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AZ.CC.RST.6-8.Reading Standards for Literacy in Science and Technical Subjects
Reading Standards for Literacy in Science and Technical Subjects
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.
AZ.CC.WHST.6-8.Writing Standards for Literacy in Science and Technical Subjects
Writing Standards for Literacy in Science and Technical Subjects
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.
AZ.SC06-S1.Inquiry Process
SC06-S1C1. Observations, Questions, and Hypotheses: Formulate predictions, questions, or hypotheses based on observations. Locate appropriate resources.SC06-S1C1-01. Differentiate among a question, hypothesis, and prediction.
SC06-S1C2. Scientific Testing (Investigating and Modeling): Design and conduct controlled investigations.SC06-S1C2-01. Demonstrate safe behavior and appropriate procedures (e.g., use and care of technology, materials, organisms) in all science inquiry.
SC06-S1C2-02. Design an investigation to test individual variables using scientific processes.
SC06-S1C2-03. Conduct a controlled investigation using scientific processes.
SC06-S1C2-04. Perform measurements using appropriate scientific tools (e.g., balances, microscopes, probes, micrometers) (See M06-S4C4-02).
SC06-S1C2-05. Keep a record of observations, notes, sketches, questions, and ideas using tools such as written and/or computer logs. (See W06-S3C2-01 and W06-S3C3-01).
SC06-S1C3. Analysis and Conclusions: Analyze and interpret data to explain correlations and results; formulate new questions.SC06-S1C3-01. Analyze data obtained in a scientific investigation to identify trends (See M06-S2C1-03) .
SC06-S1C3-03. Evaluate the observations and data reported by others.
SC06-S1C3-04. Interpret simple tables and graphs produced by others.
SC06-S1C3-05. Analyze the results from previous and/or similar investigations to verify the results of the current investigation.
SC06-S1C4. Communication: Communicate results of investigations.SC06-S1C4-01. Choose an appropriate graphic representation for collected data: line graph; double bar graph; stem and leaf plot; histogram (See M06-S2C1-02).
SC06-S1C4-02. Display data collected from a controlled investigation. (See M06-S2C1-02) .
SC06-S1C4-03. Communicate the results of an investigation with appropriate use of qualitative and quantitative information. (See W06-S3C2-01) .
SC06-S1C4-05. Communicate the results and conclusion of the investigation. (See W06-S3C6-02).
AZ.SC06-S2.History and Nature of Science
History and Nature of Science
SC06-S2C1. History of Science as a Human Endeavor: Identify individual, cultural, and technological contributions to scientific knowledge.SC06-S2C1-01. Identify how diverse people and/or cultures, past and present, have made important contributions to scientific innovations (e.g., Jacques Cousteau [inventor, marine explorer], supports Strand 4; William Beebe [scientist], supports Strand 4; Thor Heyerdahl [anthropologist], supports Strand 6).
SC06-S2C1-02. Describe how a major milestone in science or technology has revolutionized the thinking of the time (e.g., Cell Theory, sonar, SCUBA, underwater robotics).
SC06-S2C1-03. Analyze the impact of a major scientific development occurring within the past decade.
SC06-S2C2. Nature of Scientific Knowledge: Understand how science is a process for generating knowledge.SC06-S2C2-01. Describe how science is an ongoing process that changes in response to new information and discoveries.
SC06-S2C2-02. Describe how scientific knowledge is subject to change as new information and/or technology challenges prevailing theories.
AZ.SC06-S3.Science in Personal and Social Perspectives
Science in Personal and Social Perspectives
SC06-S3C1. Changes in Environments: Describe the interactions between human populations, natural hazards, and the environment.SC06-S3C1-01. Evaluate the effects of the following natural hazards: Sandstorm; hurricane; tornado; ultraviolet light; lightning-caused fire.
SC06-S3C1-02. Describe how people plan for, and respond to, the following natural disasters: Drought; flooding; tornadoes.
