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AK.A1.Science as Inquiry and Process (SA1, SA2, SA3)
Science as Inquiry and Process (SA1, SA2, SA3)
[6] SA1.1. The student demonstrates an understanding of the processes of science by asking questions, predicting, observing, describing, measuring, classifying, making generalizations, inferring and communicating.
[6] SA1.2. The student demonstrates an understanding of the processes of science by collaborating to design and conduct simple repeatable investigations. (L)
[6] SA2.1. The student demonstrates an understanding of the attitudes and approaches to scientific inquiry by identifying and differentiating fact from opinion.
AK.B1.Concepts of Physical Science (SB1, SB2, SB3, SB4)
Concepts of Physical Science (SB1, SB2, SB3, SB4)
[6] SB1.1. The student demonstrates understanding of the structure and properties of matter by using models to represent matter as it changes from one state to another.
[6] SB2.1. The student demonstrates an understanding of how energy can be transformed, transferred, and conserved by recognizing that energy can exist in many forms (i.e., heat, light, chemical, electrical, mechanical).
[6] SB3.1. The student demonstrates understanding of the interactions between matter and energy and the effects of these interactions on systems by recognizing that most substances can exist as a solid, liquid, or gas depending on temperature.
[6] SB4.2. The student demonstrates an understanding of motions, forces, their characteristics, relationships, and effects by stating that every object exerts gravitational force on every other object.
[6] SB4.3. The student demonstrates an understanding of motions, forces, their characteristics, relationships, and effects by making waves move through a variety of media. (L)
AK.C1.Concepts of Life Science (SC1, SC2, SC3)
Concepts of Life Science (SC1, SC2, SC3)
[6] SC1.1. The student demonstrates an understanding of how science explains changes in life forms over time, including genetics, heredity, the process of natural selection and biological evolution by recognizing sexual and asexual reproduction.
[6] SC2.1. The student demonstrates an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms by using a dichotomous key to classify animals and plants into groups using external or internal features.
[6] SC2.2. The student demonstrates an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms by identifying basic behaviors (e.g., migration, communication, hibernation) used by organisms to meet the requirements of life.
[6] SC2.3. The student demonstrates an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms by describing the levels of organization within a human body (i.e., cells, tissues, organs, systems).
[6] SC3.1. The student demonstrates an understanding that all organisms are linked to each other and their physical environments through the transfer and transformation of matter and energy by recognizing that organisms can cause physical and chemical changes (e.g., digestion, growth, respiration, photosynthesis) to matter and recognizing the importance of energy transfer in these changes.
[6] SC3.2. The student demonstrates an understanding that all organisms are linked to each other and their physical environments through the transfer and transformation of matter and energy by organizing a food web using familiar plants and animals.
AK.D1.Concepts of Earth Science (SD1, SD2, SD3, SD4)
Concepts of Earth Science (SD1, SD2, SD3, SD4)
[6] SD1.1. The student demonstrates an understanding of geochemical cycles by exploring the rock cycle and its relationship to igneous, metamorphic, and sedimentary rocks. (L)Quiz, Flash Cards, Worksheet, Game & Study Guide Rocks Quiz, Flash Cards, Worksheet, Game Rocks
[6] SD1.2. The student demonstrates an understanding of geochemical cycles by identifying the physical properties of water within the stages of the water cycle.
[6] SD2.1. The student demonstrates an understanding of the forces that shape Earth by describing the formation and composition (i.e., sand, silt, clay, organics) of soils.
[6] SD2.2. The student demonstrates an understanding of the forces that shape Earth by identifying and describing its layers (i.e., crust, mantle, core).
[6] SD2.3. The student demonstrates an understanding of the forces that shape Earth by describing how the surface can change rapidly as a result of geological activities (i.e., earthquakes, tsunamis, volcanoes, floods, landslides, avalanches).Quiz, Flash Cards, Worksheet, Game & Study Guide Earthquakes Quiz, Flash Cards, Worksheet, Game & Study Guide Volcanoes
[6] SD3.1. The student demonstrates an understanding of cycles influenced by energy from the sun and by Earth’s position and motion in our solar system by connecting the water cycle to weather phenomena.
[6] SD3.2. The student demonstrates an understanding of cycles influenced by energy from the sun and by Earth’s position and motion in our solar system by identifying that energy transfer is affected by surface conditions (e.g., snow cover, asphalt, vegetation) and that this affects weather.Quiz, Flash Cards, Worksheet, Game Climate Quiz, Flash Cards, Worksheet, Game & Study Guide Climate
[6] SD4.1. The student demonstrates an understanding of the theories regarding the origin and evolution of the universe by contrasting characteristics of planets and stars. (i.e., light reflecting, light emitting, orbiting, orbited, composition.)
AK.E1.Science and Technology (SE1, SE2, SE3)
Science and Technology (SE1, SE2, SE3)
[6] SE1.1. The student demonstrates understanding of how to integrate scientific knowledge and technology to address problems by recognizing that technology cannot always provide successful solutions for problems or fulfill every human need.
[6] SE2.1. The student demonstrates an understanding that solving problems involves different ways of thinking by identifying and designing a solution to a problem.
