Rapid City Area Schools
Grades 6-8
Middle School
Science Curriculum
APPROVED BY THE BOARD OF EDUCATION
RAPID CITY AREA SCHOOLS
June 19, 2008
Rapid City Area Schools
300 6th Street
Rapid City, South Dakota 57701
Board of Education
Sheryl Kirkeby ....................................................................................................................................................... President
Dr. Eric Abrahamson ................................................................................................................................ 1st Vice President
Wes Storm ................................................................................................................................................ 2nd Vice President
Douglas Kinniburgh ................................................................................................................................................. Member
Arnie Laubach ......................................................................................................................................................... Member
Leah Lutheran .......................................................................................................................................................... Member
Daphne Richards-Cook ............................................................................................................................................ Member
Jeff Lang....................................................................................................................... Student Representative, Central HS
Sam Schnell.................................................................................................................. Student Representative, Stevens HS
Courtney Earl ............................................................................................................Student Representative, RC Academy
Administration
Dr. Peter Wharton ....................................................................................................................... Superintendent of Schools
James Ghents....................................... Director of Curriculum, Assessment, Instruction, and Gifted Education Programs
Community Advisory Committee
Dr. Andrew Detwiler ................................................................................. South Dakota School of Mines and Technology
Rollie Larson ......................................................................................... Retired Rapid City Area Schools Science Teacher
Margie Rosario .......................................................................... Community member, Science Linkages in the Community
6 – 8 Science Curriculum Committee
John Evans
Jennifer Fowler
Dave Ireland
Nicole Keegan
Glenn Krumpus
Anita Miller
North Middle School
South Middle School
South Middle School
Dakota Middle School
Dakota Middle School
Southwest Middle School
Amber Robbins
Tim Sesso
Steve Kirsch
Dustin Blaha
Wayne Lang
ii
West Middle School
Dakota Middle School
South Middle School
Technology Consultant
Technology Consultant
TABLE OF CONTENTS
Introduction ....................................................................................................................................................................1
5 – 9 Science Standards .................................................................................................................................................7
6th Grade .......................................................................................................................................................................23
7th Grade .......................................................................................................................................................................32
8th Grade ......................................................................................................................................................................46
Glossary .......................................................................................................................................................................72
iii
INTRODUCTION/OVERVIEW
PREFACE
These Science Standards are set forth to ensure graduates of the Rapid City Area Schools have the knowledge, skills, and competencies
essential to leading productive, fulfilling, and successful lives as they continue their education, enter the workforce, and assume their
civic responsibilities.
The content students need to acquire at each grade level is stated explicitly in these standards. With student mastery of this content, the
Rapid City Area Schools will be competitive with the best educational systems in other states and nations. The standards are
comprehensive and specific, they are rigorous, and they represent South Dakota‟s commitment to excellence. The standards are firm
but not unyielding; they will be modified in future years to reflect new research and scholarship.
THE PURPOSE OF THIS RAPID CITY AREA SCHOOLS SCIENCE CURRICULUM DOCUMENT
The Rapid City Area Schools Science Curriculum provides a listing of essential core content to be taught and learned. The standards
are designed to guide the planning of instruction and to anchor the assessment of learning from kindergarten through twelfth grade.
Performance descriptors bridge the content standards to assessments of the standards, provide information to teachers and students
regarding student progress toward mastery of the standards, and specify targets for instruction and learning.
IMPORTANT NOTE TO TEACHERS:
Pages 1-13 of this document are a condensed version of the state standards. They
serve as the Middle School Science Curriculum for the Rapid City Area Schools.
You are encouraged to view these pages first. To expand your understanding of
the Rapid City Area Schools Curriculum, see the South Dakota State Standards on
pages 14-63. The indicators in the Rapid City Area Schools Curriculum will help
you locate the corresponding state standards.
1
Guide to the Numbering and Symbol System
Used in the Document
Standards are coded to cross-reference grades, goals/strands, indicators, and standards.
1.N.1.1.
Grade
Goal/Strand
Indicator
Standard
Grade refers to the grade level at which the standards are to be mastered by students.
Goal or Strand refers to the major area of science (e.g., physical science, life science, earth and space science) this group of standards
address. These strands are coded:
N for Nature of Science
P for Physical Science
L for Life Science
E for Earth and Space Science
S for Science, Technology, Environment, and Society
Indicator refers to the number of the indicator for this goal or strand. Each goal has one or more related indicators that describe key
aspects of the goal.
Standard refers to the number of the grade-level standard for the indicator. Each indicator has one or more grade-level standard(s) that
describes what students will know and be able to do related to the indicator at the specific grade level.
Examples in bold type are directly related and aligned to the level of the standard. These examples represent the level of difficulty
intended in the grade-level standard and possible materials, activities, or sub-skills classroom instructors could use in teaching the
standards.
Grade-level supporting skills represent enabling skills students may need to be taught in order to achieve the standards.
(•) Bullets represent enabling skills to the current grade-level standard students may need to be taught in order to achieve the
standards.
() Checkmarks are enabling skills to higher grade-level standards that are related to current grade-level standards and
thus may be introduced at an earlier time.
Examples that are NOT in bold type are related and aligned to the level of the bullets/supporting skills and checkmarks. These
examples represent the level of difficulty intended in the grade-level standard. They represent some possible materials,
activities, or sub-skills classroom instructors could use in teaching the supporting skills.
2
New
Unpacked Standards are now available on the South Dakota Department of Education Website
http://doe.sd.gov/contentstandards/science/Unpacked/index.asp
These standards are not different from the 2005 content standards, but a more user friendly version. They have been included
in this document in order to further clarify what should be taught and learned at each grade.
Note: Some indicators will not have a corresponding unpacked standard because these topics are not expected to be mastered
at that particular grade level.
3
VERTICAL ALIGNMENT OVERVIEW
OF THE RAPID CITY AREA SCHOOLS
SCIENCE STANDARDS
GRADES 5-9
Physical Science
Indicator 1 - Describe structures and properties of, and changes in, matter.
Fifth
Sixth
5.P.1.1. Define matter
on the basis of
observable properties.
5.P.1.2. Describe the
effect of physical and
chemical chenges on
common materials.
5.P.1.3. Measure
characteristic properties
of substances that
remain constant.
Matter 6.P.1.1-6.P.1.3.
 proton, electron,
neutron
 physical and
chemical
properties
 phase changes
Seventh
Eighth
Matter 8.P.1.1-8.P.1.3.
 elements,
compounds and
mixtures
 periodic table
 Bohr model
 physical and
chemical change
4
Ninth
Physical Science – cont.
Indicator 2 - Analyze forces, their forms, and their effects on motions.
Fifth
5.P.2.1. Identify forces
in specific situations that
require objects to
interact, change
directions, or stop.
5.P.2.2. Analyze the
structure an design of
simple and compound
machines to determine
how the machines make
work easier by trading
force for distance.
Sixth
Motion 6.P.2.1.
 forces
Seventh
Eighth
Ninth
Eighth
Ninth
Indicator 3 - Analyze interactions of energy and matter.
Fifth
5.P.3.1. Demonstrate
and explain how to
measure heat flow into
an object.
5.P.3.2. Describe the
Sun‟s ability to produce
energy in the forms of
light and heat.
5.P.3.3. Describe basic
properties of light.
5.P.3.4. Distinguish
between electrical,
mechanical, heat, light
and chemical energy.
Sixth
Energy 6.P.3.1.
 types and
transformations
Seventh
5
Life Science
Indicator 1 - Understand the fundamental structures, functions, classifications, and
mechanisms found in living things.
Fifth
5.L.1.1. Describe the
basic process of
photosynthesis and the
role of light as a source
of energy in plants.
Sixth
Cells 6.L.1.1.
 plant vs. animal
5.L.1.2. Distinguish
between characteristics
of organisms to
understand the five
kingdoms of living
things.
5.L.1.3. Differentiate
between vertebrates and
invertebrates.
Seventh
Cells 7.L.1.1.
 organelles and
their functions
 active/passive
transport
Body Systems 7.L.1.2.
 skeletal
 muscular
 digestive
 respiratory
 circulatory
 reproductive
Classification 6.L.1.2.
 scientific uses
 classification by
observable
characteristics
Classification 7.L.1.3
 kingdoms
Plant structures
7.L.1.4.
 vascular/nonvascular
6
Eighth
Ninth
Life Science – cont.
Indicator 2 - Analyze various patterns and products of natural and induced biological change.
Fifth
5.L.2.1. Predict physical
characteristics with
family lineage.
5.L.2.2. Describe
structures and processes
involved in plant
reproduction.
Sixth
Seventh
Reproduction 7.L.2.1.
 sexual/asexual
 mitosis/meiosis
Eighth
Ninth
Indicator 3 – Analyze how organisms are linked to one another and the environment.
Fifth
5.L.3.1. Describe how
natural events and/or
human influences may
help or harm
ecosystems.
5.L.3.2. Analyze the
roles of organisms to
determine the transfer of
energy using an energy
pyramid model.
5.L.3.3. Describe how
interrelationships enable
some organisms to
survive.
Sixth
Seventh
Ecology 7.L.3.1.
 biotic/abiotic factors
 interactions/effects
7
Eighth
Ninth
Earth/Space Science
Indicator 1 - Analyze the various structures and processes of the Earth system.
Fifth
5.E.1.1. Describe the basic
structure of Earth‟s interior.
5.E.1.2. Differentiate
between weather and
climate.
Sixth
Spheres 6.E.1.1
 lithosphere,
biosphere,
hydrosphere,
atmosphere
 human impact
 natural events
impact
Seventh
Water 6.E.1.2.
 surface
 underground
 atmosphere
*Introduction* to
Earth Processes
6.E.1.3.
 plate tectonics,
land formation,
volcanoes,
earthquakes
Eighth
Rocks / Minerals 8.E.1.1
 rocks – igneous, sedimentary,
metamorphic
 minerals - carbonates /silicates
 rock cycle
Water 8.E.1.4.
 ocean composition
 currents and waves
Earth Processes 8.E.1.2, 8.E.1.5.
 plate boundaries
 volcanoes/earthquakes
 seismic waves
 mountains
 currents in mantle
 changes over time
 weathering/erosion
 soil formation /deposition
 glaciation
Weather 8.E.1.3.
 causes
 instruments and technology
 climate/climate zones
Ninth
Indicator 2 - Analyze essential principles and ideas about the composition and structure of the
universe.
Fifth
5.E.2.1. Describe the
components of the solar
system.
5.E.2.2. Explain how the
Earth‟s rotation affects the
appearance of the sky.
Sixth
Solar System 6.E.2.1.
 components
 organization
 scale
Seventh
8
Eighth
Solar System 8.E.2.1-8.E.2.2.
 composition
 size
 orbital motion
 lunar/solar eclipses
 moon phases
Ninth
Science, Technology, Environment, and Society
Indicator 1 - Analyze various implications/effects of scientific advancement within the
environment and society.
Fifth
5.S.1.1. Identify
scientific changes that
have affected
transportation, health,
sanitation, and
communication.
5.S.1.2. Describe how
designing a solution
may have constraints.
Sixth
Technology 6.S.1.1.
 in society
Seventh
Technology 7.S.1.1.
 business/professions
Eighth
Technology 8.S.1.1.
 influence of
social needs,
attitudes, values
Ninth
Indicator 2 - Analyze relationship/interactions among science, tecnology, environment and
society.
Fifth
5.S.2.1. Explain the
interrelationship of
populations, resources,
and environments.
Sixth
Human Impact 6.S.2.1.
 identify
problems
Seventh
Human Impact 7.S.2.1.
 predict
consequences
9
Eighth
Human Impact 8.S.2.1.
 offer solutions
Ninth
YEARLY OVERVIEW FOR SIXTH GRADE STANDARDS
Physical Science
Indicator 1, 6.P.1.1 - 6.P.1.3
Matter
 proton, electron,
neutron
 physical and chemical
properties
 phase changes
Indicator 2, 6.P.2.1
Motion
 forces
Indicator 3, 6.P.3.1
Energy
 types and
transformations
Life Science
Indicator 1, 6.L.1.1
Cells
 plant vs. animal
Indicator 1, 6.L.1.2
Classification
 scientific uses
classification by
observable
characteristics
Earth Science
Indicator 1, 6.E.1.1
Spheres
 lithosphere, biosphere,
hydrosphere,
atmosphere
 human impact
 natural events impact
Indicator 1, 6.E.1.2
Water
 surface
 underground
 atmosphere
Indicator 1, 6.E.1.3
*Introduction* to Earth
Processes
 plate tectonics, land
formation, volcanoes,
earthquakes
Indicator 2, 6.E.2.1
Solar System
 components
 organization
 scale
10
Science Technology
Environment and Society
Indicator 1, 6.S.1.1
Analyze various implications
and effects of scientific
advancement within the
environment and society.
Technology
 in society
Indicator 2, 6.S.2.1
Analyze relationships and
interactions among science,
tecnology, environment and
society.
Human Impact
 identify problems
YEARLY OVERVIEW FOR SEVENTH GRADE STANDARDS
Physical Science
Life Science
Earth Science
Science Technology Environment and
Society
Indicator 1, 7.L.1.1.
Cells
 organelles and their functions
 active/passive transport
Indicator 1, 7.S.1.1
Analyze various implications/effects of
scientific advancement within the
environment and society.
Indicator 1, 7.L.1.2.
Body Systems
 skeletal
 muscular
 digestive
 respiratory
 circulatory
 reproductive
Technology
 business/professions
Indicator 2, 7.S.2.1
Analyze relationship/interactions among
science, technology, environment and
society.
Human Impact
 predict consequences
Indicator 1, 7.L.1.3.
Classification
 kingdoms
Indicator 1, 7.L.1.4.
Plant Structures
 vascular/non-vascular
Indicator 2, 7.L.2.1.
Reproduction
 sexual/asexual
 mitosis/meiosis
Indicator 3, 7.L.3.1.
Ecology
 biotic/abiotic factors
 interactions/effects
11
YEARLY OVERVIEW OF EIGHTH GRADE STANDARDS
Physical Science
Indicator 1, 8.P.1.1 - 8.P.1.3
Matter
 elements, compounds
and mixtures
 periodic table
 Bohr model
 physical/ chemical
change
Life
Science
Earth Science
Indicator 1, 8.E.1.1. Rocks and Minerals
 rocks – igneous, sedimentary, metamorphic
 rock cycle
 minerals - carbonates /silicates
Indicator 1, 8.E.1.2, 8.E.1.5. Earth Processes
 plate boundaries
 volcanoes/earthquakes
 seismic waves
 mountains/surface feature
 currents in mantle
 geologic time/fossils
 weathering/erosion
 soil formation /deposition
 glaciation
Indicator 1, 8.E.1.3.
Weather
 causes
 instruments and technology
 climate/climate zones
Water
 ocean composition
 currents and waves
Indicator 2, 8.E.2.1 - 8.E.2.2 Solar System
 composition
 size
 orbital motion
 lunar/solar eclipses
 moon phases
 tides/season
12
Science Technology
Environment and Society
Indicator 1, 8.S.1.1 Analyze
various implications/effects of
scientific advancement within the
environment and society.
Technology
 influence of social needs,
attitudes, values
Indicator 2, 8.S.2.1 Analyze
relationships and interactions
among science, tecnology,
environment and society.
Human Impact
 offer solutions
Notes
13
Sixth Grade
14
Sixth Grade Nature of Science
Indicator 1: Understand the nature and origin of scientific knowledge.
Standard, Supporting Skills, and Examples
 Recognize scientific knowledge as not merely a set of static facts, but is dynamic and affords the best
current explanations.
Examples: flat Earth, spontaneous generation
 Identify important contributions to the advancement of science from people of differing cultures, genders,
and ethnicity.
Examples: George W. Carver-peanuts, Gregor Mendel-genetics, Sylvia Earle-oceanography, Darwinevolution
Indicator 2: Apply the skills necessary to conduct scientific investigations.
Bloom’s Level
Standard, Supporting Skills, and Examples
6.N.2.1. Students are able to pose questions that can be explored through scientific investigations.
Example: How does light affect plant growth?
 Conduct systematic scientific investigations.
 Use appropriate supportive technologies.
 Describe the limits of accuracy inherent in a particular measuring device or measurement procedure.
(Application)
 Manipulate one variable over time with many repeated trials to test a hypothesis.
 Construct and interpret graphs from data to make predictions.
 Use research methods to investigate practical and/or personal scientific problems and questions.
 Describe and demonstrate various safety factors associated with different types of scientific activity.
 Use appropriate scientific equipment safely in all investigations.
 Wear appropriate attire.
15
6.N.2.1 Unpacked Standard
6.N.2.1
Students are able to pose questions that can be explored through scientific investigations
Verbs:
pose - create
explored - discovered
Key Terms:
scientific investigations - exploration
Teacher Speak:
Students will be able to pose (create) questions that can be explored (discovered) through scientific investigations (exploration).
Student Speak:
I can create (pose) questions that can be discovered (explored) through scientific explorations (investigations).
Sixth Grade Nature of Science Performance Descriptors
Advanced
Proficient
Basic
Sixth grade students performing at the advanced level:
 pose a question and a hypothesis that can be explored through scientific exploration.
Sixth grade students performing at the proficient level:
 pose questions that can be explored through scientific investigations.
Sixth Grade students performing at the basic level:
 given a prompt, pose one question that can be scientifically explored.
16
Sixth Grade Physical Science
Indicator 1: Describe structures and properties of, and changes in, matter.
Bloom’s Level
(Knowledge)
Standard, Supporting Skills, and Examples
6.P.1.1. Students are able to identify the subatomic particles that make up atoms.
 Electrons, protons, and neutrons
6.P.1.1 Unpacked Standard
6.P.1.1.
Students are able to identify the subatomic particles that make up atoms.
Verbs:
identify - select from given information
Key Terms:
subatomic particles - electrons, neutrons and protons
Teacher Speak:
Students will identify (select from given information) the appropriate subatomic particles (electrons, neutrons and protons) that
make up atoms.
Student Speak:
I can select from given information (identify) the electrons, neutrons and protons (subatomic particles) that make up atoms.
17
Bloom’s Level
(Application)
Standard, Supporting Skills, and Examples
6.P.1.2. Students are able to classify matter based on physical and chemical properties.
Examples: mass, weight, volume, acidity, density, texture, color, melting point, boiling point
 Compare and contrast compounds and elements.
Examples: sugar, salt, water (as compounds); Au, Fe, Na (as element symbols)