SC06-S3C2. Science and Technology in Society: Develop viable solutions to a need or problem.SC06-S3C2-01. Propose viable methods of responding to an identified need or problem. .
SC06-S3C2-02. Compare possible solutions to best address an identified need or problem.
SC06-S3C2-03. Design and construct a solution to an identified need or problem using simple classroom materials.
SC06-S3C2-04. Describe a technological discovery that influences science.
AZ.SC06-S4.Life Science
SC06-S4C1. Structure and Function in Living Systems: Understand the relationships between structures and functions of organisms.SC06-S4C1-01. Explain the importance of water to organisms.
SC06-S4C1-02. Describe the basic structure of a cell, including: cell wall; cell membrane; nucleus.
SC06-S4C1-03. Describe the function of each of the following cell parts: cell wall; cell membrane; nucleus.
SC06-S4C1-04. Differentiate between plant and animal cells.
SC06-S4C1-05. Explain the hierarchy of cells, tissues, organs, and systems.
SC06-S4C1-06. Relate the following structures of living organisms to their functions: Animals: respiration - gills, lungs; digestion - stomach, intestines; circulation - heart, veins, arteries, capillaries; locomotion - muscles, skeleton; Plants: transpiration - stomata, roots, xylem, phloem; absorption - roots, xylem, phloem; response to stimulus (phototropism, hydrotropism, geotropism) - roots, xylem, phloem.
SC06-S4C1-07. Describe how the various systems of living organisms work together to perform a vital function: respiratory and circulatory; muscular and skeletal; digestive and excretory.
SC06-S4C3. Populations of Organisms in an Ecosystem: Analyze the relationships among various organisms and their environment.SC06-S4C3-01. Explain that sunlight is the major source of energy for most ecosystems. (See Strand 5 Concept 3 and Strand 6 Concept 2).
SC06-S4C3-02. Describe how the following environmental conditions affect the quality of life: water quality; climate; population density; smog.
AZ.SC06-S5.Physical Science
SC06-S5C3. Transfer of Energy: Understand that energy can be stored and transferred.SC06-S5C3-01. Identify various ways in which electrical energy is generated using renewable and nonrenewable resources (e.g., wind, dams, fossil fuels, nuclear reactions).
SC06-S5C3-02. Identify several ways in which energy may be stored.
SC06-S5C3-03. Compare the following ways in which energy may be transformed: mechanical to electrical; electrical to thermal.
SC06-S5C3-04. Explain how thermal energy (heat energy) can be transferred by: Conduction; convection; radiation.
AZ.SC06-S6.Earth and Space Science
SC06-S6C1. Structure of the Earth: Describe the composition and interactions between the structure of the Earth and its atmosphere.SC06-S6C1-01. Describe the properties and the composition of the layers of the atmosphere.
SC06-S6C1-03. Explain the composition, properties, and structures of the oceans' zones and layers.
SC06-S6C1-04. Analyze the interactions between the Earth's atmosphere and the Earth's bodies of water (water cycle).
SC06-S6C1-05. Describe ways scientists explore the Earth's atmosphere and bodies of water. (See Strand 2 Concept 1).
SC06-S6C2. Earth's Processes and Systems: Understand the processes acting on the Earth and their interaction with the Earth systems.SC06-S6C2-01. Explain how water is cycled in nature.
SC06-S6C2-02. Identify the distribution of water within or among the following: Atmosphere; lithosphere; hydrosphere.
SC06-S6C2-03. Analyze the effects that bodies of water have on the climate of a region.
SC06-S6C2-04. Analyze the following factors that affect climate: ocean currents; elevation; location.Quiz, Flash Cards, Worksheet, Game Climate Quiz, Flash Cards, Worksheet, Game & Study Guide Climate
SC06-S6C2-05. Analyze the impact of large-scale weather systems on the local weather.
SC06-S6C2-06. Create a weather system model that includes: the Sun; the atmosphere; bodies of water.Quiz, Flash Cards, Worksheet, Game Climate Quiz, Flash Cards, Worksheet, Game & Study Guide Climate
