controlled experiments must show repeatability with
consistent results to be accepted by the scientific community.
3-5.SI.4.3 Identify the names and primary works of scientists from a variety
of ethnic/cultural groups throughout the history of science (e.g., Benjamin
Franklin, Alexander Graham Bell, John Muir, Benjamin Banneker, Elizabeth
Blackwell, Galileo Galilei).
6-8.SI.4.3 Identify the names and primary works of scientists from a variety
of ethnic/cultural groups throughout the history of science (e.g., Marie
Curie, Charles Darwin, Robert Koch, Gerardus Mercator, Sir Isaac Newton,
Alfred Wegener).
3-5.SI.4.4 Know how science and society influence one another by
identifying key discoveries, inventions, and technologies and their role in
human advancement (e.g., surveying land, development of medicinal drugs
from plants, development of the blood bank, invention of the electric motor,
communication).
6-8.SI.4.4 Know how science and society influence one another by
identifying the role of scientific discovery in world events or the role of world
events in motivating science discovery (e.g., electric lamp, space
exploration, effects of World Wars, steam engine, computers and
simulations, environmentalism).
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ETS National Assessment Framework
Science
Domain I – Nature of Science
Grades 3-5
Grades 6-8
3-5.SI.4.5 Emulate qualities of a scientist (e.g., curious, honest, openminded, skeptical, creative, imaginative) when studying science.
6-8.SI.4.5 Apply the qualities of a scientist (e.g., curiosity, honesty, openmindedness, skepticism, creativity, imaginative) when doing scientific
investigations.
3-5.SI.4.6 Know that scientists follow appropriate rules and procedures
when conducting research.
6-8.SI.4.6 Know that the ethics of science require that scientists follow
accepted rules and procedures when conducting research.
3-5.SI.4.7 Know the timeline of key discoveries, inventions, and
technologies and their role in human advancement (e.g., smallpox
vaccinations and disease control).
6-8.SI.4.7 Know the timeline of key discoveries, inventions, and
technologies and their role in human advancement (e.g., steam engine and
the Industrial Revolution, microchip and computer technology).
6-8.SI.4.8 Describe how scientific knowledge and theories may change
with new information as small modifications of prior knowledge or as major
shifts in a scientific view.
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ETS National Assessment Framework
Science
Domain I – Nature of Science
Grades 3-5
Grades 6-8
Scientific Communication: Represent scientific information in a variety of ways and evaluate the accuracy of science-related
media
3-5.SI.5.1 Describe how parts of an object with many parts influences other
parts of the same object (e.g., a flashlight may not work as well if a part of it
is missing or broken or misconnected).
6-8.SI.5.1 Describe how parts in a system are related to other parts within
the same system (e.g., inspect a simple system, such as a pencil sharpener
or a food chain, and describe what the various parts are for and what effect
making a change to one part of the system is likely to have on the whole
system).
3-5.SI.5.2a Use models and scale drawings to represent corresponding
features of objects, events, and processes in the real world (e.g., modeling
the solar system).
3-5.SI.5.2b Identify the limitations of using models.
6-8.SI.5.2a Compare how different types of models can be used to
communicate the same scientific event or principle (e.g., physical replica of
Earth and picture of Earth).
6-8.SI.5.2b Evaluate limitations of using a particular model.
3-5.SI.5.3 Identify patterns of change in objects using tables, graphs,
charts, and models where appropriate.
6-8.SI.5.3a Identify patterns of change in objects using tables, graphs,
charts, and models where appropriate.
6-8.SI.5.3b Interpolate and extrapolate graphical data to predict outcomes.
3-5.SI.5.4 Use drawings or sketches to help explain scientific ideas or
procedures.
6-8.SI.5.4 Use drawings or sketches to help explain scientific ideas or
procedures.
3-5.SI.5.5 Use numerical and descriptive data to describe and compare
objects and events.
6-8.SI.5.5 Use numerical and descriptive data to describe and compare
objects and events.
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ETS National Assessment Framework
Science
Domain I – Nature of Science
Grades 3-5
Grades 6-8
3-5.SI.5.6 Use scientific terms and language to describe observations and
distinguish from ideas and speculations about observations.
6-8.SI.5.6a Use scientific terms and language to describe scientific ideas,
procedures, and activities, including but not limited to laboratory reports,
graphic displays, and oral presentations.
6-8.SI.5.6b Determine order of magnitude.
3-5.SI.5.7 Use print media to locate scientific information.
6-8.SI.5.7 Research scientific literature and evaluate source material to
inform experiment design/validate results.
3-5.SI.5.8 Distinguish between a scientific fact and a belief.
6-8.SI.5.8 Distinguish among a scientific fact, a scientific claim based on
limited expertise, and a belief or opinion.
6-8.SI.5.9 Choose a meaningful representation of data in diagrams, charts,
tables, and graphs (i.e., choose the appropriate type of graph for the data).
6-8.SI.5.10 Describe common functions and their graphical representation
(i.e., linear, inverse).
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ETS National Assessment Framework
Science
Domain II – Life Science
Grades 3-5
Grades 6-8
Structure and Function in Living Systems: Identify and explain the structures and functions of cells and living systems of
organisms and recognize that organisms have various responses to stimuli
3-5.SII.1.1a Know that plants and animals have distinct structures and
body systems that serve specific functions in growth, survival, and
reproduction (e.g., various body structures for walking, flying, or swimming).
3-5.SII.1.1b Identify a plant's major organs (e.g., roots, stems, leaves,
flowers), basic tissues (e.g., bark, tubes), and the functions of each.
3-5.SII.1.1c Identify an animal's major organs (e.g., heart, lungs, stomach),
basic tissues (e.g., muscle, bone, blood), and the functions of each.
3-5.SII.1.1d Recognize that organ systems work together to keep the
organism alive and healthy.
6-8.SII.1.1a Identify the various structures and functions of body systems
of multicellular plants and animals.
6-8.SII.1.1b Recognize that body systems work together to maintain
balanced internal conditions (e.g., temperature, pressure, moisture).
3-5.SII.1.2a Recognize that most microorganisms do not cause disease
and that many are beneficial.
3-5.SII.1.2b Recognize that if microorganisms are able to get inside a plant
or animal, they may keep it from working properly.
3-5.SII.1.2c Describe how communicable diseases, such as colds, are
transmitted and some of the body's defense mechanisms that prevent or
overcome illness.
3-5.SII.1.2d Recognize that there are some diseases that humans can
contract only once.
6-8.SII.1.2a Recognize that disease is due to a breakdown in structures
and functions of an organism due to intrinsic failures of the system or
infection by other organisms.
6-8.SII.1.2b Recognize that specialized cells and the molecules they
produce identify and destroy microbes that get inside an organism's body.
6-8.SII.1.2c Identify some diseases and their causes (e.g., bacterial, viral).
6-8.SII.1.2d Identify some diseases that humans can contract only once.
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ETS National Assessment Framework
Science
Domain II – Life Science
Grades 3-5
Grades 6-8
3-5.SII.1.3a Recognize that the structural basis of living things is the cell
which can vary in appearance and function within the same organism.