Use the Periodic Table as a tool to describe elements.
Examples: symbols, metals/non-metals, groups/rows, families
6.P.1.2 Unpacked Standard
6.P.1.2.
Students are able to classify matter based on physical and chemical properties.
Verbs:
classify - to group
Key Terms:
physical properties - any characteristic of a material that can be observed without changing the identity of the material itself
(boiling point and melting point)
chemical properties - a description of how one substance reacts in the presence of another substance, ex. acids and bases
Teacher Speak:
Students will be able to classify (group) matter based on physical (any characteristic of a material that can be observed without
changing the identity of the material itself - boiling point and melting point) and chemical properties (a description of how one
substance reacts in the presence of another substance, ex. acids and bases).
Student Speak:
I can group (classify) matter based on
- any characteristic of a material that can be observed without changing the identity of the material itself (physical properties boiling point and melting point)
- a description of how one substance reacts in the presence of another substance, ex. acids and bases (chemical properties).
18
Indicator 1 (cont’d): Describe structures and properties of, and changes in, matter.
Standard, Supporting Skills, and Examples
Bloom’s Taxonomy
(Comprehension)
6.P.1.3. Students are able to describe phase changes in matter differentiating between the particle
motion in solids, liquids, and gases.
6.P.1.3 Unpacked Standard
6.P.1.3.
Students are able to describe phase changes in matter differentiating between the particle motion in solids, liquids, and gases.
Verbs:
describe – tell in words or numbers
differentiating – to tell the difference between
Key Terms:
phase change – a change from one state of matter (solid, liquid and gas) to another state of matter without a change in chemical
make-up
particle motion – movement and separation of atoms and molecules
Teacher Speak:
Student will be able to describe (tell in words or numbers) phase changes (a change from one state of matter to another state of
matter without a change in chemical make-up) in matter differentiating (to tell the difference between) particle motion
(movement and separation of atoms and molecules) in solids, liquids and gases.
Student Speak:
I can tell in words or numbers (describe) a change from one state of matter to another state of matter (phase changes) by telling
the differences between the movement and separation of atoms and molecules (particle motion) in solids, liquids and gases.
19
Indicator 2: Analyze forces, their forms, and their effects on motions.
Bloom’s Level
Standard, Supporting Skills, and Examples
6.P.2.1. Students are able to describe how push/pull forces acting on an object produce motion.
Examples: illustration of see-saw, sailboat on water, kite
(Comprehension)

Demonstrate how all forces have magnitude and direction.

