English Language Arts and Literacy | Grade : 6-8
Strand - Reading in Science and Career and Technical Subjects
Cluster - Integration of Knowledge and Ideas
[RCA-ST.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).
[6.ESS.1.1] -
Develop and use a model of the Earth-Sun-Moon system to explain the causes of lunar phases and eclipses of the Sun and Moon.
Clarification Statement: Examples of models can be physical, graphical, or conceptual and should emphasize relative positions and distances.
[6.ESS.1.5] -
Use graphical displays to illustrate that Earth and its solar system are one of many in the Milky Way galaxy, which is one of billions of galaxies in the universe. Clarification Statement: Graphical displays can include maps, charts, graphs, and data tables.
[6.ESS.2.3] -
Analyze and interpret maps showing the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence that Earth’s plates have moved great distances, collided, and spread apart. Clarification Statement: Maps may show similarities of rock and fossil types on different continents, the shapes of the continents (including continental shelves), and the locations of ocean structures (such as ridges, fracture zones, and trenches), similar to Wegener’s visuals. State Assessment Boundary: Mechanisms for plate motion or paleomagnetic anomalies in oceanic and continental crust are not expected in state assessment.
[6.ETS.2.1] -
Analyze and compare properties of metals, plastics, wood, and ceramics, including flexibility, ductility, hardness, thermal conductivity, electrical conductivity, and melting point.
[8.ESS.3.1] -
Analyze and interpret data to explain that the Earth’s mineral and fossil fuel resources are unevenly distributed as a result of geologic processes.
Clarification Statement: Examples of uneven distributions of resources can include where petroleum is generally found (locations of the burial of organic marine sediments and subsequent geologic traps), and where metal ores are generally found (locations of past volcanic and hydrothermal activity).
[8.ESS.3.5] -
Examine and interpret data to describe the role that human activities have played in causing the rise in global temperatures over the past century.
Clarification Statements: Examples of human activities include fossil fuel combustion, deforestation, and agricultural activity. Examples of evidence can include tables, graphs, and maps of global and regional temperatures; atmospheric levels of gases such as carbon dioxide and methane; and the rates of human activities.
[8.LS.3.1] -
Develop and use a model to describe that structural changes to genes (mutations) may or may not result in changes to proteins, and if there are changes to proteins there may be harmful, beneficial, or neutral changes to traits. Clarification Statements: An example of a beneficial change to the organism may be a strain of bacteria becoming resistant to an antibiotic. A harmful change could be the development of cancer; a neutral change may change the hair color of an organism with no direct consequence. State Assessment Boundary: Specific changes at the molecular level (e.g., amino acid sequence change), mechanisms for protein synthesis, or specific types of mutations are not expected in state assessment.
[8.LS.3.4] -
Develop and use a model to show that sexually reproducing organisms have two of each chromosome in their cell nuclei, and hence two variants (alleles) of each gene that can be the same or different from each other, with one random assortment of each chromosome passed down to offspring from both parents. Clarification Statement: Examples of models can include Punnett squares, diagrams (e.g., simple pedigrees), and simulations. State Assessment Boundary: State assessment will limit inheritance patterns to dominant-recessive alleles only.
[8.PS.1.1] -
Develop a model to describe that (a) atoms combine in a multitude of ways to produce pure substances which make up all of the living and nonliving things that we encounter, (b) atoms form molecules and compounds that range in size from two to thousands of atoms, and (c) mixtures are composed of different proportions of pure substances. Clarification Statement: Examples of molecular-level models could include drawings, three-dimensional ball and stick structures, and computer representations showing different molecules with different types of atoms.
State Assessment Boundary: Valence electrons and bonding energy, the ionic nature of subunits of complex structures, complete depictions of all individual atoms in a complex molecule or extended structure, or calculations of proportions in mixtures are not expected in state assessment.
[8.PS.1.4] -
Develop a model that describes and predicts changes in particle motion, relative spatial arrangement, temperature, and state of a pure substance when thermal energy is added or removed. Clarification Statements: Emphasis is on qualitative molecular-level models of solids, liquids, and gases to show that adding or removing thermal energy increases or decreases kinetic energy of the particles until a change of state occurs. Examples of models could include drawings and diagrams. Examples of pure substances could include water, carbon dioxide, and helium.
[8.PS.2.1] -
Develop a model that demonstrates Newton’s third law involving the motion of two colliding objects. State Assessment Boundary: State assessment will be limited to vertical or horizontal interactions in one dimension.
[8.ETS.2.5] -
Present information that illustrates how a product can be created using basic processes in manufacturing systems, including forming, separating, conditioning, assembling, finishing, quality control, and safety. Compare the advantages and disadvantages of human vs. computer control of these processes.