3-5.SII.1.3b Distinguish between plant and animal cells, including major
organelles (e.g., cell wall, chloroplasts, cell membrane, cytoplasm, nucleus,
vacuoles, mitochondria).
6-8.SII.1.3a Recognize that organisms are composed of cells which are
made mostly of water.
6-8.SII.1.3b Recognize that single-celled organisms must perform all basic
functions of life.
6-8.SII.1.3c Identify the similarities and differences in the major organelles
of plant and animal cells.
6-8.SII.1.3d Understand that the basic functions of organisms are
performed in cells.
3-5.SII.1.4 Recognize the levels of organization in multicellular organisms
(e.g., cells, tissues, organs, organ systems, organisms).
6-8.SII.1.4 Recognize that multicellular organisms can be organized from
cells to tissues to organs to organ systems.
3-5.SII.1.5 Identify the major organs and functions of some of the human
body systems (e.g., skeletal, muscular, digestive, excretory, respiratory,
circulatory, nervous).
6-8.SII.1.5 Identify the main tissue types found in the human body (e.g.,
epithelial, connective, muscular, nervous) and describe how the major
organ systems of the body function (e.g., skeletal, muscular, digestive,
excretory, respiratory, circulatory, nervous, endocrine, immune,
reproductive).
3-5.SII.1.6 Identify the characteristics of living things (e.g., have basic
needs, exhibit adaptations, acquire and use energy, reproduce, grow and
develop, move, sense the environment).
6-8.SII.1.6 Describe the processes of diffusion and osmosis.
6-8.SII.1.7 Recognize that cells divide for growth and repair.
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ETS National Assessment Framework
Science
Domain II – Life Science
Grades 3-5
Grades 6-8
Matter and Energy in Organisms: Identify and describe the fundamental biochemical molecules, the chemical reactions involved
in cell function, and the processing of energy in organisms
3-5.SII.2.1a Recognize that plants and animals have basic life needs (e.g.,
water, nutrients, oxygen, sunlight, space, shelter, correct range of
temperature).
3-5.SII.2.1b Recognize that organisms, including humans, need energy
and nutrients for growth and repair of body parts.
3-5.SII.2.1c Recognize that organisms need energy to stay alive and grow.
6-8.SII.2.1a Recognize that cells use inorganic compounds (e.g., water,
minerals, vitamins) to make substances plants and animals need.
6-8.SII.2.1b Recognize that the food organisms consume provide
biomolecules that organisms need for energy and growth.
3-5.SII.2.2a Know that the Sun is the main source of energy for all living
things.
3-5.SII.2.2b Recognize that the transfer of energy (e.g., through the
consumption of food and photosynthesis) is essential to all living
organisms.
6-8.SII.2.2a Recognize that the energy in most ecosystems comes from
the Sun.
6-8.SII.2.2b Describe how energy moves through a food chain or food web
including the roles of producers and primary, secondary, and tertiary
consumers.
6-8.SII.2.2c Use an energy pyramid to describe the transfer of energy
through an ecosystem.
3-5.SII.2.3 Recognize that organisms go through life cycles so that
previous living materials are available to produce new organisms (i.e.,
organisms are growing, dying, and decaying, and new organisms are being
produced by the old ones).
6-8.SII.2.3 Recognize that matter in an ecosystem (e.g., food, water, air) is
transformed, transferred, and recycled through the environment.
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ETS National Assessment Framework
Science
Domain II – Life Science
Grades 3-5
3-5.SII.2.4 Describe how oxygen and carbon dioxide cycle through
ecosystems including the roles of photosynthesis, cell respiration, and
decomposition.
Grades 6-8
6-8.SII.2.4a Identify biogeochemical cycles (e.g., nitrogen cycle, carbon
dioxide-oxygen cycle, water cycle, phosphorus cycle).
6-8.SII.2.4b Describe the carbon dioxide-oxygen cycle including the
processes of photosynthesis, respiration, and decomposition.
6-8.SII.2.4c Describe the nitrogen cycle including nitrogen fixation.
Heredity: Recognize and explain the mechanisms used by organisms to transmit genetic information to new generations
3-5.SII.3.1a Know that there are similarities and differences in growth and
development of organisms (i.e., life cycles vary among organisms).
3-5.SII.3.1b Explain that reproduction is different among organisms.
3-5.SII.3.1c Recognize that some animals lay eggs (e.g., birds, turtles)
while others give birth (e.g., dogs, horses, humans).
3-5.SII.3.1d Recognize that plants reproduce by seeds that are exposed or
hidden inside another structure (e.g., fruit) or by spores.
3-5.SII.3.1e Recognize that one-celled organisms reproduce by dividing in
half.
3-5.SII.3.1f Recognize that both plants and animals go through stages that
characterize life cycles (e.g., birth, growth, development, reproduction,
death).
3-5.SII.3.1g Describe the life cycles of representative animals (e.g.,
butterfly, frog).
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6-8.SII.3.1a Understand that reproduction is a characteristic of life.
6-8.SII.3.1b Differentiate between the characteristics of asexual and sexual
reproduction.
6-8.SII.3.1c Describe how reproduction is necessary to the continuation of
a species.
6-8.SII.3.1d Describe the major stages of the life cycles of different
organisms (e.g., butterfly, frog, plant).
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ETS National Assessment Framework
Science
Domain II – Life Science
Grades 3-5
Grades 6-8
3-5.SII.3.2 Differentiate between characteristics of an organism that are
inherited and characteristics that are from interactions with the
environment.
6-8.SII.3.2 Understand that inherited characteristics are passed from
parent to offspring while acquired characteristics are the result of
interactions with the environment.
3-5.SII.3.3 Know there are similarities and differences in appearance
among individuals of the same population or species (e.g., size, color,
shape).
6-8.SII.3.3a Understand that hereditary information is carried in DNA which
is found in genes located in the chromosomes of cells.
6-8.SII.3.3b Recognize the role of DNA in the transmission of traits from
parents to offspring.
6-8.SII.3.3c Distinguish between identical and fraternal twins and describe
how each are formed.
6-8.SII.3.3d Describe the Human Genome Project.
3-5.SII.3.4 Recognize that inherited characteristics are transferred from
parents to offspring.
6-8.SII.3.4a Distinguish between dominant and recessive traits.
6-8.SII.3.4b Describe how genotype affects phenotype.
6-8.SII.3.4c Use a Punnett square to determine the possible genetic
outcomes of monohybrid crosses.
6-8.SII.3.5 Describe genetic variation and mutations and their roles in
evolution and the diversity of organisms.
6-8.SII.3.6 Describe how selective breeding can produce new varieties of
plants and animals with desired traits.
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ETS National Assessment Framework
Science
Domain II – Life Science
Grades 3-5
Grades 6-8
Diversity Among Organisms: Demonstrate how organisms are classified based on similarities and differences
3-5.SII.4.1 Recognize that organisms can be grouped (sorted) different
ways depending on the characteristics used (e.g., plants, animals; landdwelling, water-dwelling; flowering plants, non-flowering plants;
invertebrates, vertebrates).