Newton‟s Laws of Motion
6.P.2.1 Unpacked Standard
6.P.2.1.
Students are able to describe how push/pull forces acting on an object produce motion.
Verbs:
describe - tell in words or numbers
Key Terms:
push/pull forces - gravity, friction and magnetism
Teacher speak:
Students are able to describe (tell in words or numbers) how push/pull forces (gravity, friction and magnetism) acting on an
object produce motion.
Student speak:
I can tell in words or numbers (describe) how gravity, friction and magnetism (push/pull forces) act on an object to produce
motion.
20
Indicator 3: Analyze interactions of energy and matter.
Bloom’s Taxonomy
Level
Standard, Supporting Skills, and Examples
6.P.3.1. Students are able to identify types of energy transformations.
Examples: mechanical to electrical, chemical to light, kinetic to potential (and vice versa)
(Comprehension)

Explain basic principles of electricity and magnetism including static, current, circuits, and magnetic
fields.

Investigate the properties of light (electromagnetic

Illustrate sunlight to chemical (photosynthesis).
spectrum).
6.P.3.1 Unpacked Standard
6.P.3.1
Students are able to identify types of energy transformations
Verbs:
identify – select from given information
Key Terms:
types of energy transformation – mechanical to electrical, chemical to light, kinetic to potential and potential to kinetic
Teacher Speak:
Students will be able to identify (select from given information) these types of energy transformations (changes).
- mechanical to electrical
- kinetic to potential, and
- chemical to light
- potential to kinetic.
Student Speak:
I can select from given information (identify) these types of energy changes (transformations)
- mechanical to electrical
- kinetic to potential, and
- chemical to light
- potential to kinetic.
21
Sixth Grade Physical Science Performance Descriptors
Advanced
Proficient
Basic
Sixth grade students performing at the advanced level:
 draw models of simple atoms indicating appropriate positions of protons, electrons, and neutrons;
 identify physical and chemical changes;
 explain the role of temperature in phase changes of matter;
 predict motion(s) of an object acted on by multiple push/pull forces;
 given a scenario, identify energy transformation(s).
Sixth grade students performing at the proficient level:
 identify the subatomic particles that make up atoms;
 classify matter based on physical and chemical properties;
 describe phase changes in matter differentiating between the particle motion in solids, liquids, and
gases;
 describe how push/pull forces acting on an object produce motion;
 identify types of energy transformations.
Sixth grade students performing at the basic level:
 label the protons, neutrons, and electrons of an atom;
 classify matter based on physical property;
 given an illustration of particle motion, can identify solids, liquids, and gases;
 given an illustration, identify push/pull forces;
 give an example of one energy transformation.
22
Sixth Grade Life Science
Indicator 1: Understand the fundamental structures, functions, classifications, and
mechanisms found in living things.
Bloom’s Level
Standard, Supporting Skills, and Examples
6.L.1.1. Students are able to illustrate the difference between plant and animal cells.

(Comprehension)
Plant cells have chloroplasts and cell walls.

Identify basic cell organelles and their functions.

Recognize cells as the building blocks of living things.

Observe cells with a compound microscope.
6.L.1.1 Unpacked Standard
6.L.1.1
Students are able to illustrate the difference between plant and animal cells.
Verbs:
illustrate - explain with pictures
Key Terms:
difference between plant and animal cells – plant cells have chloroplasts and cell walls
Teacher speak:
Students will be able to illustrate (explain with pictures) the difference between plant and animal cells (plant cells have
chloroplasts and cell walls).
Student speak:
I can explain with pictures that plant cells have chloroplasts and cell walls (difference between plant and animal cells).
23
Bloom’s Level
Standard, Supporting Skills, and Examples
6.L.1.2. Students are able to explain the importance and scientific use of a classification system.
(Comprehension)

Management of diversity for organization and categorization

Uniform scientific communication
Example: identification and classification of newly-discovered organisms
 Kingdom, phylum, class, order, family, genus, species
 Kingdom classification system (monera, protista, plantae, fungi, animalia)
6.L.1.2 Unpacked Standard
6.L.1.2
Students are able to explain the importance and scientific use of a classification system.
Verbs:
explain = give reasons why/for
Teacher Speak:
Students will be able to explain (give reasons for) the importance and scientific use of a classification system.
Student Speak:
I can give reasons for (explain) the importance and scientific use of a classification system.
24
Indicator 2: Analyze various patterns and products of natural and induced biological
change.
Standard, Supporting Skills, and Examples
 Investigate the lineage of organisms to predict traits and features.
Examples: family genealogy, Mendel‟s pea plants, Punnett Squares
 Describe the difference between a hybrid and a purebred trait.
Indicator 3: Analyze how organisms are linked to one another and the environment.
Standard, Supporting Skills, and Examples
 Model cycles in ecosystems.
Examples: water, carbon dioxide/oxygen
 Describe the relationship between characteristics of biomes and the organisms that live there.
 Describe how organisms adapt to biotic and abiotic factors in a biome.
Sixth Grade Life Science Performance Descriptors
Advanced
Proficient
Basic
Sixth grade students performing at the advanced level:
 explain the reasons for the differences between plant and animal cells;
 design a classification system.
Sixth grade students performing at the proficient level:
 illustrate the difference between plant and animal cells;
 explain the importance and scientific use of a classification system.
Sixth grade students performing at the basic level:
 name two similarities and differences between plant and animal cells;
 list the five kingdoms.
25
NOTES
26
Sixth Grade Earth/Space Science
Indicator 1: Analyze the various structures and processes of the Earth system.
Bloom’s Level
Standard, Supporting Skills, and Examples
6.E.1.1. Students are able to describe how the spheres (lithosphere, hydrosphere, atmosphere, and
biosphere) of the Earth interact.
(Comprehension)

Impact of humans and natural events
 Composition of spheres
27
6.E.1.1 Unpacked Standard
6.E.1.1
Students are able to describe how the spheres (lithosphere, hydrosphere, atmosphere and biosphere) of the Earth interact.
Verbs:
describe – tell in words or numbers
interact – relate to one another (ex. erosion, flooding and pollution)
Key Terms:
lithosphere – the solid part of Earth made up of crust & mantle
hydrosphere – the water portion of Earth which contains oceans, seas, lakes and rivers
atmosphere – the mixture of gases and particles surrounding the earth
biosphere – the region of Earth on which life exists
Teacher Speak:
Students will be able to describe (tell in words or numbers) how the four spheres
- lithosphere (the solid part of Earth made up of crust and mantle)
- hydrosphere (the water portion of Earth which contains oceans, seas, lakes and rivers)
- atmosphere (the mixture of gases and particles surrounding the earth)
- biosphere (the region of Earth on which life exists )
of Earth interact (ways objects relate to one another ex. erosion, flooding and pollution).
Student Speak:
I can tell in words or numbers (describe) how
- the solid part of Earth made up of crust and mantle (lithosphere)
- the water portion of Earth which contains oceans, seas, lakes and rivers (hydrosphere)
- the mixture of gases and particles surrounding the earth (atmosphere)
- the region of Earth on which life exists (biosphere)
relate to one another ex. erosion, flooding and pollution (interact).
28
Indicator 1 (cont’d): Analyze the various structures and processes of the Earth system.
Bloom’s Level
Standard, Supporting Skills, and Examples
6.E.1.2. Students are able to examine the role of water on the Earth.

Surface
Examples: waves, glaciers, rivers
(Application)

Underground
Example: aquifers

Atmosphere
Examples: precipitation, humidity
6.E.1.2 Unpacked Standard
6.E.1.2
Students are able to examine the role of water on the Earth.
Verbs:
examine – observe and describe
Key Terms:
role - behavior
water - rivers, aquifers and precipitation
Teacher Speak:
Students will be able to examine (observe and describe) the role of water (rivers, aquifers and precipitation) on the Earth.
Student Speak:
I can observe and describe (examine) the behavior (role) of rivers, aquifers and precipitation (water) on the Earth.
29
Bloom’s Level
Standard, Supporting Skills, and Examples
6.E.1.3. Students are able to explain processes involved in the formation of the Earth’s structure.
Examples: plate tectonics, volcanoes, earthquakes
 Interpret topographic and digital imagery or remotely sensed data to identify surface features.
(Comprehension)
Examples: local, global, regional
 Explain the formation of different rock types and their characteristics.
 Use geospatial technologies to investigate natural phenomena.
Examples: GPS, GIS, remote sensing
6.E.1.3 Unpacked Standard
6.E.1.3
Students are able to explain processes involved in the formation of the Earth‟s structure.
Verbs:
explain – give reasons why
Key Terms:
processes - volcanoes, earthquakes and plate tectonics
formation - making
Teacher Speak:
Students will be able to explain (give reasons why) processes (volcanoes, earthquakes and plate tectonics) involved in the
formation (making) of the Earth‟s structure.
Student Speak:
I can give reasons why (explain) volcanoes, earthquakes and plate tectonics (processes) are involved in the making (formation)
of the Earth‟s structure.
30
Indicator 2: Analyze essential principles and ideas about the composition and structure of the
universe.
Bloom’s Level
Standard, Supporting Skills, and Examples
6.E.2.1. Students are able to identify the organization and relative scale of the solar system.

