|
|
|
Middle
School (6-8) -> Science
|
|
GRADE SIX
Grade Level Expectations for
Science/Health
These are the core grade level expectations based on the McRel
standards and benchmarks that should be taught during sixth grade and
represent what a student will learn. They are written from the student
point of view. Local sites may add additional grade level expectations
to correspond with their curriculum. These grade level expectations are
aligned with McRel standards. The number listed is in reference to
McRel 3rd edition. The grade level
expectations that are aligned with and developed by ITBS/ITED are noted
in italics. Not all standards are addressed at every grade level
which is appropriate considering a student’s development.
Knowing that there are programs that are K-5, K-6, K-8, 6-8, 7-12, the
approach for the science component of the grade level expectations is
as follows: grade 6 includes the five strands of science/health; grade
7 is focused on life science/health; grade 8 is focused on earth and
space/health. Knowing this, there will need to be adjustments at the
local level via the curriculum review cycle. This planning was based on
the assumption that specific courses are taught at the high school in
the areas of physical science, biology, chemistry, physics and
other advanced courses.
1. Earth and Space -
Students can understand concepts and relationships in Earth/space
sciences.
(1.1)
Can understand ideas about Earth’s composition and structure
(1.1.1) Knows that because of
the tilt of the earth’s axis, there are variances in heat on parts of
the earth during its one year revolution around the sun. This produces
seasons and weather patterns.
(1.1.2)
Knows that the composition and texture of the soil and its fertility
and resistance to erosion are greatly influenced by plant roots and
debris, bacteria, fungi, worms, rodents, and other animals as they
break up the soil and add organic material to it
(1.1.3)
Knows that fossils provide important evidence of how environmental
conditions have changed on the earth over time, e.g., changes in
atmospheric composition, movement of crustal plates, impact of an
asteroid or comet
(1.2)
Can understand changes in and around Earth
(1.2.1) Knows ways in which
clouds affect weather and climate, e.g., precipitation, reflection of
light from the sun, retention of heat energy emitted from the earth’s
surface
(1.3)
Can understand concepts relating to the universe
(1.3.1) Knows that the moon’s
orbit around the earth once in 28 days changes how much the moon is
lighted by the sun and how much of that part can be seen from the
earth, resulting in the phases of the moon
2. Life Science - Students can understand
concepts and relationships in life science.
(2.1)
Can understand structures of living things
(2.2)
Can understand life cycles
(2.2.1) Knows that reproduction
is a characteristic of all living things and is essential to the
continuation of a species
(2.2.2)
Knows that hereditary information is contained in genes; explains how
characteristics are inherited from parents
(2.3)
Can understand environmental interaction and adaptation
(2.3.1) Explains how species can
change through natural selection
3. Physical Science -
Students can understand concepts and relationships in physical science.
(3.1)
Can understand and apply concepts related to mechanics, forces, and
motion
(3.1.1) Describes Newton’s laws
of motion
(3.1.2)
Explains relationship between force and motion
(3.2)
Can understand and apply the concept of energy
(3.2.1) Knows that
just as electric currents can produce magnetic forces, magnets can
cause electric currents
(3.3) Can understand and identify
properties and changes of matter
4. Nature of Science and Technology -
Students can understand and apply skills used in scientific inquiry.
(4.1) Can analyze and interpret scientific
information.
(4.1.1) Draws
conclusions, identifies patterns, generalities and trends, and makes
inferences
(4.1.2)
Uses appropriate tools including computer hardware and software and
techniques to gather, analyze and interpret scientific data.
(4.2) Can understand and apply the
processes and skills of scientific inquiry
(4.2.1) Uses and understands the
components of the scientific method (asks questions, observes, records,
and interprets results)
5.
Health
(5.1) Identifies and
shares feelings
(5.2)
Identifies practices that promote good health
(5.2.1) Identifies
ways to keep themselves healthy
(5.2.2)
Sets personal health goals
(5.3) Discusses safety
topics
|
GRADES SEVEN AND EIGHT
Grade Level Expectations for
Science/Health
These are the core grade level expectations based on the McRel
standards and benchmarks that should be taught during seventh and
eighth grades and
represent what a student will learn. They are written from the student
point of view. Local sites may add additional grade level expectations
to correspond with their curriculum. These grade level expectations are
aligned with McRel standards. The number listed is in reference to
McRel 3rd edition. The grade level
expectations that are aligned with and developed by ITBS/ITED are noted
in italics. Not all standards are addressed at every grade level
which is appropriate considering a student’s development.
Knowing that there are programs that are K-5, K-6, K-8, 6-8, 7-12, the
approach for the science component of the grade level expectations is
as follows: grade 6 includes the five strands of science/health; grade
7 is focused on life science/health; grade 8 is focused on earth and
space/health. Knowing this, there will need to be adjustments at the
local level via the curriculum review cycle. This planning was based on
the assumption that specific courses are taught at the high school in
the areas of physical science, biology, chemistry, physics and
other
advanced courses.
1. Earth and
Space - Students can understand concepts and relationships in
Earth/space sciences.
(1.1) Understands atmospheric
processes and the water cycle - Can
understand changes in and around Earth.