6-8.SII.4.1a Recognize that organisms can be classified based on similar
characteristics (e.g., role in ecosystem, taxonomic groups).
6-8.SII.4.1b Recognize that organisms can be classified into major
categories (e.g., plants, animals, fungi) based on similarities and
differences in internal and external features.
6-8.SII.4.1c Describe how species are classified into a hierarchy system of
groups and subgroups (e.g., kingdom, phylum, class, order, family, genus,
species) based on cellular evidence and mode of nutrition.
6-8.SII.4.1d Describe the major characteristics used to distinguish the
various kingdoms.
6-8.SII.4.1e Describe the major groupings of organisms (e.g., heterotrophs,
autotrophs; prokaryotes, eukaryotes, vertebrates, invertebrates, vascular
plants, nonvascular plants).
6-8.SII.4.1f Use a simple identification key (e.g., dichotomous key) to
identify an organism.
3-5.SII.4.2 Give examples of radial and bilateral symmetry.
6-8.SII.4.2 Recognize that different organisms have different body plans
(e.g., radial, bilateral, spherical).
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ETS National Assessment Framework
Science
Domain II – Life Science
Grades 3-5
Grades 6-8
Ecology: Recognize and analyze the interactions and interdependence between organisms and within their environments
3-5.SII.5.1a Recognize that organisms, including humans, have senses
that help them detect internal and external cues.
3-5.SII.5.1b Recognize that the behavior of individual organisms is
influenced by external cues (e.g., environmental changes, other organisms,
availability of resources, type of physical environment).
3-5.SII.5.1c Recognize that the behavior of individual organisms is
influenced by internal cues (e.g., thirst, hunger, fatigue, germs).
3-5.SII.5.1d Provide examples of instinctive behavior (e.g., hibernation,
migration, protecting young) and learned behaviors (e.g., using tools)
observed in animals.
3-5.SII.5.1e Provide examples of behaviors found in plants (e.g.,
responding to light, gravity, moisture, touch).
3-5.SII.5.1f Recognize that many organisms have seasonal behaviors that
enable them to survive in harsh environments.
3-5.SII.5.1g Describe how organisms respond to microorganisms (germs).
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6-8.SII.5.1a Recognize that organisms, including humans, have senses
that help them detect internal and external cues.
6-8.SII.5.1b Describe how the behavior of individual organisms is
influenced by external cues (e.g., changes in the environment, other
organisms) and internal cues (e.g., thirst, hunger, fatigue, germs).
6-8.SII.5.1c Provide examples of instinctive or innate behaviors (e.g.,
hibernation, migration, protecting young), learned behaviors (e.g., using
tools), cooperative behaviors (e.g., hunting in packs), and reproductive
behaviors (e.g., courtship displays among birds, facial expressions among
primates) observed in animals.
6-8.SII.5.1d Provide examples of behaviors found in plants (e.g.,
phototropism, gravitropism, thigmotropism).
6-8.SII.5.1e Recognize that many organisms have seasonal behaviors that
enable them to survive in harsh environments.
6-8.SII.5.1f Describe how organisms respond to microorganisms (e.g.,
specialized cells and the molecules they produce identify and destroy
microbes that get inside the organism's body).
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ETS National Assessment Framework
Science
Domain II – Life Science
Grades 3-5
Grades 6-8
3-5.SII.5.2a Distinguish among habitats in different regions (e.g., mountain,
coast, marsh, swamp, bay, ocean, freshwater).
3-5.SII.5.2b Identify features of green plants that thrive in different regions.
3-5.SII.5.2c Identify features of animals that thrive in different regions.
6-8.SII.5.2 Describe the relationship between species, populations, and
ecosystems.
3-5.SII.5.3 Describe how changes in an organism's environment (e.g.,
helpful or harmful) can have different effects on different organisms (e.g.,
some organisms move in, others move out; some organisms survive and
reproduce, others die).
6-8.SII.5.3 Describe how limiting factors (e.g., available resources, quantity
of light and water, range of temperatures, soil composition, disease,
competition from other organisms within the ecosystem, predation) affect
the populations in an ecosystem (e.g., population growth and decline).
3-5.SII.5.4 Describe the organization of simple food chains and food webs
including producers, consumers (e.g., herbivores, carnivores, omnivores),
and decomposers.
6-8.SII.5.4a Describe the feeding relationships among organisms and
between populations (e.g., producer, consumers, decomposers;
competition, predation, symbiosis).
6-8.SII.5.4b Describe the types of feeding relationships in food chains
(producer, primary consumer, secondary consumer, tertiary consumer).
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ETS National Assessment Framework
Science
Domain II – Life Science
Grades 3-5
Grades 6-8
3-5.SII.5.5a Give examples of renewable resources (e.g., trees, fresh
water, food) and nonrenewable resources (e.g., coal, oil, natural gas).
3-5.SII.5.5b Describe the two basic types of natural resources (energy: oil,
solar energy; material: air, water, soil, wood, minerals, plants, animals).
3-5.SII.5.5c Describe how resources can be conserved (e.g., reduce,
reuse, recycle).
3-5.SII.5.5d Describe garbage (solid waste) production, including litter and
different ways of solid waste disposal (e.g., landfills, incinerators).
3-5.SII.5.5e Describe the cause and effects of air and water pollution,
including acid rain and oil spills, and how each can be reduced.
3-5.SII.5.5f Describe how endangered species are protected from
extinction (e.g., laws, captive breeding programs, wildlife preserves,
sanctuaries, refuges).
3-5.SII.5.5g Recognize that organisms, including humans, interact with the
environment and cause beneficial or detrimental changes (e.g., invasive
species); some changes occur slowly, others occur rapidly.
6-8.SII.5.5a Distinguish between renewable and nonrenewable resources
and give examples of each.
6-8.SII.5.5b Differentiate between energy resources and material
resources.
6-8.SII.5.5c Describe how energy and material resources can be
conserved (e.g., limit consumption, use alternative sources, reduce, reuse,
recycle).
6-8.SII.5.5d Describe solid waste production, including toxic waste, and
how each can be reduced.
6-8.SII.5.5e Describe the causes and effects of air and water pollution,
including the greenhouse effect, ozone depletion, acid rain, surface and
groundwater contamination, and how each can be reduced.
6-8.SII.5.5f Relate some human activities to threatened, endangered or
extinct species, and describe how wildlife can be conserved.
6-8.SII.5.5g Recognize that organisms, including humans, interact with the
environment and cause beneficial or detrimental changes (e.g., invasive
species); some changes occur slowly, others occur rapidly.
6-8.SII.5.6 Define biome and describe the characteristics of the major
terrestrial biomes (e.g., tundra, coniferous forests, deciduous forests,
tropical rain forests, grasslands, deserts) and aquatic biomes (e.g.,
freshwater, estuaries, saltwater) of the world.
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ETS National Assessment Framework
Science
Domain II – Life Science
Grades 3-5
Grades 6-8
Change in Species Over Time: Explain the concept of natural selection and how it contributes to adaptation, behavior, diversity of
life forms, extinction, and speciation
3-5.SII.6.1a Recognize that fossil records through geologic evidence
indicates that some organisms living long ago are now extinct.