(Knowledge)
Sun, Moon, Earth, other planets and their moons, meteors, asteroids, and comets
 Origins and age of the universe
 Explain the association of time measurement with celestial motions.
Examples: time zones, leap years, international dateline
6.E.2.1 Unpacked Standard
6.E.2.1.
Students are able to identify the organization and relative scale of the solar system.
Verbs:
identify – select from given information
Key Terms:
organization – the arrangement of objects
relative scale – size and distance
solar system – sun, planets, moons, meteors, asteroids and comets
Teacher speak:
Students will be able to identify (select from given information) the organization (the arrangement of objects) and relative scale
(size and distance) of the solar system (Sun, planets, moons, meteors, asteroids and comets).
Student speak:
I can select from given information (identify) the arrangement of objects (organization) and the size and distance (relative
scale) of the Sun, planets, moons, meteors, asteroids and comets (solar system).
31
Sixth Grade Earth/Space Science Performance Descriptors
Advanced
Proficient
Basic
Sixth grade students performing at the advanced level:
 analyze the role of water as it interacts with the Earth‟s spheres;
 explain the role of plate tectonics in shaping the earth;
 compare and contrast terrestrial and gaseous planets.
Sixth grade students performing at the proficient level:
 describe how the spheres (lithosphere, hydrosphere, atmosphere, and biosphere) of the Earth
interact;
 examine the role of water on the Earth;
 explain processes involved in the formation of the Earth‟s structure;
 identify the organization and relative scale of the solar system.
Sixth grade students performing at the basic level:
 identify the spheres of Earth;
 list two effects of water on Earth;
 identify processes of weathering and erosion in the formation of earth‟s structures;
 list the planets in order from the Sun outward.
32
Sixth Grade Science, Technology, Environment, and Society
Grade Standards
Indicator 1: Analyze various implications/effects of scientific advancement within the
environment and society.
Bloom’s Level
Standard, Supporting Skills, and Examples
6.S.1.1. Students are able to describe how science and technology have helped society to solve
problems.
(Comprehension)
Examples: GPS, GIS, remote sensing, prevention and treatment of diseases, vaccinations, water
treatment, prosthetics
6.S.1.1 Unpacked Standard
6.S.1.1.
Students are able to describe how science and technology have helped society to solve problems.
Verbs:
describe - tell in words or numbers
Key terms:
technology – practical application of scientific principles
Teacher Speak:
Students will be able to describe (tell in words or numbers) how science and technology (practical application of scientific
principles) have helped society to solve problems.
Student Speak:
I can tell in words or numbers (describe) how science and the practical application of scientific principles (technology) have
helped society to solve problems.
33
Indicator 2: Analyze the relationships/interactions among science, technology, environment,
and society.
Bloom’s Level
Standard, Supporting Skills, and Examples
(Knowledge)
6.S.2.1. Students are able, given a scenario, to identify the problem(s) of human activity on the local,
regional, or global environment.
Examples: urban expansion, water treatment
6.S.2.1 Unpacked Standard
6.S.2.1.
Students are able, given a scenario, to identify the problem(s) of human activity on the local, regional, or global environment.
Verbs:
Identify - select from given information
Key Terms:
scenario - story
problem(s) of human activity – ex. urban expansion and water pollution
environment – areas containing living and non-living things
Teacher Speak:
Students will be able, given a scenario (story), to identify (select from given information) the problem(s) of human activity (ex.
urban expansion and water pollution) on the local, regional, or global environment (areas containing living and non-living
things)
Student Speak:
I can, given a story (scenario), select from given information (identify) how urban expansion and water pollution (problems of
human activity) affect areas containing living and non-living things (environment) in local, regional, or global areas.
34
Sixth Grade Science Technology, Environment, and Society Performance Descriptors
Advanced
Proficient
Basic
Sixth grade students performing at the advanced level:
 list pros and cons of technological solutions to problems.
Sixth grade students performing at the proficient level:
 describe how science and technology have helped society to solve problems;
 given a scenario, identify the problem(s) of human activity on the local, regional, or global
environment.
Sixth grade students performing at the basic level:
 recognize a problem.
35
NOTES
36
Seventh Grade
37
Seventh Grade Nature of Science
Indicator 1: Understand the nature and origin of scientific knowledge
Bloom’s Level
Standard, Supporting Skills, and Examples
 Describe societal response to major scientific findings or theories.
Examples: cloning, stem cell research, biotechnology
 Investigate important contributions to the advancement of science from people of differing cultures, genders,
and ethnicity.
Examples: Louis Pasteur-disease, Rachel Carson-ecology, Linnaeus- classification, Redi-biology, Darwinevolution, Jane Goodall-zoology
Indicator 2: Apply the skills necessary to conduct scientific investigations.
Bloom’s Level
Standard, Supporting Skills, and Examples
7.N.2.1. Students are able to conduct scientific investigations using given procedures.
(Application)






Use appropriate supportive technologies.
Determine the limits of accuracy inherent in a particular measuring device or procedure.
Control variables to test hypotheses by repeated trials.
Identify sources of experimental error.
Interpret to make predictions and/or justify conclusions.
Use research methods to investigate practical and/or personal scientific problems and questions.
 Describe and demonstrate various safety factors associated with different types of scientific activity.


Demonstrate appropriate use of apparatus and technologies for investigations.
Use proper safety procedures in all investigations.
38

Wear appropriate attire.
 Analyze the benefits and potential of scientific investigations.
39
7.N.2.1 Unpacked Standard
Verbs Defined:
Conduct – perform
Key Terms Defined:
Scientific investigations – scientific experiments using equipment correctly, making a
hypothesis, identifying a control, identifying a variable, making predictions, making
observations and drawing conclusions
Procedures – directions
Teacher Speak:
Students will be able to conduct (perform) scientific investigations (scientific
experiments using equipment correctly, making a hypothesis, identifying a control,
identifying a variable, making predictions, making observations and drawing
conclusions) using given procedures (directions).
Student Speak:
I can perform (conduct) scientific experiments (scientific investigations):
- using equipment correctly
- making predictions
- making a hypothesis
- making observations
- identifying a control
- drawing conclusions
- identifying a variable
- using given directions (procedures).
Seventh Grade Nature of Science Performance Descriptors
Advanced
Proficient
Basic
Seventh grade students performing at the advanced level:
 design a replicable scientific investigation.
Seventh grade students performing at the proficient level:
 conduct scientific investigations using given procedures.
Seventh grade students performing at the basic level:
 identify steps necessary to conduct a replicable scientific investigation.
40
Seventh Grade Life Science
Indicator 1: Understand the fundamental structures, functions, classifications, and mechanisms
found in living things.
Bloom’s Level
Standard, Supporting Skills, and Examples
7.L.1.1. Students are able to identify basic cell organelles and their functions.

(Knowledge)





Observe cells with a compound microscope.
 DNA replication
Examples: cell membranes, cell wall, cytoplasm,
vacuoles, nucleus
 Protein synthesis (ribosomes)
Describe the function of the cell membrane to include
active transport and passive transport (diffusion,
osmosis).
Describe cell walls as providing support and shape.
Describe cytoplasm.
Describe vacuoles.
Describe the function of the nucleus.
 Endoplasmic reticulum
 Transcription/translation
 Lysosomes
 Chloroplasts role in photosynthesis
 Mitochondria role in respiration
7.L.1.1 Unpacked Standard
Verbs Defined:
Identify - select from given information
Key Terms Defined:
Cell organelles – vacuoles, nucleus, cell membrane, cell wall and cytoplasm
Functions – jobs or purposes
Teacher Speak:
Students will be able to identify (select from given information) basic cell organelles (vacuoles, nucleus, cell membrane, cell
wall and cytoplasm) and their functions (jobs or purposes).
Student Speak:
I can select from given information (identify) vacuoles, nucleus, cell membrane, cell wall and cytoplasm (cell organelles).
I can select from given information the job or purpose (functions) of the vacuoles, nucleus, cell membrane, cell wall and
cytoplasm (cell organelles).
41
Bloom’s Level
Standard, Supporting Skills, and Examples
7.L.1.2. Students are able to identify and explain the function of the human systems and the organs
within each system.
(Comprehension)