[6] SE3.1. The student demonstrates an understanding of how scientific discoveries and technological innovations affect our lives and society by describing the various effects of an innovation on a global level.
AK.RST.6-8.Reading Standards for Literacy in Science and Technical Subjects 6-12
Reading Standards for Literacy in Science and Technical Subjects 6-12
Integration of Knowledge and IdeasRST.6-8.7. Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
RST.6-8.9. Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
Craft and StructureRST.6-8.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.
AK.SA.Science as Inquiry and Process: A student should understand and be able to apply the processes and applications of scientific inquiry. A student who meets the content standard should:
Science as Inquiry and Process: A student should understand and be able to apply the processes and applications of scientific inquiry. A student who meets the content standard should:
SA1. Develop an understanding of the processes of science used to investigate problems, design and conduct repeatable scientific investigations, and defend scientific arguments.
AK.SB.Concepts of Physical Science: A student should understand and be able to apply the concepts, models, theories, universal principles, and facts that explain the physical world. A student who meets the content standard should:
Concepts of Physical Science: A student should understand and be able to apply the concepts, models, theories, universal principles, and facts that explain the physical world. A student who meets the content standard should:
SB1. Develop an understanding of the characteristic properties of matter and the relationship of these properties to their structure and behavior.
SB2. Develop an understanding that energy appears in different forms, can be transformed from one form to another, can be transferred or moved from one place or system to another, may be unavailable for use, and is ultimately conserved.
SB3. Develop an understanding of the interactions between matter and energy, including physical, chemical, and nuclear changes, and the effects of these interactions on physical systems.
SB4. Develop an understanding of motions, forces, their characteristics and relationships, and natural forces and their effects.Quiz, Flash Cards, Worksheet, Game Forces Quiz, Flash Cards, Worksheet, Game & Study Guide Forces Quiz, Flash Cards, Worksheet, Game & Study Guide Motion Quiz, Flash Cards, Worksheet, Game Motion
AK.SC.Concepts of Life Science: A student should understand and be able to apply the concepts, models, theories, facts, evidence, systems, and processes of life science. A student who meets the content standard should:
Concepts of Life Science: A student should understand and be able to apply the concepts, models, theories, facts, evidence, systems, and processes of life science. A student who meets the content standard should:
SC1. Develop an understanding of how science explains changes in life forms over time, including genetics, heredity, the process of natural selection, and biological evolution.
SC2. Develop an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms.
SC3. Develop an understanding that all organisms are linked to each other and their physical environments through the transfer and transformation of matter and energy.
AK.SD.Concepts of Earth Science: A student should understand and be able to apply the concepts, processes, theories, models, evidence, and systems of earth and space sciences. A student who meets the content standard should:
Concepts of Earth Science: A student should understand and be able to apply the concepts, processes, theories, models, evidence, and systems of earth and space sciences. A student who meets the content standard should:
SD1. Develop an understanding of Earth's geochemical cycles.
SD2. Develop an understanding of the origins, ongoing processes, and forces that shape the structure, composition, and physical history of the Earth.
SD3. Develop an understanding of the cyclical changes controlled by energy from the sun and by Earth's position and motion in our solar system.
SD4. Develop an understanding of the theories regarding the origin and evolution of the universe.
AK.SE.Science and Technology: A student should understand the relationships among science, technology, and society. A student who meets the content standard should:
Science and Technology: A student should understand the relationships among science, technology, and society. A student who meets the content standard should:
SE1. Develop an understanding of how scientific knowledge and technology are used in making decisions about issues, innovations, and responses to problems and everyday events.
SE2. Develop an understanding that solving problems involves different ways of thinking, perspectives, and curiosity that lead to the exploration of multiple paths that are analyzed using scientific, technological, and social merits.
AK.SF.Cultural, Social, Personal Perspectives and Science: A student should understand the dynamic relationships among scientific, cultural, social, and personal perspectives. A student who meets the content standard should:
Cultural, Social, Personal Perspectives and Science: A student should understand the dynamic relationships among scientific, cultural, social, and personal perspectives. A student who meets the content standard should:
SF1. Develop an understanding of the interrelationships among individuals, cultures, societies, science, and technology.
AK.SG.History and Nature of Science: A student should understand the history and nature of science. A student who meets the content standard should:
History and Nature of Science: A student should understand the history and nature of science. A student who meets the content standard should:
SG1. Develop an understanding that historical perspectives of scientific explanations demonstrate that scientific knowledge changes over time, building on prior knowledge.
SG2. Develop an understanding that the advancement of scientific knowledge embraces innovation and requires empirical evidence, repeatable investigations, logical arguments, and critical review in striving for the best possible explanations of the natural world.
SG3. Develop an understanding that scientific knowledge is ongoing and subject to change as new evidence becomes available through experimental and/or observational confirmation(s).
AK.WHST.6-8.Writing Standards for Literacy in History/Social Studies, Science and Technical Subjects 6-12
Writing Standards for Literacy in History/Social Studies, Science and Technical Subjects 6-12
Research to Build and Present KnowledgeWHST.6-8.7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
Production and Distribution of WritingWHST.6-8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Text Types and PurposesWHST.6-8.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.WHST.6-8.2.a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings) graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
WHST.6-8.2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented.