3-5.SII.6.1b Recognize that fossils can be compared to each other and to
living organisms.
6-8.SII.6.1a Describe how the fossil evidence found in sedimentary rock
provides a record of life forms from the past that are similar to and different
from organisms living today.
6-8.SII.6.1b Identify ways ecosystems have changed through geologic time
(e.g., fossils of marine animals found in dry areas).
6-8.SII.6.1c Describe the evidence used to determine kinship among
different species (e.g., physical structures, DNA sequences).
6-8.SII.6.1d Use a taxonomic tree to show common ancestors.
3-5.SII.6.2a Identify structural and behavioral adaptations that help
organisms survive in their environment (e.g., fins and gills are adaptations
for living in water; a lizard basking in the sun to increase body temperature).
3-5.SII.6.2b Recognize that characteristics of organisms may change over
time (i.e., adaptations enable organisms to survive changes in their
environment).
6-8.SII.6.2a Describe how external and internal structures help organisms
survive in their environment (e.g., fins and gills are adaptations for living in
water).
6-8.SII.6.2b Describe how behaviors help organisms survive in their
environment (e.g., a lizard basking in the sun to increase body
temperature).
6-8.SII.6.2c Describe how adaptations (e.g., changes in structure,
behavior, physiology) allow survival in a changing environment.
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ETS National Assessment Framework
Science
Domain II – Life Science
Grades 3-5
3-5.SII.6.3 Identify factors that may have led to the extinction of some
organisms (e.g., adaptation, variations of behaviors, external features,
human influences).
Grades 6-8
6-8.SII.6.3a Describe the concept of extinction.
6-8.SII.6.3b Describe how factors (e.g., environmental changes,
competition, mutations, human influences) can cause the extinction of a
species.
6-8.SII.6.4a Describe the theory of evolution.
6-8.SII.6.4b Describe the principles of natural selection.
6-8.SII.6.4c Recognize that biological evolution and natural selection
accounts for species diversity and variations among populations.
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ETS National Assessment Framework
Science
Domain III – Physical Science
Grades 3-5
Grades 6-8
Structure of Matter: Describe and analyze the hierarchical structure of matter
3-5.SIII.1.1a Recognize that matter is the material that everything is made
of and may be composed of particles too small to be seen without
magnification.
3-5.SIII.1.1b Define atoms (e.g., smallest particle of matter, too small to be
seen without magnification).
3-5.SIII.1.1c Describe the parts of an atom (e.g., nucleus is the center,
protons are positively charged particles and identify the type of atom,
neutrons are neutral particles, and electrons are negatively charged
particles outside of the nucleus).
6-8.SIII.1.1a Define matter (e.g., anything that has volume and mass;
made up of atoms).
6-8.SIII.1.1b Describe the properties of atoms (e.g., building blocks of
matter, always in motion, too small to be seen without magnification).
6-8.SIII.1.1c Describe the structure and size of atoms and the relative size
of subatomic particles.
6-8.SIII.1.1d Define isotopes.
6-8.SIII.1.1e Describe the evolution of atomic theory (e.g., contributions of
Democritus, Dalton, Thomson, Rutherford, and Bohr).
3-5.SIII.1.2a Define elements and provide examples.
3-5.SIII.1.2b Differentiate between molecules and compounds.
3-5.SIII.1.2c Differentiate between compounds, mixtures, and solutions
and provide examples of each.
6-8.SIII.1.2a Describe elements and provide examples of common
elements.
6-8.SIII.1.2b Describe molecules, including diatomic molecules, and
provide examples of each.
6-8.SIII.1.2c Describe compounds and provide examples; recognize that
the properties of the compound are different from the properties of the
elements that make up the compound.
6-8.SIII.1.2d Differentiate between mixtures, solutions, and suspensions
and provide examples of each.
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Science
Domain III – Physical Science
Grades 3-5
Grades 6-8
6-8.SIII.1.3a Describe the parts of a solution.
6-8.SIII.1.3b Define solubility and describe the factors that affect solubility
(e.g., temperature, pressure).
Properties of Matter: Identify common physical and chemical properties of matter and explain the factors that determine those
properties
3-5.SIII.2.1a Recognize that substances have physical properties (e.g.,
color, odor, magnetic, solubility, conducts heat) and chemical properties
(e.g., burning, rusting, reacting with an acid) and provide some examples.
3-5.SIII.2.1b Recognize that physical properties and chemical properties
can be used to sort (classify) substances.
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6-8.SIII.2.1a Identify physical properties (e.g., state of matter, mass,
volume, density, color, texture, solubility) and chemical properties (e.g.,
flammability, reactivity) of substances.
6-8.SIII.2.1b Differentiate between mass and weight.
6-8.SIII.2.1c Differentiate between volume and mass; define density.
6-8.SIII.2.1d Recognize that melting point and boiling point are
independent of the amount of the sample.
6-8.SIII.2.1e Describe how the properties of elements can be used to
classify them (e.g., highly reactive metals, less reactive metals, highly
reactive nonmetals, nonreactive gases).
6-8.SIII.2.1f Recognize that the properties of substances can be used to
separate mixtures (e.g., density, solubility).
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ETS National Assessment Framework
Science
Domain III – Physical Science
Grades 3-5
Grades 6-8
3-5.SIII.2.2a Describe and provide examples of the different ways matter
can change (e.g., physical change, chemical change).
3-5.SIII.2.2b Describe the three states of matter (e.g., solids, liquids,
gases).
3-5.SIII.2.2c Describe how to change a substance from one state to
another (e.g., add or take away heat) and the relationship to physical
properties (e.g., melting point, freezing point, boiling point, condensation
point).
6-8.SIII.2.2a Differentiate between physical changes and chemical
changes and provide examples of each.
6-8.SIII.2.2b Differentiate between the three states of matter (e.g., solids,
liquids, gases) based on the characteristic properties of each of the states
of matter.
6-8.SIII.2.2c Describe the processes of melting, freezing, vaporization, and
condensation.
3-5.SIII.2.3 Describe chemical symbols and how they are arranged in the
periodic table (e.g., by properties and atomic number or the number of
protons in one atom).
6-8.SIII.2.3 Describe the arrangement of the periodic table (e.g., groups or
families, periods) and the information that can be found in each box (e.g.,
chemical symbol, atomic number, atomic mass).
Chemical and Nuclear Reactions: Identify and describe common types of chemical reactions and nuclear processes and explain
how they involve rearrangement of matter and conversion of matter to energy
3-5.SIII.3.1 Recognize that the total amount of mass of a given sample of
materials remains the same in chemical changes (e.g., when combining
vinegar with baking soda) or physical changes (e.g., when water
evaporates) to its structure.
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6-8.SIII.3.1a Explain how the total amount of mass is conserved in physical
changes and chemical changes (e.g., the law of conservation of mass).
6-8.SIII.3.1b Balance simple chemical equations using chemical formulas
or electron-dot diagrams by applying the law of conservation of mass.