Skeletal/support
 Endocrine

Muscular
 Immune

Digestive
 Nervous

Respiratory
 Excretory

Circulatory
 Integumentary

Reproductive
7.L.1.2 Unpacked Standard
Verbs Defined:
Identify- select from given information
Explain- give reasons why
Key Terms Defined:
Function- job or purpose
Human systems- skeletal, muscular, digestive, respiratory, circulatory, and reproductive
Teacher Speak:
Students will be able to identify (select from given information) and explain (give reasons for) the function of the human
systems (skeletal, muscular, digestive, respiratory, circulatory, and reproductive) and the organs (group of tissues with same
function) within each system.
Student Speak:
I can select from given information (identify) and give reasons for (explain) the job or purpose (function) of the skeletal,
muscular, digestive, respiratory, circulatory, and reproductive systems (human systems).
I can select from given information (identify) and give reasons for (explain) the job or purpose (function) of the organs.
42
Seventh Grade Life Science (continued)
Indicator 1(cont’d): Understand the fundamental structures, functions, classifications, and
mechanisms found in living things.
Bloom’s Level
Standard, Supporting Skills, and Examples
7.L.1.3. Students are able to classify organisms by using the currently recognized kingdoms.
Examples: monera, protista, plantae, fungi, animalia
(Application)
 Identify and compare the basic structure and function of major taxa.
 Describe the levels of organization within organisms.
Example: cells to tissues to organs to systems to organisms
7.L.1.3 Unpacked Standard
7.L.1.3. Students are able to classify organisms by using the currently recognized kingdoms.
Verbs Defined:
Classify – group
Key Terms Defined:
Organism – living thing
Kingdom – the broadest or most generalized division of biological classifications
Teacher Speak:
Student will be able to classify (group) organisms (living things) into kingdoms (the broadest or most generalized division of
biological classifications).
Student Speak:
I can group (classify) living things (organisms) into the broadest or most generalized division of biological classifications
(kingdoms).
43
Bloom’s Level
(Comprehension)
Standard, Supporting Skills, and Examples
7.L.1.4. Students are able to describe and identify the structure of vascular and non-vascular
plants. Examples: structures of root stems, leaves, and flowers
7.L.1.4 Unpacked Standard
Verbs Defined:
Describe – tell in words or numbers
Identify – select from given information
Key Terms Defined:
Vascular plants – plants having xylem and phloem
Non-vascular plants – plants lacking xylem and phloem
Teacher Speak:
Students will be able to describe (tell in words or numbers) and identify (select from given information, categorize or list) the
structure of vascular plants (plants having xylem and phloem) and non-vascular plants (plants lacking xylem and phloem).
Student Speak:
I can tell in words or numbers (describe) the structure of plants having xylem and phloem (vascular plants) and plants lacking
xylem and phloem (non-vascular plants).
I can select from given information (identify) the structure of plants having xylem and phloem (vascular plants) and plants
lacking xylem and phloem (non-vascular plants).
44
Indicator 2: Analyze various patterns and products of natural and induced biological
change.
Bloom’s Level
Standard, Supporting Skills, and Examples
7.L.2.1. Students are able to distinguish between processes involved in sexual and asexual
reproduction.

(Comprehension)
Model the process of cell division.
Examples: mitosis and meiosis
 Identify the role of genetics in the transmission of traits and characteristics in organisms.
Examples: Punnett Square, selective breeding, adaptations, natural selection, multiple traits, pedigree
7.L.2.1 Unpacked Standard
Verbs Defined:
Distinguish - tell the difference
Key Terms Defined:
Processes - meiosis and mitosis stages
Sexual reproduction - new organism produced from two parents
Asexual reproduction - new organism produced from one parent
Teacher Speak:
The student will be able to distinguish (tell the difference) between processes (meiosis and mitosis stages ) involved in sexual
(new organism produced from two parents) and asexual reproduction (new organism produced from one parent).
Student Speak:
I can tell the difference between meiosis and mitosis stages (processes) involved in: - a new organism produced from two
parents (sexual reproduction). - a new organism produced from one parent (asexual reproduction).
45
Indicator 3: Analyze how organisms are linked to one another and the environment.
Bloom’s Level
Standard, Supporting Skills, and Examples
7.L.3.1. Students are able to predict the effects of biotic and abiotic factors on a species’ survival.
Examples: adaptations, genetic defects, population disturbances, over-reproduction, animal behavior,
flooding, global warming, oil spills, human activity
(Application)
 Describe processes by which matter and energy flow through an ecosystem.
Examples: photosynthesis, respiration, nitrogen cycle
 Use geospatial technologies to investigate natural phenomena.
Examples: GPS, GIS, remote sensing
7.L.3.1 Unpacked Standard
Key Terms Defined:
Biotic - living or was living
Abiotic - non-living or never living
Teacher Speak:
Students will be able to predict (use information to make a best guess) the effects of biotic (living or was living) and abiotic
(non-living or never living) factors on a species‟ survival.
Student Speak:
I can use information to make a best guess (predict) about the effects of living or was living (biotic) and non-living or never
living (abiotic) factors on the survival of the species.
46
Seventh Grade Life Science Performance Descriptors
Advanced
Proficient
Basic
Seventh grade students performing at the advanced level:
 compare and contrast hierarchical levels within the five kingdoms;
 identify organism by taxonomic level using a dichotomous key;
 given the characteristics of a plant, classify it as vascular or non-vascular;
 compare and contrast sexual and asexual reproduction in plants and animals.
Seventh grade students performing at the proficient level:
 identify basic cell organelles and their functions;
 identify and explain the function of the human systems and the organs within each system;
 classify organisms by using the currently recognized kingdoms;
 describe and identify the structure of vascular and non-vascular plants;
 distinguish between processes involved in sexual and asexual reproduction;
 predict the effects of biotic and abiotic factors on a species survival.
Seventh grade students performing at the basic level:
 label the basic cell parts using a word bank;
 using a list, order the organization of organisms;
 give examples and characteristics of organisms from each kingdom;
 using a word bank, label the parts of a flower;
 define sexual and asexual reproduction.
47
NOTES
48
Seventh Grade Science, Technology, Environment, and Society
Indicator 1: Analyze various implications/effects of scientific advancement within the
environment and society.
Bloom’s Level
Standard, Supporting Skills, and Examples
7.S.1.1. Students are able to describe how science and technology are used to solve problems in
different professions and businesses.
(Comprehension)
Examples: GPS, GIS, remote sensing, agriculture and genetics, medical and bio-technology (EKG),
food industry and chemistry
7.S.1.1 Unpacked Standard
Verbs
describe - tell in words or numbers
Key terms
technology - practical application of scientific principles
professions and businesses – careers in agriculture, medicine and biotechnology
Teacher Speak
Students will be able to describe (tell in words or numbers) how science and technology (practical application of scientific
principles) are used to solve problems in different professions and businesses (careers in agriculture, medicine and
biotechnology).
Student Speak
I can tell in words or numbers (describe) how science and the practical application of scientific principles (technology) are used
to solve problems in different careers in agriculture, medicine and biotechnology (professions and businesses).
49
Indicator 2: Analyze the relationships/interactions among science, technology, environment,
and society.
Bloom’s Level
(Application)
Standard, Supporting Skills, and Examples
7.S.2.1. Students are able, given a scenario, to predict the consequence(s) of human activity on the
local, regional, or global environment.
Example: Missouri River dams and water needs
7.S.2.1 Unpacked Standard
Verbs
predict - to use information to make a best guess
Key Terms
scenario – story
human activity – urban expansion, pollution, water and land management
environment – areas containing biotic and abiotic factors
Teacher Speak
Students will be able, given a scenario (story), to predict (to use information to make a best guess) the consequence(s) of human
activity (urban expansion, pollution, water and land management) on the local, regional, or global environment (areas
containing biotic and abiotic factors).
Student Speak
I can, given a story (scenario), use information to make a best guess (predict) about the consequence(s) of urban expansion,
pollution, water and land management (human activity) on the biotic and abiotic factors (environment) in the local, regional, or
global area.
50
Seventh Grade Science, Technology, Environment, and Society Performance Descriptors
Advanced
Proficient
Basic
Seventh grade students performing at the advanced level:
 develop solutions to problems.
Seventh grade students performing at the proficient level:
 describe how science and technology are used to solve problems in different professions and businesses;
 given a scenario, predict the consequence(s) of human activity on the local, regional, or global
environment.
Seventh grade students performing at the basic level:
 identify the problem and one possible solution.
51
Eighth Grade
52
Eighth Grade Nature of Science
Indicator 1: Understand the nature and origin of scientific knowledge.
Bloom’s Level
Standard, Supporting Skills, and Examples
8.N.1.1. Students are able to differentiate among facts, predictions, theory, and law/principles in
scientific investigations.
(Comprehension)

Define fact, predictions, theory, and law/principle.

Discuss how theory can become law.
 Evaluate important contributions to the advancement of science from people of differing cultures,
genders, and ethnicity.
Examples: Marie Curie-radiation, Hess, Galileo- astronomy, Kepler-astronomy, Newton-physics,
Neil Tice-astronomy, Mendeleev-physics
8.N.1.1 Unpacked Standard
Verbs:
differentiate - state the differences
Key Terms:
scientific investigations – scientific experiments
Teacher Speak:
Students will be able to differentiate (state the differences) among facts, predictions, theories, and law/principles in scientific
investigations (scientific experiments).
Student Speak:
I can tell the differences (differentiate) among facts, predictions, theories, and law/principles in scientific experiments
(scientific investigations).
53
Indicator 2: Apply the skills necessary to conduct scientific investigations.
Bloom’s Level
Standard, Supporting Skills, and Examples
8.N.2.1. Students are able to design a replicable scientific investigation.
(Synthesis)