(1.1.1) Knows that the Sun is
the principle energy source for phenomena on the Earth’s surface, e.g.,
winds, ocean currents, the water cycle, and plant growth
(1.1.2) Knows the processes
involved in the water cycle, e.g. evaporation, condensation,
precipitation, surface run-off, percolation, and their effects on
climatic patterns
(1.1.3) Knows the composition
and structure of the Earth’s atmosphere, e.g., temperature and pressure
in different layers of the atmosphere, circulation of air masses
(1.2) Understands Earth’s
composition and structure - Can
understand ideas about Earth’s composition and structure.
(1.2.1) Knows that the Earth’s
crust is divided into plates that move at extremely slow rates in
response to movements in the mantle
(1.2.2) Knows that sedimentary,
igneous, and metamorphic rocks contain evidence of the minerals,
temperatures, and forces that created them
(1.2.3) Knows how successive
layers of sedimentary rock and the fossils contained within them can be
used to confirm the age, history, and changing life forms of the earth,
and how this evidence is affected by the folding, breaking, and
uplifting of layers
(1.3) Understands the
composition and structure of the universe and the Earth’s place in it -
Can understand concepts
relating to the universe.
(1.3.1) Knows that gravitational
force keeps planets in orbit around the sun and moons in orbit around
the planets
(1.3.2) Knows that the planet
Earth and our solar system appear to be somewhat unique (e.g., the
Earth is the only celestial body known to support life, although
similar systems might yet be discovered in the universe)
(1.3.3) Knows how the regular
and predictable motions of the earth and moon explain phenomena on
earth, e.g., the day, the year, phases of the moon, eclipses, tides,
shadows
2. Life Science - Students can understand
concepts and relationships in life science.
(2.4) Understands the principles
of heredity and related concepts - Can
understand life cycles
(2.4.1) Knows that for sexually
reproducing organisms, a species comprises all organisms that can mate
with one another to produce fertile offspring
(2.4.2)
Knows that characteristics of an organism can be described in terms of
a combination of traits; some traits are inherited and others result
from interactions with the environment
(2.5) Understands the structure
and function of cells and organisms - Can
understand the structure of living things
(2.5.1) Knows that cells convert
energy obtained from food to carry on the many functions needed to
sustain life
(2.5.2)
Knows that hereditary information is contained in genes; explains how
characteristics are inherited from parents
(2.5.3)
Knows how an organism’s ability to regulate its internal environment
enables the organism to obtain and use resources, grow, reproduce, and
maintain stable internal conditions while living in a constantly
changing external environment
(2.6) Understands relationships
among organisms and their physical environment - Can understand environmental interaction
and adaptation
(2.6.1) Knows that all
individuals of a species that exist together at a given place and time
make up a population, and all populations living together and the
physical factors with which they interact compose an ecosystem
(2.6.2)
Knows ways in which organisms interact and depend on one another
through food chains and food webs in an ecosystem, e.g.,
producer/consumer, predator/prey, parasite/host
(2.7) Understands biological
evolution and the diversity of life
(2.7.1) Knows evidence that
supports the idea that there is unity among organisms despite the fact
that some species look very different, e.g., similarity of internal
structures in different organisms, evidence of common ancestry
(2.7.2)
Knows ways in which living things can be classified
(2.7.3)
Understands the functions, organs, and relationship to health of the
digestive, reproductive, circulatory, respiration, excretory, nervous,
endocrine, and skeletal system.
4.
Nature of Science and Technology
(4.12)
Understands the nature of scientific inquiry - Students can understand
and apply skills used in scientific inquiry.
(4.12.1) Uses appropriate tools
(including computer hardware and software) and techniques to gather,
analyze, and interpret scientific data
(4.12.2)
Knows that scientific inquiry includes evaluating results of scientific
investigations, experiments, observations, theoretical and mathematical
models and explanations proposed by other scientists
(4.12.3) Knows possible outcomes of scientific investigations (e.g.,
some may result in new ideas and phenomena for study, some may generate
new methods or procedures for investigation; some may result in the
development of new technologies to improve the collection of data; some
may lead to new investigations)
(4.12.4) Can analyze and
interpret scientific information
5.
Health
(5.1) Knows the availability and
effective use of health services, products, and information
(5.1.1) Knows how to locate and
use community health information, products, and services that provide
valid health information
(5.2)
Knows environmental and external factors that affect individual and
community health
(5.2.1) Understands how peer
relationships affect health, e.g., name calling, prejudice,
discrimination
(5.3)
Understands the relationship of family health to individual health
(5.3.1) Understands the
development of adolescent independence
(5.4)
Knows how to maintain mental and emotional health
(5.4.1) Knows strategies to
manage stress and feelings caused by disappointment, separation, or loss
(5.5)
Knows essential concepts and practices concerning injury prevention and
safety
(5.5.1) Knows potential signs of
self- and other- directed violence
(5.6)
Understands essential concepts about nutrition and diet
(5.6.1) Understands how eating
properly can help to reduce health risks
(5.7) Knows how to maintain and
promote personal health
(5.7.1) Knows strategies and
skills that are used to attain personal health goals
(5.8) Knows essential concepts
about the prevention and control of disease
(5.8.1) Knows communicable,
chronic, and degenerative disease processes and the differences between
them
(5.9)
Understands aspects of substance use and abuse
(5.9.1) Knows factors involved
in the development of a drug dependency and the early observable signs
and symptoms
(5.9.2)
Knows conditions that may put people at higher risk for substance abuse
problems
(5.10)
Understands the fundamental concepts of growth and development
(5.10.1) Knows the similarities
and differences between male and female sexuality
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