22
ETS National Assessment Framework
Science
Domain III – Physical Science
Grades 3-5
Grades 6-8
3-5.SIII.3.2 Describe what can happen in a chemical reaction (e.g., two
substances may exchange parts of their molecules, two substances may
join together, one substance may break apart).
6-8.SIII.3.2a Describe what a chemical reaction is, including reactants and
products.
6-8.SIII.3.2b Identify factors that affect the rate of a chemical reaction (e.g.,
types of substances in reaction, temperature, surface area, acidity).
3-5.SIII.3.3 Recognize that the Sun produces energy through nuclear
fusion.
6-8.SIII.3.3 Define radioactivity, nuclear fission, and nuclear fusion.
6-8.SIII.3.4a Define chemical bonds and describe how ionic bonds and
covalent bonds are formed.
6-8.SIII.3.4b Describe the properties of ionic compounds (e.g., very high
melting points, brittle, aqueous solutions conduct electricity) and covalent
compounds (e.g., lower melting point, aqueous solutions do not conduct
electricity).
6-8.SIII.3.5a Explain how a chemical formula represents a chemical
compound or molecule and provide some examples of chemical formulas.
6-8.SIII.3.5b Explain how an electron-dot diagram represents a chemical
compound or molecule and provide some examples.
6-8.SIII.3.5c Explain how chemical formulas are used in chemical
equations.
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ETS National Assessment Framework
Science
Domain III – Physical Science
Grades 3-5
Grades 6-8
6-8.SIII.3.6 Define oxidation and explain its relationship to combustion
reactions (e.g., burning, rusting).
6-8.SIII.3.7 Describe acids, bases, and the pH scale.
Force and Motion: Describe the behavior of fundamental forces and explain how balanced and unbalanced forces affect motion
3-5.SIII.4.1a Define force and identify some common forces (e.g., gravity,
buoyancy, magnetism, friction).
3-5.SIII.4.1b Recognize that gravity pulls objects toward Earth's center
without touching the object; relate surface area to falling objects.
6-8.SIII.4.1a Describe the characteristics of forces (e.g., push or pull on an
object or between objects; has magnitude and direction; can cause motion;
can change an object's speed and/or direction; can change an object's
shape; measured in newtons).
6-8.SIII.4.1b Describe different kinds of forces including gravitational
forces, electric and magnetic forces, centripetal force, and frictional forces.
3-5.SIII.4.2a Describe point of reference, motion, and speed.
3-5.SIII.4.2b Recognize that the motion of an object can be described by
tracing and measuring its position over time.
3-5.SIII.4.2c Describe how the motion of an object can be affected by an
applied force and/or the mass of the object.
6-8.SIII.4.2a Recognize that an object's motion can be described according
to its position, direction of motion, and speed relative to a frame of
reference.
6-8.SIII.4.2b Recognize that an object's motion can be graphically
represented according to its position, direction of motion, and speed.
6-8.SIII.4.2c Describe how forces can be combined to produce balanced or
unbalanced forces and how a balance or imbalance of force will affect an
object’s motion, speed, and/or direction.
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Science
Domain III – Physical Science
Grades 3-5
Grades 6-8
6-8.SIII.4.3 Describe Newton's laws of motion; relate mass and
acceleration to force (F = ma) in Newton's second law of motion, including
its mathematical application.
6-8.SIII.4.4a Relate buoyancy to Archimedes' principle.
6-8.SIII.4.4b Relate lift to Bernoulli's principle.
Work, Power, and Simple Machines: Identify and analyze the scientific principles of work and power and explain how simple
machines make work easier
3-5.SIII.5.1 Recognize that an applied force must move an object through a
distance in order to do work; relate force and distance to work (W = Fd).
6-8.SIII.5.1 Describe work and calculate work done when a force moves an
object through a distance given W = Fd.
3-5.SIII.5.2a Describe various types of simple machines (e.g., lever, screw,
pulley, wheel and axle, inclined plane, wedge).
3-5.SIII.5.2b Distinguish between simple and compound machines.
6-8.SIII.5.2a Describe the six types of simple machines.
6-8.SIII.5.2b Calculate mechanical advantage of various simple machines.
6-8.SIII.5.2c Describe a compound machine and provide examples.
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Science
Domain III – Physical Science
Grades 3-5
Grades 6-8
Energy and Energy Transformations: Identify and describe the various forms of energy and demonstrate how energy can be
transferred and transformed
3-5.SIII.6.1a Identify the different forms of energy (e.g., light, heat, sound,
electrical, chemical, nuclear, mechanical) and provide examples of each.
3-5.SIII.6.1b Distinguish between kinetic and potential energy.
6-8.SIII.6.1 Recognize that energy is a property of all substances and
describe the different forms of energy.
3-5.SIII.6.2a Provide examples of how energy can change from one form
to another (e.g., potential energy to kinetic energy, electrical energy to light
and heat).
3-5.SIII.6.2b Recognize that when energy is transformed, heat energy can
be produced.
6-8.SIII.6.2a Identify different energy transformations (e.g., chemical to
electrical, electrical to mechanical).
6-8.SIII.6.2b Identify examples of energy conversions involving potential
and kinetic energy.
6-8.SIII.6.2c Recognize that when energy is transformed, some of the
energy is wasted or not utilized for the intended purpose (e.g., a car engine
burns gasoline, but some of the energy is transformed into heat).
6-8.SIII.6.3 Recognize that when energy is transformed or transferred, it is
also conserved.
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Science
Domain III – Physical Science
Grades 3-5
Grades 6-8
Thermal Energy and Heat Transfer: Identify and analyze the basic principles of thermal energy and describe the different ways
heat can be transferred
3-5.SIII.7.1a Describe heat energy (e.g., energy of moving atoms,
molecules, or particles; amount of heat energy directly related to movement
of particles).
3-5.SIII.7.1b Identify examples of heat sources (e.g., burning, rubbing,
mixing chemicals, changes from other sources of energy).
3-5.SIII.7.1c Define temperature; recognize that particles in various
substances move at different rates (i.e., some substances heat up faster
than others).
6-8.SIII.7.1a Explain thermal energy.
6-8.SIII.7.1b Distinguish between heat and temperature.
6-8.SIII.7.1c Compare Fahrenheit and Celsius temperature scales (e.g.,
pure water freezes at 0ºC and at 32ºF).
3-5.SIII.7.2a Recognize that heat energy moves from a warmer object or
area to a cooler object or area.
3-5.SIII.7.2b Identify how heat can be transferred (e.g., conduction,
convection, radiation) and provide examples of each.
3-5.SIII.7.2c Distinguish between thermal conductors and insulators and
provide examples of each.
6-8.SIII.7.2a Describe how heat moves in predictable ways (e.g., collision
of particle or across space; move from warmer objects or areas to cooler
objects or areas until the temperature has equalized).
6-8.SIII.7.2b Describe different methods of heat transfer.
6-8.SIII.7.2c Differentiate between thermal conductors and insulators.
6-8.SIII.7.3a Explain what happens during phase changes, including
freezing point, melting point, boiling point, vaporization, and condensation.
6-8.SIII.7.3b Define specific heat capacity.