Use appropriate supportive technologies.
Assess the limits of accuracy inherent in a particular measuring device or procedure.
Control variables to test hypotheses by repeated trials and by identifying sources of experimental error.
Interpret data to justify predictions or conclusions.
Use research methods to investigate practical and/or personal scientific problems and questions.
Select appropriate scientific equipment and technologies for investigations and experiments.
Use proper safety procedures in all investigations.
Wear appropriate attire.
 Evaluate the benefits and potential of scientific investigations.
8.N.2.1 Unpacked Standard
Verbs:
design - create
Key Terms:
replicable - repeatable
scientific investigation - scientific experiments using equipment correctly, making a hypothesis, identifying a control,
identifying a variable, making predictions, making observations and drawing conclusions
Teacher Speak:
Students will be able to design (create) a replicable (repeatable) scientific investigation (scientific experiments using equipment
correctly, making a hypothesis, identifying a control, identifying a variable, making predictions, making observations and
drawing conclusions).
Student Speak:
I can create (design) a repeatable (replicable) scientific experiment (scientific investigation)
- using equipment correctly - making a hypothesis
- identifying a control
- making predictions
- making observations
- drawing conclusions.
54
- identifying a variable
Eighth Grade Nature of Science Performance Descriptors
Advanced
Proficient
Basic
Eighth grade students performing at the advanced level:
 justify facts, predictions, theory, and law/principles in scientific investigations;
 design and conduct a replicable scientific investigation.
Eighth grade students performing at the proficient level:
 differentiate among facts, predictions, theory, and law/principles in scientific investigations;
 design a replicable scientific investigation.
Eighth grade students performing at the basic level:
 define fact, prediction, and theory;
 follow instructions to conduct a systematic scientific investigation.
55
Eighth Grade Physical Science
Indicator 1: Describe structures and properties of, and changes in, matter.
Bloom’s Level
Standard, Supporting Skills, and Examples
8.P.1.1. Students are able to classify matter as elements, compounds, or mixtures.
Example: Na and Cl are elements that, chemically combined, form salt (NaCl) (compound).
(Analysis)
Example: Salt and water form a mixture that can be physically separated.
 Formulas
8.P.1.1 Unpacked Standard
Verbs:
classify- to group
Key Terms:
elements- matter made up of only one kind of atom
compounds- a chemical combination of two or more different elements
mixtures – two or more substances that are not chemically combined and can be separated by physical means
Teacher Speak:
Students will be able to classify (to group) matter as elements (matter made up of only one kind of atom), compounds (chemical
combination of two or more different elements), or mixtures (two or more substances that are not chemically combined and can
be separated by physical means).
Student Speak:
I can group (classify) matter as:
- being made up of only one kind of atom (elements)
- a chemical combination of two or more different elements (compounds)
- two or more substances that are not chemically combined and can be separated by physical means (mixtures).
56
Bloom’s Level
Standard, Supporting Skills, and Examples
8.P.1.2. Students are able to use the Periodic Table to compare and contrast families of elements and
to classify elements as metals, metalloids, or non-metals.
(Application)

Describe the relationship between the organization and the predictive nature of the Periodic Table.

Use the Bohr model to show the arrangement of the subatomic particles of atomic numbers 1
through 18.
 Compare and contrast other atomic models.
8.P.1.2 Unpacked Standard
Verbs:
compare – how things are alike and different
contrast – how things are different
classify – categorize
Key Terms:
families of elements – groups of elements with similar properties (ex. valence electrons and reactivity) found in a vertical
column on the periodic table
metals – elements that are good conductors, malleable and ductile
metalloids – elements that have both metal and nonmetal properties
nonmetals – elements that lack the physical and chemical properties of metals
Teacher Speak:
Students will use the periodic table to compare and contrast families of elements. Students will classify (categorize) elements as
metals (elements that are good conductors, malleable and ductile), metalloids (elements that have both metal and nonmetal
properties) or nonmetals (elements that lack the physical and chemical properties of metals).
Student Speak:
I can use the periodic table to tell how families or elements are alike and different (compare and contrast).
I can use the periodic table to categorize (classify) elements
- that are good conductors, malleable and ductile (metals)
- that have both metal and nonmetal properties (metalloids)
- that lack the physical and chemical properties of metals (nonmetals).
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Indicator 1(cont’d): Describe structures and properties of, and changes in, matter.
Bloom’s Level
Standard, Supporting Skills, and Examples
8.P.1.3. Students are able to compare properties of matter resulting from physical and chemical
changes.
(Comprehension)
Examples: weathering, burning, melting, acid rain
 Ionic/covalent bonding
8.P.1.3 Unpacked Standard
Verbs:
compare – tell similarities and differences
Key Terms:
physical change - the change in the form of a substance but not in its chemical composition
chemical change- a reaction where different substances with different properties are formed
Teacher Speak:
Students will compare (tell similarities and differences) of properties of matter before and after physical changes (the change in
the form of a substance but not in its chemical composition).
Students will compare (tell similarities and differences) properties of matter before and after chemical changes (a reaction
where substances with different properties are formed).
Student Speak:
I can tell similarities and differences (compare) properties of matter before and after the change in the form of a substance but
not in its chemical composition (physical changes).
I can tell similarities and differences (compare) properties of matter before and after a reaction where substances with different
properties are formed (chemical changes).
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Eighth Grade Physical Science Performance Descriptors
Advanced
Proficient
Basic
Eighth grade students performing at the advanced level:
 create models of elements, compounds, or mixtures;
 explain the predictive nature of the Periodic Table;
 predict properties of matter resulting from physical and chemical changes.
Eighth grade students performing at the proficient level:
 classify matter as elements, compounds, or mixtures;
 use the Periodic Table to compare and contrast families of elements and classify elements as
metals, metalloids, non-metals;
 compare properties of matter resulting from physical and chemical changes.
Eighth grade students performing at the basic level:
 define elements, compounds, and mixtures;
 use the Periodic Table to identify elements as metals, metalloids, non-metals;
 identify physical and chemical changes.
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Eighth Grade Earth/Space Science
Indicator 1: Analyze the various structures and processes of the Earth system.
Bloom’s Level
Standard, Supporting Skills, and Examples
8.E.1.1. Students are able to identify and classify minerals and rocks.
(Application)
Examples: luster, streak, fracture/cleavage,
hardness (Mohs Scale), specific gravity, color,
magnetism, acid test, flame test, fluorescence


Rocks as sedimentary, igneous, or
metamorphic.
Rock Cycle
 Law of Conservation of Energy and
Matter

Minerals as carbonates (CO3) or Silicates
(SiO2)
 Minerals as oxides, sulfides, halides,
sulfates
8.E.1.1 Unpacked Standard
Verbs:
identify – to select from given information
classify – assign to categories
Key terms:
minerals – naturally occurring, solid chemical compounds, that have a crystalline structure and properties that include luster, streak,
fracture, cleavage, hardness, color, magnetism and reactivity to acid
rocks – naturally occurring materials composed of a mineral mixture formed by sedimentary, igneous or metamorphic processes
Teacher Speak:
Students will be able to identify (select from given information) and classify (assign to categories):
- minerals (naturally occurring, solid chemical compounds, that have a crystalline structure and properties that include
luster, streak, fracture, cleavage, hardness, color, magnetism and reactivity to acid).
- rocks (naturally occurring materials composed of a mineral mixture formed by sedimentary, igneous or metamorphic
processes)
Student Speak:
I can select from given information (identify) and assign to categories (classify):
- naturally occurring, solid chemical compounds, that have a crystalline structure and properties that include luster, streak,
fracture, cleavage, hardness, color, magnetism and reactivity to acid (minerals).
- naturally occurring materials composed of a mineral mixture formed by sedimentary, igneous or metamorphic processes (rocks).
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Indicator 1 (cont’d): Analyze the various structures and processes of the Earth system.
Bloom’s Level
Standard, Supporting Skills, and Examples
8.E.1.2. Students are able to explain the role of plate tectonics in shaping Earth.
(Analysis)

Plates boundaries

Mountains

Volcanoes

Convection currents in the mantle

Earthquakes

Changes over time

Seismic waves
Examples: adaptations, extinction, geologic time
(relative and absolute), extinct species, fossils, surface
features
8.E.1.2 Unpacked Standard
Verbs:
explain- give reasons for
Key Terms:
plate tectonics - a theory that sections of the Earth‟s crust are in motion due to convection currents in the mantle
shaping Earth – formation of plate boundaries, volcanoes, earthquakes and mountains
Teacher Speak:
Students will be able to explain (give reasons for) the role of plate tectonics (a theory that sections of the Earth‟s crust are in motion
due to convection currents in the mantle) in shaping Earth (formation of plate boundaries, volcanoes, earthquakes and mountains).
Student Speak:
I can give reasons why (explain) the theory that sections of the Earth‟s crust are in motion due to convection currents in the mantle
(plate tectonics), has a role in formation of
- plate boundaries
- volcanoes
- earthquakes
- mountains
(shaping Earth).
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Indicator 1 (cont’d): Analyze the various structures and processes of the Earth system.
Bloom’s Level
Standard, Supporting Skills, and Examples
8.E.1.3. Students are able to explain the factors that create weather and the instruments and
technologies that assess it.
(Analysis)
Examples: NOAA, AMS
 Condensation

 Evaporation
Differentiate between climate and climate
zones.
 Cloud Formation
Examples: air masses, fronts, pressure
systems, Coriolis effect, wind systems,
humidity, storms
 Effects of the ocean on weather
8.E.1.3 Unpacked Standard
Verbs:
explain – give reasons why
Key Terms:
factors – air masses, fronts, pressure systems, wind systems, temperature, humidity and, the Coriolis effect
weather – conditions of the atmosphere
instruments and technologies – thermometer, barometer, psychrometer and anemometer
assess - measure
Teacher Speak:
Students will explain (give reasons why) the factors (air masses, fronts, pressure systems, wind systems, temperature, humidity and
the Coriolis effect) that create weather (conditions of the atmosphere) and the instruments and technologies (thermometer,
barometer, psychrometer and anemometer) used to assess (measure) it.
Student Speak:
I can give reasons why (explain) air masses, fronts, pressure systems, wind systems, temperature, humidity and the Coriolis effect (factors)
create conditions of the atmosphere (weather) and are measured (assessed) by thermometers, barometers, psychrometers and anemometers
(instruments and technologies).
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Indicator 1 (cont’d): Analyze the various structures and processes of the Earth system.
Bloom’s Level
Standard, Supporting Skills, and Examples
8.E.1.4. Students are able to examine the chemical and physical properties of the ocean to determine
causes and effects of currents and waves.
(Application)
Examples: density, temperature, salinity
 Ocean floor features
 El Niño
 Ocean zones
8.E.1.4 Unpacked Standard
Verbs:
examine – tell what happens to
determine –find appropriate information
Key Terms:
chemical and physical properties – temperature and salinity
currents – streams of moving water flowing through the ocean
waves – movement of energy that creates a ridge or swell moving along the surface of a body of water
Teacher Speak:
Students will be able to tell what happens to (examine) the chemical and physical properties (temperature and salinity) of the ocean
to determine (find appropriate information) causes and effects of currents (streams of moving water flowing through the ocean) and
waves (movement of energy that creates a ridge or swell moving along the surface of a body of water).
Student Speak:
I can tell what happens to (examine) the temperature and salinity (chemical and physical properties) of the ocean to find appropriate
information (determine) about the causes and effects of streams of moving water flowing through the ocean (currents).
I can tell what happens to (examine) the temperature and salinity (chemical and physical properties) of the ocean to find appropriate
information (determine) about the causes and effects of the movement of energy that creates a ridge or swell moving along the surface of a
body of water (waves).
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Indicator 1 (cont’d): Analyze the various structures and processes of the Earth system.
Bloom’s Level
Standard, Supporting Skills, and Examples
8.E.1.5. Students are able to explain the impact of weathering and erosion on the Earth.
(Analysis)

