To create a custom lesson, click on the check boxes of the files you’d like to add to your
lesson and then click on the Build-A-Lesson button at the top. Click on the resource title to View, Edit, or Assign it.
GA.CC.L6-8RST.Reading Standards for Literacy in Science and Technical Subjects
Reading Standards for Literacy in Science and Technical Subjects
Integration of Knowledge and Ideas L6-8RST7. 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).
L6-8RST9. 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 Structure L6-8RST4. 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.
GA.CC.W6-8HST.Writing Standards for Literacy in Science and Technical Subjects
Writing Standards for Literacy in Science and Technical Subjects
Research to Build and Present Knowledge W6-8HST7. 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.
Text Types and Purposes W6-8HST2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. W6-8HST2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented.
S7L1. Students will investigate the diversity of living organisms and how they can be compared scientifically. S7L1.a. Demonstrate the process for the development of a dichotomous key.
S7L1.b. Classify organisms based on physical characteristics using a dichotomous key of the six kingdom system (archaebacteria, eubacteria, protists, fungi, plants, and animals).
S7L2. Students will describe the structure and function of cells, tissues, organs, and organ systems. S7L2.a. Explain that cells take in nutrients in order to grow and divide and to make needed materials.
S7L2.b. Relate cell structures (cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria) to basic cell functions.
S7L2.c. Explain that cells are organized into tissues, tissues into organs, organs into systems, and systems into organisms.
S7L2.d. Explain that tissues, organs, and organ systems serve the needs cells have for oxygen, food, and waste removal.
S7L2.e. Explain the purpose of the major organ systems in the human body (i.e., digestion, respiration, reproduction, circulation, excretion, movement, control, and coordination, and for protection from disease).
S7L3. Students will recognize how biological traits are passed on to successive generations. S7L3.a. Explain the role of genes and chromosomes in the process of inheriting a specific trait.
S7L3.b. Compare and contrast that organisms reproduce asexually and sexually (bacteria, protists, fungi, plants & animals).
S7L3.c. Recognize that selective breeding can produce plants or animals with desired traits.
S7L4. Students will examine the dependence of organisms on one another and their environments. S7L4.a. Demonstrate in a food web that matter is transferred from one organism to another and can recycle between organisms and their environments.
S7L4.b. Explain in a food web that sunlight is the source of energy and that this energy moves from organism to organism.
S7L4.c. Recognize that changes in environmental conditions can affect the survival of both individuals and entire species.
S7L4.d. Categorize relationships between organisms that are competitive or mutually beneficial.
S7L4.e. Describe the characteristics of Earth's major terrestrial biomes (i.e., tropical rain forest, savannah, temperate, desert, taiga, tundra, and mountain) and aquatic communities (i.e., freshwater, estuaries, and marine).
S7L5. Students will examine the evolution of living organisms through inherited characteristics that promote the survival of organisms and the survival of successive generations of their offspring. S7L5.a. Explain that physical characteristics of organisms have changed over successive generations (e.g. Darwin's finches and peppered moths of Manchester).
S7L5.b. Describe ways in which species on earth have evolved due to natural selection.
S7L5.c. Trace evidence that the fossil record found in sedimentary rock provides evidence for the long history of changing life forms.
GA.S7CS.Characteristics of Science
Characteristics of Science
S7CS1. Habits of Mind: Students will explore the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works. S7CS1.a. Understand the importance of - and keep - honest, clear, and accurate records in science.
S7CS10. The Nature of Science: Students will enhance reading in all curriculum areas by: S7CS10.c. Building vocabulary knowledge: Demonstrate an understanding of contextual vocabulary in various subjects; Use content vocabulary in writing and speaking; Explore understanding of new words found in subject area texts.
S7CS10.d. Establishing context: Explore life experiences related to subject area content; Discuss in both writing and speaking how certain words are subject area related; Determine strategies for finding content and contextual meaning for unknown words.
S7CS2. Habits of Mind: Students will use standard safety practices for all classroom laboratory and field investigations. S7CS2.a. Follow correct procedures for use of scientific apparatus.
S7CS2.b. Demonstrate appropriate techniques in all laboratory situations.
S7CS2.c. Follow correct protocol for identifying and reporting safety problems and violations.
S7CS3. Habits of Mind: Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations. S7CS3.a. Analyze scientific data by using, interpreting, and comparing numbers in several equivalent forms, such as integers, fractions, decimals, and percents.
S7CS3.b. Use the mean, median, and mode to analyze a set of scientific data.
S7CS3.c. Apply the metric system to a scientific investigation that includes metric to metric conversion (i.e., centimeters to meters).
S7CS3.d. Draw conclusions based on analyzed data.
S7CS4. Habits of Mind: Students will use tools and instruments for observing, measuring, and manipulating equipment and materials in scientific activities. S7CS4.b. Use appropriate tools for measuring objects and/or substances.
S7CS4.c. Learn and use on a regular basis standard safety practices for scientific investigations.
S7CS5. Habits of Mind: Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters. S7CS5.a. Observe and explain how parts can be related to other parts in a system such as predator/prey relationships in a community/ecosystem.
S7CS5.b. Understand that different models (such as physical replicas, pictures, and analogies) can be used to represent the same thing.
S7CS6. Habits of Mind: Students will communicate scientific ideas and activities clearly. S7CS6.b. Write for scientific purposes incorporating data from circle, bar, and line graphs, two-way data tables, diagrams, and symbols.
S7CS6.c. Organize scientific information using appropriate simple tables, charts, and graphs, and identify relationships they reveal.
S7CS7. Habits of Mind: Students will question scientific claims and arguments effectively. S7CS7.d. Recognize that there may be more than one way to interpret a given set of findings.
S7CS8. The Nature of Science: Students will investigate the characteristics of scientific knowledge and how that knowledge is achieved. Students will apply the following to scientific concepts: S7CS8.b. When new experimental results are inconsistent with an existing, well-established theory, scientists may pursue further experimentation to determine whether the results are flawed or the theory requires modification.
S7CS8.c. As prevailing theories are challenged by new information, scientific knowledge may change.
S7CS9. The Nature of Science: Students will investigate the features of the process of scientific inquiry. Students will apply the following to inquiry learning practices: S7CS9.a. Investigations are conducted for different reasons, which include exploring new phenomena, confirming previous results, testing how well a theory predicts, and comparing competing theories.
S7CS9.b. Scientific investigations usually involve collecting evidence, reasoning, devising hypotheses, and formulating explanations to make sense of collected evidence.
S7CS9.c. Scientific experiments investigate the effect of one variable on another. All other variables are kept constant.
S7CS9.d. Scientists often collaborate to design research. To prevent bias, scientists conduct independent studies of the same questions.
S7CS9.f. Scientists use technology and mathematics to enhance the process of scientific inquiry.
S7CS9.g. The ethics of science require that special care must be taken and used for human subjects and animals in scientific research. Scientists must adhere to the appropriate rules and guidelines when conducting research.