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Science
Domain III – Physical Science
Grades 3-5
Grades 6-8
Sound and Light Waves: Describe the characteristics of mechanical and electromagnetic waves and recognize how waves
interact with matter
3-5.SIII.8.1a Define sound (e.g., form of energy produced by vibrating
objects traveling through a material or medium).
3-5.SIII.8.1b Describe how the properties of sound waves determine the
type of sound created (e.g., greater frequency of compressions or
rarefactions create sounds with a higher pitch and vice versa; larger
vibrations create louder sounds and vice versa).
6-8.SIII.8.1a Identify how sound waves are generated (e.g., vibrations of
materials) and how they travel (e.g., compressional waves, require a
medium, travel out from the source).
6-8.SIII.8.1b Recognize relationships between amplitude and loudness;
and between frequency and pitch.
3-5.SIII.8.2a Recognize that light can be reflected, absorbed, transmitted,
and refracted.
3-5.SIII.8.2b Define reflection and describe how mirrors and other
reflective surfaces reflect light.
3-5.SIII.8.2c Define refraction and how lenses refract light.
6-8.SIII.8.2a Explain the reflection of light including the law of reflection,
specular reflection, and diffuse reflection; recognize that for an object to be
seen, it must emit or reflect light waves that enter the eye.
6-8.SIII.8.2b Describe the absorption of light, including how it relates to the
colors of objects.
6-8.SIII.8.2c Describe the transmission of light as it relates to different
types of materials (e.g., transparent, translucent, opaque); describe
refraction.
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Science
Domain III – Physical Science
Grades 3-5
Grades 6-8
3-5.SIII.8.3 Identify various characteristics of waves (e.g., frequency, crest,
trough, wavelength, compressions and rarefactions in sound waves).
6-8.SIII.8.3a Identify the characteristics of waves (e.g., amplitude,
wavelength, frequency, wave speed).
6-8.SIII.8.3b Provide examples of mechanical waves and electromagnetic
waves.
6-8.SIII.8.3c Provide examples of transverse waves and longitudinal
waves.
3-5.SIII.8.4 Recognize that sound travels at different speeds through
different materials or mediums (e.g., solid, liquid, gas).
6-8.SIII.8.4 Relate the relative speed of sound waves with the type and
temperature of the material through which it travels (e.g., sound travels
faster through solids than liquids, sound travels faster through a warmer
medium than a cooler one).
3-5.SIII.8.5a Provide examples of how sound is reflected (e.g., echoes,
sonar) and absorbed.
3-5.SIII.8.5b Describe how a person hears a sound wave.
6-8.SIII.8.5a Describe ways that sound waves, in general, interact with the
medium through which they are traveling (e.g., transmission, absorption,
reflection, refraction).
6-8.SIII.8.5b Explain how sounds can be heard from sound waves entering
the human ear.
3-5.SIII.8.6a Identify the properties of light energy (e.g., travels in a straight
line, travels in waves, travels outward from a source, can travel in a vacuum
at a speed equal to 300,000 km/sec but slower through other substances).
3-5.SIII.8.6b Identify the colors that make up visible light.
3-5.SIII.8.6c Describe how rainbows are created.
6-8.SIII.8.6a Describe the properties of electromagnetic waves.
6-8.SIII.8.6b Identify the types of waves that make up the electromagnetic
spectrum.
6-8.SIII.8.6c Recognize that visible light is made up of a spectrum of colors
which the human eye can detect; identify the colors of light that make up
the visible spectrum.
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Science
Domain III – Physical Science
Grades 3-5
Grades 6-8
Electricity and Magnetism: Identify and analyze the basic principles and applications of electricity and magnetism
3-5.SIII.9.1a Recognize that an electric circuit is a pathway that electrons
flow through; identify the parts of a circuit.
3-5.SIII.9.1b Distinguish between open and closed circuits and between
series and parallel circuits.
3-5.SIII.9.1c Identify the effects of electricity in circuits (e.g., produce light,
heat, sound, magnetic fields, motion).
6-8.SIII.9.1a Identify the parts of a simple electric circuit.
6-8.SIII.9.1b Identify different types of circuits (e.g., open, closed, series,
parallel).
6-8.SIII.9.1c Describe how electricity in circuits can produce light, heat,
sound, and magnetic effects.
3-5.SIII.9.2a Recognize that magnets attract (opposites attract) and repel
(likes repel) each other and attract objects made of certain types of
materials (e.g., iron, steel).
3-5.SIII.9.2b Define a magnetic field and magnetic lines of force; describe
how to magnetize a nail.
3-5.SIII.9.2c Describe how to make an electromagnet and provide
examples of how they can be used.
3-5.SIII.9.2d Distinguish between generators and motors.
6-8.SIII.9.2a
6-8.SIII.9.2b
6-8.SIII.9.2c
6-8.SIII.9.2d
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Explain magnetic forces of attraction and repulsion.
Describe a simple magnetic field, including field lines.
Describe electromagnetism and electromagnetic induction.
Describe how generators and motors work.
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ETS National Assessment Framework
Science
Domain III – Physical Science
Grades 3-5
3-5.SIII.9.3a
3-5.SIII.9.3b
3-5.SIII.9.3c
3-5.SIII.9.3d
Define electricity and relate it to charged particles.
Describe static electricity.
Define electric current; distinguish between amp and volt.
Provide examples of conductors and insulators of electricity.
Grades 6-8
6-8.SIII.9.3a Describe the law of electric charges including electric force
(e.g., there are two kinds of charges, positive and negative, like charges
repel and unlike charges attract).
6-8.SIII.9.3b Describe electric discharge (static discharge) as it relates to
static electricity.
6-8.SIII.9.3c Describe current electricity; distinguish between direct current
and alternating current.
6-8.SIII.9.3d Describe electrical conductors and insulators and provide
examples.
6-8.SIII.9.4 Apply Ohm's law (I=V/R) to simple circuits.
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ETS National Assessment Framework
Science
Domain IV – Earth and Space Sciences
Grades 3-5
Grades 6-8
Characteristics of the Earth System: Recognize and describe the characteristics of the Earth system
3-5.SIV.1.1a Describe how the structure of Earth's surface is made of a
layer of rock (lithosphere), a layer of air (atmosphere), water (hydrosphere),
and living things (biosphere) which interact with each other.
3-5.SIV.1.1b Recognize that Earth is described as consisting of different
layers by composition (e.g., crust, mantle, core) or by physical
characteristics (e.g., lithosphere, asthenosphere, mesosphere, outer core,
inner core).
6-8.SIV.1.1a Explain the components of Earth's surface layers (e.g.,
lithosphere, hydrosphere, atmosphere, biosphere).
6-8.SIV.1.1b Describe the geosphere, the layers of Earth's structure which
consists of the crust, mantle, outer core, inner core.
6-8.SIV.1.1c Recognize interactions of Earth's four major systems (e.g.,
geosphere, hydrosphere, atmosphere, biosphere).
3-5.SIV.1.2 Recognize that light and heat from the Sun maintain the
temperature on Earth and drive the water cycle.