Soil formation

Deposition (deltas)

Land transformations (Grand Canyon)

Glaciation
 Use geospatial technologies to investigate natural phenomena.
Examples: GPS, GIS, remote sensing
8.E.1.5 Unpacked Standard
Verbs:
explain - give reasons why
Key Terms:
impact - soil formation, deposition, land transformations or glaciation
weathering - physical and chemical breakdown of material due to exposure
erosion - wearing away of the land by the action of water, ice, or wind
Teacher Speak:
Students will be able to explain (give reasons why) the impact (soil formation, deposition, land transformations or glaciation) of
weathering (physical and chemical breakdown of material due to exposure) and erosion (wearing away of the land by the action of
water, ice, or wind) on the Earth.
Student Speak:
I can give reasons why (explain) soil formation, deposition, land transformations or glaciation (impact) are caused by physical and
chemical breakdown of material due to exposure (weathering) and wearing away of the land by the action of water, ice, or wind
(erosion) on the Earth.
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Indicator 2: Analyze essential principles and ideas about the composition and structure of
the universe.
Bloom’s Level
Standard, Supporting Skills, and Examples
8.E.2.1. Students are able to compare celestial bodies within the solar system using composition, size,
and orbital motion.

(Analysis)
Describe the composition of the Sun, the
planets, asteroids, and comets.
 Life cycle of a star
 HR Diagram
 Use of spectroscopic analysis of celestial bodies
 Law of Gravitation
 Measurement in space
 Big Bang Theory
 Constellations
 Doppler Effect
 Galaxies
8.E.2.1 Unpacked Standard
Verbs:
compare – tell similarities and differences among
Key Terms:
celestial bodies – the Sun, planets, asteroids and comets
composition – what something is made of
Teacher Speak:
Students will be able to compare (tell similarities and differences among) celestial bodies (the Sun, planets, asteroids and
comets) within our solar system using composition (what something is made of), size, and orbital motion.
Student Speak:
I can tell similarities and differences among (compare) objects the Sun, planets, asteroids and comets (celestial bodies) within
our solar system using what something is made of (composition), size, and orbital motion.
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Indicator 2 (cont’d): Analyze essential principles and ideas about the composition and
structure of the universe.
Bloom’s Level
(Analysis)
Standard, Supporting Skills, and Examples
8.E.2.2. Students are able to differentiate the influences of the relative positions of the Earth, Moon,
and Sun.