6-8.SIV.1.2a Recognize that the energy provided by the Sun is the source
for phenomena on Earth’s surface (e.g., winds, ocean currents, water cycle,
plant growth) and can be transferred throughout the Earth system.
6-8.SIV.1.2b Recognize the conditions of Earth that make life possible
(e.g., force of gravity to help maintain an adequate atmosphere, Sun’s
intensity drives the water cycle).
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ETS National Assessment Framework
Science
Domain IV – Earth and Space Sciences
Grades 3-5
Grades 6-8
Earth’s History: Recognize and interpret the evidence that provides information about similarities and differences of earth
processes over time
3-5.SIV.2.1a Recognize that fossils provide evidence about the organisms
that lived long ago and the nature of the environment at that time.
3-5.SIV.2.1b Describe different ways fossils form (e.g., trapped in tree sap,
preserved as trace fossils, creation of molds or casts, petrification).
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6-8.SIV.2.1a Describe various geologic principles that support Earth's
changes over geologic time (e.g., principle of uniformitarianism, principle of
superposition, principle of cross-cutting relationships).
6-8.SIV.2.1b Describe how successive layers of sedimentary rock and the
fossils contained within them can be used to confirm the age and history of
Earth; distinguish between relative age dating and absolute age dating.
6-8.SIV.2.1c Describe how fossils provide evidence of how the
environment and life forms have changed on Earth (e.g., changes in
atmospheric conditions, plate movement, impact of an asteroid or comet).
6-8.SIV.2.1d Use the Geologic Time Scale to sequence major events in
Earth's history.
33
ETS National Assessment Framework
Science
Domain IV – Earth and Space Sciences
Grades 3-5
Grades 6-8
Earth’s Surface Features: Recognize and explain the processes that shape Earth’s surface
3-5.SIV.3.1 Describe how relatively slow processes (e.g., weathering,
erosion, deposition, mountain building, plate movement) and relatively fast
processes (e.g., landslides, floods, volcanic eruptions, earthquakes) can
change Earth's surface.
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6-8.SIV.3.1a Describe the theory of continental drift and how it contributed
to the theory of plate tectonics.
6-8.SIV.3.1b Describe the structure of lithospheric plates and how the
movement at plate boundaries affect Earth’s surface (e.g., mountain
formation, sea-floor spreading, earthquakes, volcanic eruptions).
6-8.SIV.3.1c Describe the features of earthquake activity (e.g., the Ring of
Fire, various waves associated with earthquakes, Richter scale).
6-8.SIV.3.1d Describe the formation of different types of mountains (e.g.,
folded, fault-block) and volcanoes (e.g., cinder cone, shield, composite
cone).
6-8.SIV.3.1e Describe the different types of mechanical and chemical
weathering (e.g., mechanical: ice wedging, pressure, abrasion, plant action;
chemical: oxidation, dissolving by acids); relate chemical weathering to the
formation of caves and caverns.
6-8.SIV.3.1f Describe how erosion and deposition form different features
on Earth's surface (e.g., moving water, ice, wind, gravity can create gullies,
deltas, valleys, sand dunes, landslides, mudflows, divides, drainage
basins).
6-8.SIV.3.1g Interpret models of Earth's common physical features in
various mapping representations, including contour maps.
34
ETS National Assessment Framework
Science
Domain IV – Earth and Space Sciences
Grades 3-5
3-5.SIV.3.2 Identify features on the ocean floor (e.g., shoreline, intertidal
zone, continental shelf, continental slope, abyssal plain, trench, mid-ocean
ridge, rift valley, volcanic island).
Grades 6-8
6-8.SIV.3.2 Describe various features of the ocean floor (e.g., continental
margin, continental rise, abyssal plain, trench, ridge).
Earth Materials: Explain the origin and composition of rocks and minerals and the composition and properties of soils
3-5.SIV.4.1a Define mineral and recognize that rock is composed of
different combinations of minerals; provide some examples (e.g., quartz,
mica).
3-5.SIV.4.1b Identify the physical properties of minerals (e.g., hardness,
luster, cleavage and fracture, streak); describe how minerals can be
identified using these different physical properties.
3-5.SIV.4.1c Identify three categories of rocks (e.g., igneous, metamorphic,
sedimentary) based on their properties and how they are formed; describe
the rock cycle including the natural and physical processes that create
these rocks.
3-5.SIV.4.1d Describe how soil is formed (e.g., weathering of rock by water
or wind; physical or chemical weathering, decomposition of plant and
animal remains) and recognize that it is made of layers with different
properties.
3-5.SIV.4.1e Identify different types of soils and recognize that soil has
different features (e.g., color, texture, size of particles) and properties (e.g.,
the ability to hold water or to support growth of plants).
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6-8.SIV.4.1a Describe the physical properties of minerals (e.g., color,
hardness, luster, cleavage and fracture, crystal shape, streak, specific
gravity); explain how minerals can be identified by testing for these different
physical properties.
6-8.SIV.4.1b Describe how sedimentary, igneous, and metamorphic rocks
contain evidence of the minerals, temperatures, and forces that created
them.
6-8.SIV.4.1c Describe the processes involved in the rock cycle (e.g., old
rocks at the surface gradually weather and form sediments that are buried,
then compacted, heated, and often recrystallized into new rock; this new
rock is eventually brought to the surface by the forces that drive plate
motions, and the rock cycle continues).
6-8.SIV.4.1d Describe soil horizons (layers) and the other factors that
influence soil texture, fertility, and resistance to erosion (e.g., plant roots
and debris, bacteria, fungi, worms, rodents).
35
ETS National Assessment Framework
Science
Domain IV – Earth and Space Sciences
Grades 3-5
Grades 6-8
Atmospheric Processes, Climate, and Water in the Earth System: Recognize and describe atmospheric processes and explain the
relationships between atmospheric processes, climate, and water in the Earth system
3-5.SIV.5.1 Describe Earth's atmosphere (e.g., definition of atmosphere,
description of atmospheric layers).
6-8.SIV.5.1 Describe the composition and structure of Earth’s atmosphere
(e.g., major elemental components, temperature and pressure in different
atmospheric layers, patterns of air masses).
3-5.SIV.5.2a Describe how temperature, wind, air pressure, humidity
(water vapor), and precipitation make up weather in a particular place and
time.
3-5.SIV.5.2b Distinguish among various forms of precipitation (e.g., drizzle,
rain, sleet, snow, hail).
3-5.SIV.5.2c Describe and identify the various cloud formations in terms of
their shape and height above the ground.
3-5.SIV.5.2d Describe various weather patterns (e.g., air masses, weather
fronts, high and low pressure systems), the type of weather associated with
each, and their representation on weather maps.
3-5.SIV.5.2e Describe how global patterns such as the jet stream, waves,
and water currents influence local weather in measurable terms such as
temperature, wind direction and speed, and precipitation.
3-5.SIV.5.2f Describe the various types of severe weather systems (e.g.,
thunderstorms, tornadoes, hurricanes, blizzards).
3-5.SIV.5.2g Differentiate between weather and climate and describe the
three basic types of climates on Earth (polar, tropical, temperate).
6-8.SIV.5.2a Describe various global wind patterns (e.g., prevailing
westerlies, horse latitudes, trade winds, doldrums) and the influence of the
jet stream and Coriolis effect on wind patterns and weather.
6-8.SIV.5.2b Describe various ways weather data are collected (e.g.,
weather satellites, radar, weather stations) and how data are symbolized on
weather maps.
6-8.SIV.5.2c Describe different air masses (e.g., maritime tropical,
maritime polar, continental tropical, continental polar) and weather fronts
(e.g., cold, warm, occluded, stationary) and the type of weather associated
with each.
6-8.SIV.5.2d Describe ways clouds affect weather (e.g., precipitation,
reflection of light from the Sun, retention of heat energy emitted from
Earth’s surface).
6-8.SIV.5.2e Explain how changes in atmospheric factors (e.g., air
pressure, winds, humidity, dew point, heat energy) determine weather.
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ETS National Assessment Framework
Science
Domain IV – Earth and Space Sciences
Grades 3-5
Grades 6-8
6-8.SIV.5.2f Recognize that different parts of Earth have different climates
and describe the factors that affect the climate of a particular area (e.g.,
latitude, elevation, topography, distance from water, global winds, ocean
currents, ocean temperatures, ocean depth).
6-8.SIV.5.2g Recognize factors that affect global climate (e.g., changes in
composition of the atmosphere; changes in ocean temperature; geological
shifts; volcanic eruptions).
3-5.SIV.5.3a Recognize that most of Earth’s surface is covered by water
which includes salt water in oceans and fresh water in rivers, lakes,
underground sources, and glaciers; describe the differences between
oceans and bodies of freshwater.
3-5.SIV.5.3b Identify the various processes of the water cycle (e.g.,
condensation, precipitation, evaporation).
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6-8.SIV.5.3a Recognize that most of Earth’s water is salt water in oceans,
and that fresh water is found in rivers, lakes, underground sources, and
glaciers.
6-8.SIV.5.3b Recognize that water exists in different forms and changes
from one form to another through various processes (e.g., freezing,
condensation, evaporation, sublimation) which are also involved in the
water cycle (e.g., evaporation, condensation, precipitation, surface run-off,
percolation).
6-8.SIV.5.3c Describe the effects of the water cycle on cloud formation and
climatic patterns.
6-8.SIV.5.3d Describe the properties of ocean water (e.g., salinity, density,
temperature) and how they relate to the types of ocean currents (e.g.,
surface ocean currents, subsurface currents).
37
ETS National Assessment Framework
Science
Domain IV – Earth and Space Sciences
Grades 3-5
Grades 6-8
Motion of Earth and the Moon: Interpret the motions of Earth and the Moon and describe how they relate to phenomena on Earth
3-5.SIV.6.1a Recognize that Earth revolves around (orbits) the Sun once
approximately every 365 days (a year); relate Earth's revolution and tilt on
its axis to the seasons.
3-5.SIV.6.1b Recognize that Earth rotates on its axis once approximately
every 24 hours; relate Earth's rotation to day and night and the apparent
movement of the Sun, the Moon, and the stars across the sky.
3-5.SIV.6.1c Relate the motions of the Moon (e.g., rotates on its axis,
orbits Earth) to the observed phases of the Moon over the course of a
month and to tides.
6-8.SIV.6.1a Explain how Earth's tilt and its revolution around the Sun
produce seasons.
6-8.SIV.6.1b Describe how regular motions of the Moon and Earth relate to
periodic phenomena on Earth (e.g., the day, the year, lunar phases,
eclipses, tides, shadows).
6-8.SIV.6.1c Relate lunar and solar eclipses to the relative positions of the
Sun, the Moon, and Earth.
The Solar System: Recognize and describe the characteristics of components of the solar system
3-5.SIV.7.1 Recognize that gravitational pull and inertia keep planetary
objects in their orbits and that gravity is related to the mass of the object
and the distance between the objects.
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6-8.SIV.7.1a Recognize that gravity is a force that keeps planets in orbit
around the Sun and moons in orbit around the planets; gravity plays a
major role in the formation of the planets, stars, and the solar system and in
determining their motions.
6-8.SIV.7.1b Describe the movement patterns of the planets in the solar
system (e.g., movement around the Sun in elliptical orbits; movement of
moons, rings, and other satellites orbiting them).
38
ETS National Assessment Framework
Science
Domain IV – Earth and Space Sciences
Grades 3-5
Grades 6-8
3-5.SIV.7.2a Recognize that the solar system includes the Sun (a star),
planets and their moons, comets, asteroids, and meteoroids.
3-5.SIV.7.2b Describe the basic characteristics of the planets (e.g., relative
position from the Sun, relative size, number of moons, presence of rings),
the asteroid belt, comets, and meteoroids.
3-5.SIV.7.2c Know that planets look like stars, but over time they appear to
wander among the constellations.
6-8.SIV.7.2a Describe the characteristics of the planets (e.g., differences in
size, composition, surface features, number and type of satellites orbiting
them).
6-8.SIV.7.2b Describe the surface features of Earth's moon.
6-8.SIV.7.2c Describe the characteristics of asteroids, comets, and
meteors.
The Sun and Other Stars: Recognize and describe the characteristics of the Sun and other stars
3-5.SIV.8.1 Know the basic characteristics of the Sun (e.g., an averagesize star; made mostly of hydrogen gas; rotates on its axis; everything in
solar system revolves around the Sun; gravity of the Sun keeps everything
in orbit).
6-8.SIV.8.1 Describe the characteristics of the Sun and its position in the
universe (e.g., an average-size star; closest star to Earth; central and
largest body in our solar system; located at the edge of a disk-shaped
galaxy).
3-5.SIV.8.2a Recognize that stars differ from each other in mass, color,
temperature, and age.
3-5.SIV.8.2b Recognize that constellations (i.e., patterns of stars in the
sky) appear in different parts of the sky in different seasons.
6-8.SIV.8.2a Describe how stars differ from each other in mass, color,
temperature, and age.
6-8.SIV.8.2b Describe the life cycle of a star.
6-8.SIV.8.2c Distinguish between absolute and apparent magnitude.
6-8.SIV.8.2d Recognize that the patterns of stars in the sky stay the same,
although they appear to slowly move from east to west across the night sky,
and that different stars can be seen in different seasons.`
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ETS National Assessment Framework
Science
Domain IV – Earth and Space Sciences
Grades 3-5
Grades 6-8
The Universe: Recognize and describe characteristics of the universe and describe tools that are used to study the universe
3-5.SIV.9.1a Describe the Milky Way Galaxy (e.g., number of stars, shape,
size).
3-5.SIV.9.1b Recognize that astronomical objects in space are massive in
size and are separated from one another by vast distances (e.g., many
stars are more massive than our sun but so distant they look like points of
light).
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6-8.SIV.9.1a Recognize that the universe contains many billions of
galaxies each containing billions of stars.
6-8.SIV.9.1b Describe the three major classes of galaxies (e.g., spiral,
elliptical, irregular).
6-8.SIV.9.1c Recognize that great distances (measured in light years)
separate galaxies from one another and from Earth.
40