Lunar and solar eclipses, moon phases, tides, seasons
8.E.2.2. Unpacked Standard
Verbs:
differentiate – state the differences
Key Terms:
influences of the relative positions – lunar and solar eclipses, moon phases, tides and seasons
Teacher Speak:
Students will be able to differentiate (state the differences) the influences of the relative positions (lunar and solar eclipses,
moon phases, tides and seasons) of the Earth, Moon, and Sun.
Student Speak:
I can state the differences (differentiate) in the positions of the Earth, Moon and Sun during lunar and solar eclipses, moon
phases, tides and seasons (influences of the relative positions).
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Eighth Grade Earth/Space Science Performance Descriptors
Advanced
Proficient
Basic
Eighth grade students performing at the advanced level:
 use classification methods, identify, and classify unknown minerals and rocks;
 give evidence that supports the theory of plate tectonics;
 analyze weather maps and make basic predictions;
 predict the climate of a coastal region based on ocean currents;
 given a scenario, predict the consequences of weathering and/or erosion;
 construct a scale model of the solar system;
 predict the effects on the Earth‟s environment if tilt, distance, or atmosphere were changed.
Eighth grade students performing at the proficient level:
 identify and classify minerals and rocks;
 explain the role of plate tectonics in shaping Earth;
 explain the factors that create weather and the instruments that assess it;
 examine the chemical and physical properties of the ocean to determine causes and effects of
currents and waves;
 explain the impact of weathering and erosion on the earth;
 compare celestial bodies within the solar system using composition, size, and orbital motion;
 differentiate the influences of the relative positions of the Earth, Moon, and Sun.
Eighth grade students performing at the basic level:
 identify rocks as sedimentary, igneous, or metamorphic;
 describe activity that occurs along plate boundaries;
 define basic weather vocabulary;
 list a physical and chemical property of the oceans;
 describe the difference between weathering and erosion;
 identify the basic objects of the solar system;
 describe how the tilt of the Earth is a cause of the seasons.
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NOTES
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Eighth Grade Science, Technology, Environment, and Society
Indicator 1: Analyze various implications/effects of scientific advancement within the
environment and society.
Bloom’s Level
Standard, Supporting Skills, and Examples
8.S.1.1. Students are able to describe how science and technology have been influenced by social
needs, attitudes, and values.
(Comprehension)
Examples: GPS, GIS, remote sensing, Corps of Engineers (dams), NOAA (weather satellites), NASA
(earth and space exploration), USGS (mapping)
8.S.1.1 Unpacked Standard
Verbs:
describe – to tell in words or numbers
Key terms:
technology – practical application of scientific principles
Teacher Speak:
Students will be able to describe (to tell in words or numbers) how science and technology (practical application of scientific
principles) have been influenced by social needs, attitudes, and values.
Student Speak:
I can tell in words or numbers (describe) how science and the practical application of scientific principles (technology) have
been influenced by social needs, attitudes, and values.
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Indicator 2: Analyze the relationships/interactions among science, technology,
environment, and society.
Bloom’s Level
(Synthesis)
Standard, Supporting Skills, and Examples
8.S.2.1. Students are able, given a scenario, to offer solutions to problems created by human
activity on the local, regional, or global environment.
Examples: global warming, deforestation
8.S.2.1 Unpacked Standard
Verbs:
offer - provide
Key Terms:
scenario – story
problems created by human activity – global warming and deforestation
environment – areas containing biotic and abiotic factors
Teacher Speak:
Students will be able, given a scenario (story), to offer (provide) solutions to problems created by human activity (global
warming and deforestation) on the local, regional, or global environment (areas containing biotic and abiotic factors).
Student Speak:
I can, given a story (scenario), provide (offer) solutions to global warming and deforestation (problems created by
human activity) on biotic and abiotic factors (environment) in the local, regional, or global area.
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Eighth Grade Science, Technology, Environment, and Society Performance Descriptors
Advanced
Proficient
Basic
Eighth grade students performing at the advanced level:
 defend a proposed solution or offer alternative solutions to a problem.
Eighth grade students performing at the proficient level:
 describe how science and technology have been influenced by social needs, attitudes, and values;
 given a scenario, offer solutions to problems created by human activity on the local, regional, or
global environment.
Eighth grade students performing at the basic level:
 predict a possible consequence of a solution to a problem.
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Glossary
72
GLOSSARY OF TERMS
Abiotic – Refers to non-living entities. Soil and water make up the abiotic parts of ecosystems.
Acceleration – Time rate at which a velocity is changing; e.g., the automobile is accelerating at 5 miles per second. Change in
velocity divided by the time interval over which it occurred.
Adaptation – (1) The change in a population or species over time; (2) in natural selection, a physical or behavioral characteristic of
some organisms in a population that improves their chances for survival and reproduction in their environment compared with the
chances of other organisms in the population.
Amperes – A unit of measure of electric current.
Anemometer – An instrument that measures the force and direction of the wind. Also called a wind gauge.
Biome – Large ecosystem such as a forest, grassland, or desert.
Biotic – Refers to the concept living; including the functions, properties, and activities of living things. Living organisms make up the
biotic parts of ecosystems.
Chemical Change – A change in which different substances with different properties are formed; also called a chemical reaction.
Chlorophyll – Photoreactive pigments found in photosynthetic organisms.
Chloroplast – The organelle, found in most plant cells, which carries out the photosynthetic reaction. The chlorophyll contained in the
chloroplast gives the plants their green color.
Circuit – A closed path through which electrons flow.
Classify – To assign things or people to classes or groups.
Climate – The average weather conditions of an area over a long period of time, i.e. 30 years.
Community – The different populations of living things that live together in an environment.
Compass – an instrument that tells direction
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Complex Machines – Machines consisting of more than one or a combination of levers, inclined planes, wedges, screws, pulleys,
and/or wheels and axles.
Composition – the materials that make up an object
Compound – A substance containing two or more elements chemically combines; e.g., the compound water (H2O) containing two
elements; hydrogen and oxygen.
Compound Machine – Machine made of two or more simple machines.
Condensation – The change of a substance from a vapor to a liquid.
Conduction – Transmission of energy (heat, electricity, light, sound, etc.) through material substances such as air, water, etc.
Conductor – Material through which electric current passes.
Constellation – A group of stars interpreted as forming configurations.
Consumer – An organism requiring complex organic compounds for food which is obtained by preying on other organisms or by
eating particles of organic matter.
Convection – The transfer of heat by the automatic circulatory motion that occurs in a fluid (air) at a non-uniform temperature owing
to the variation of its density and the action of gravity.
Current – (1) The quantity of electrical charge which flows past a point in a given time; (2) ocean water moving in streams.
Cytoplasm – The term referring to all the gel-like material inside the cell membrane except the cell nucleus.
Decomposer – Any of various organisms such as many bacteria and fungi that return constituents of organic substances to ecological
cycles by feeding on and breaking down dead organisms.
Density – the ratio of the mass of a body to its volume, express by the equation D=M/V.
Diffraction – The spreading of waves around objects (obstacles) placed in its path. Diffraction occurs with light, sound, X- and
gamma rays, and with other very small moving particles such as atoms, neutrons and electrons which show wavelike properties.
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Displacement – The volume or weight of a fluid (such as water) that is displaced by a solid such as wood, iron, etc. For example, the
displacement of water by a solid object immersed in water is equal to the object‟s volume.
Distance – The degree or amount of separation between two points measured along the shortest route joining these points.
Ecosystem – Community of organisms interacting with one another and with the chemical and physical factors making up their
environment.
Electromagnets – a magnet made from a current carrying wire
Electron-Cloud – Model used to describe atoms. In this model, electrons dart about within an energy level in an every-changing path
forming an electron cloud. At any given time, there is a high probability that an electron exists in the electron cloud.
Electrostatic – Phenomenon that deals with attraction or repulsion of electric charges but not dependent upon their motion. Of or
relating to static electricity.
Element – A basic chemical substance in which all of the atoms are the same, and different from the atoms of any other substance;
e.g., the element sulfur, the element oxygen, etc.
Endangered species – a species with so few members they may soon become extinct
Energy – The capacity to do work.
Energy pyramid – a diagram showing the loss of energy at each feeding level
Evaporation – Change of state from a liquid to a vapor.
Extinct – species that no longer exists
Family lineage – biological relationships from generation to generation
Force – An agent that produces a change in a body‟s state of rest or motion. A „push‟ or „pull‟ experienced by a mass when it is
accelerated. Any action that tends to maintain or alter the position of a body or to distort it.
Fossils – A rock that forms from a once living organism.
Friction – The force that opposes motion between two surfaces that are touching each other.
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Gravitation – A universal force of attraction acting between all matter. It is by far the weakest known force in nature and this plays no
role in determining the internal properties of every day matter. Due to its long reach and universality, however, gravity shapes the
structure and evolution of stars, galaxies, and the entire universe. Weight is the downward force of gravity. Gravity is measured by the
acceleration that it gives to free falling objects.
Habitats – Places or types of place where an organism or community of organisms lives and thrives.
Heterogeneous – Consisting of dissimilar substances or constituents. Not the same throughout.
Homogeneous – Having a uniform structure; i.e., everywhere the same. For example, a cup of water has the density, temperature and
color (clear) at this point, so it is the same throughout.
Hybrid Organism – Offspring of two plants or animals of different races, breeds, varieties, species or genera.
Induced – to bring about or stimulate the occurrence of; cause.
Inquiry – Process of learning in science, involving articulation of questions about the natural world and the attempt to answer these
questions through laboratory, field or literature-based research.
Insulators – Material through which electric current does not easily pass.
Invertebrate – Organism that does not possess a backbone.
Kinetic Energy – Energy of motion of an object. Potential energy may be converted into kinetic energy and in turn to other forms.
Thus, water behind a dam flows to lower levels through turbines that turn electric generators, producing electric energy plus some
unusable heart energy resulting from turbulence and friction.
Kingdom – The broadest or most generalized division of biological classification.
Life cycles – Repeated stages of life.
Light Energy – The kind of energy that travels as visible radiation consisting of units called photons.
Liquid – Matter without a definite shape.
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Mass – A measure of the amount of matter in an object. A quantitative measure of inertia, a fundamental property of all matter. It is,
in effect, the resistance that a body of matter offers to a change in its speed or position upon the application of a force.
Magnets – an object that attracts iron or steel
Magnetic – The force that electric currents exert on other electric currents. The attraction or repelling force between two or more
objects.
Magnetic energy – the push or pull of a magnet
Magnetic fields – the area around a magnet where the magnetic force acts
Materials – Equipment, apparatus, and supplies.
Matter – Anything that occupies space, has mass and possesses inertia (resistance.) Matter constitutes the observable universe and
together with energy forms the basis of all objective phenomena.
Mechanical Energy – A combination of potential and kinetic energy.
Metamorphosis – A change or succession of changes in the form and habits of animals before they reach maturity.
Mineral – A naturally occurring, inorganic solid that has a definite composition and certain physical properties.
Mixture – Two or more components in varying proportions that retain their chemical and/or physical properties.
Molecules – Basic units of matter. Smallest part of a compound that still has all properties of that compound. Smallest particle into
which a compound substance can be divided and still have the chemical identity of the original substance.
Motion – A natural event that involves the change in the position or location of an object.
Movement – change of place of position. Act or process of moving.
Mutualism – a mutually beneficial association between different kinds of organisms.
Natural Resources – A deposit of naturally occurring material such as coal, wood, or water.
Niche – The particular way in which a species functions in an ecosystem.
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Non-Renewable energy – energy that cannot be replaced
Non-Standard Units – Units that are not set up and established by authority as a rule for the measure of quantity, weight, extent, value
or quality. Units that are not serving as accurate bases for comparison.
Nucleus – The center of an atom or the organelle in the cell where DNA is stored.
Opacity – The degree to which light travels through an object.
Opaque – Impervious to light, so that images cannot be seen through it.
Orbit – A path described by one body in its revolution around another (as by the Earth around the sun); one complete revolution of a
body describing such a path.
Organism – An individual constituted to carry on the activities of life.
Parasitism – A relationship between a parasite and its host.
Particle Theory – Atoms consist of fundamental subatomic constituents. The “standard model” is that the fundamental particles are
quarks, leptons, gauge bosons and the graviton, interacting via strong, electro-weak, and gravitational forces.
Phenomena – an observable natural event that can have a positive or negative impact
Photosynthesis – A plant process of making food (sugars) from carbon dioxide and water in the presence of light.
Physical Change – A change in the form of a substance, but not in its chemical composition; chemical bonds are not broken in a
physical change.
Physical Properties – Any characteristics of a material that can be observed without changing the identity of the material itself.
Pitch – how high or low a sound is.
Polarization – The property that describes the orientation of electromagnetic waves.
Precipitation – A deposit on the earth of hail, mist, rain, sleet, or snow.
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Producer – an organism (as a green plant) which produces its own organic compounds from simple precursors. Many are food
sources for other organisms.
Population – a group of organisms in a specific habitat
Potential Energy – Stored energy that depends upon the relative position of various parts of a system; e.g., a spring has more potential
energy when compressed or stretched. Energy of the object is due to its position or state.
Properties – A characteristic trait or peculiarity, especially one serving to define or describe its possessor.
Purebred Organism – Bred from members of a recognized breed, strain, or kind without admixture of other genetic traits over many
generations.
Radiation – Emission of energy from matter in the form of waves or particles. Various wavelength or wavelengths of energy in the
Electromagnetic Radiation Spectrum such as ultra violet, infra-red, etc.
Recycle – To use again, especially to reprocess: recycle aluminum cans.
Reduce – To bring down, as in extent, amount, or degree; diminish; use less.
Reflection – The abrupt change in the direction of a wave front at an interface between two dissimilar media so that the wave front
return into the medium from which it originate; e.g., light striking a mirror.
Refraction – A change in the direction of a wave when passing from one medium to another; e.g., the appearance of bending of a stick
when half immersed into water.
Renewable – Relating to or being a commodity or resource, such as solar energy or firewood, that is inexhaustible or replaceable by
new growth.
Reuse – Use again.
Revolution – Motion of any figure about a central axis; e.g., the action by a celestial body going around in an orbit or elliptical course.
Rock – An aggregate of one or more minerals and/or organic materials.
Rotation – To turn about an axis or center; e.g., the Earth revolving around its axis.
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Simple Circuit – A closed path through which electrons flow.
Simple Machines – Machines consisting of one lever, inclined plane, wedge, screw, pulley, or wheel and axle.
Solubility – Potentiality of one substance to dissolve in another; e.g., salt in water.
Solution – A homogeneous mixture formed by mixing one or more substances in another.
Species – Related organisms having common attributes which are potentially capable of interbreeding.
Speed – How fast an object travels. See „Velocity.”
Solid – Has a definite shape and mass.
Sound – A series of vibrations that can be heard.
Substances – A material of a particular kind.
Symbiosis – A permanent or long lasting association between two or more different species of organisms. The partners, or symbionts,
may benefit from, be harmed by, or not be affected by the association.
System – A collection of parts which interact with each other to function as a whole to create stability; e.g., circulatory, skeletal,
nervous, and muscular systems in biology, and solar system in astronomy.
Thermal Energy – Heat energy. One form of several types of energy; others include potential, kinetic, electrical, chemical, and
nuclear.
Velocity – Scientific way of saying speed. A quantity that designates how fast and in what direction a point is moving. Ratio of
change in position to time interval over which change takes place.
Vertebrate – Organism that has a spinal column.
Vibration – When particles shake.
Volt – A unit of electromotive force, being the force that moves a current of one ampere through a resistance of one ohm.
Volume – (1) The amount of space an object occupies; (2) loudness or softness of a sound.
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Weather – The state of the atmosphere at a given time with respect to heat or cold, wetness or dryness, calm or storm, clearness or
cloudiness. Changes in the atmosphere.
Work – A measure of energy transfer that occurs when an object is moved over a distance by an external force at least part of which is
applied in the direction of the displacement. No work is done unless the object is displaced in some way and there is a component of
the force along the path over which the object is moved. Product of force and displacement in the direction of the force.
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