Grade 8 Science Wisconsin standards Standards

Tectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor at trenches. (HS.ESS1.C GBE) (secondary to MS-ESS2-3)

All Earth processes are the result of energy flowing and matter cycling within and among the planet’s systems. This energy is derived from the sun and Earth’s hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth’s materials and living organisms. (MS-ESS2-1)

The planet’s systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth’s history and will determine its future. (MS-ESS2-2)

Maps of ancient land and water patterns, based on investigations of rocks and fossils, make clear how Earth’s plates have moved great distances, collided, and spread apart. (MS-ESS2-3)

Variations in density due to variations in temperature and salinity drive a global pattern of interconnected ocean currents. (MS-ESS2-6)

The complex patterns of the changes and the movement of water in the atmosphere, determined by winds, landforms, and ocean temperatures and currents, are major determinants of local weather patterns. (MSESS2-5)

Global movements of water and its changes in form are propelled by sunlight and gravity. (MS-ESS2-4)

Water’s movements—both on the land and underground—cause weathering and erosion, which change the land’s surface features and create underground formations. (MS-ESS2-2)

Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land. (MS-ESS2-4)

The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-6)

Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns. (MS-ESS2-6)

Because these patterns are so complex, weather can only be predicted probabilistically. (MS-ESS2-5)

Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.

Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.

Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.

Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity.

Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions.

Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.

HSF/Health Science Foundations

Cross Cutting Concepts

Science and Engineering Practices

Engineering, Technology, and the Application of Science (ETS)

Earth and Space Science

Physical Science

Life Science

Academic Foundations in Health Science: Students will apply the academic subject matter required for proficiency within their area.

Relate the knowledge of structures to the functions of the human body.

Determine the difference between tissues, organs, and systems of the human body.

Locate directional terms and cavities of the human body.

Describe the functions of each organ system.

Identify diseases and disorders which affect the human body and related biomedical therapies.

Identify common diseases and disorders of the human body (i.e. influenza, heart disease, diabetes, cancer).

Describe healthcare treatments that promote recovery from human diseases and disorders.

Use appropriate mathematical tools as they apply to the practice of healthcare.

Convert measurements between temperature scales, fractions and decimals and U.S. Standard and metric.

Create diagrams, charts, graphs and tables to communicate information.

Differentiate between Greenwich time and 24-hour clock.

Use knowledge of life stages to interact effectively with patients, clients, and residents.

Distinguish between emotional, physical, intellectual, and social development.

Differentiate between growth and development as it applies to life stages.

Provide examples of ways in which life stages affect an individual's needs.

Technical Skills: Students will apply technical skills common to each health science career pathway, demonstrating skills and knowledge as appropriate.

Apply diagnostic procedures for measuring and recording vital signs including the normal ranges.

Identify normal vital sign values.

Identify the body systems being assessed by each of the vital signs.

Identify the ways that vital sign information is gathered.

Obtain training or certification in skills necessary to function as a healthcare professional.

Identify common choking hazards and age appropriate responses.

Obtain Basic Aid Training (BAT) through a certification agency.

Identify specific technical skills needed for particular healthcare careers.

Apply standard precautions to prevent the spread of infection.

Practice hand hygiene procedures.

Practice respiratory hygiene and cough etiquette procedures.

Select personal protective equipment (PPE) appropriate to the situation.

Identify ways germs are spread from one person to another.

Apply health informatics skills to maintain accurate patient records.

Organize information in chronological order.

Document in pen or using appropriate information technology.

Identify measurable data.

Health Information Technology for Healthcare Applications: Students will use information technology applications required within all career specialties. They will demonstrate use as appropriate to healthcare applications.

Demonstrate Health Information Management knowledge and skills.

Identify questions that a healthcare provider would ask.

Recognize that healthcare records are legal documents.

Support privacy and confidentiality of health information.

List examples of health information and individually identifying information that are protected by federal privacy law.

Identify possible consequences of sharing protected health information (PHI).

Role-play healthcare situations that require computer privacy for patient information.

Apply basic computer literacy skills to health science occupations.

Differentiate between personal communication styles and business-appropriate communication styles.

Identify domain name extensions of government, educational and business websites in evaluating reliability and bias of medical web-based resources.

Determine types of healthcare information that must be accessed through secure network portals.

Apply computer concepts and terminology in order to use computers and other mobile devices for tracking personal health.

Develop accuracy in entering personal healthcare data.

Save, share, retrieve and organize healthcare information documents on electronic devices.

Identify uses, benefits and drawbacks of spell-check and other editing tools available in word processing applications.

Communications within Healthcare Settings: Students will apply various methods of giving and obtaining health care information and communicate effectively both orally and in writing.

Apply the concepts of effective verbal and nonverbal communication in the healthcare industry.

Identify appropriate speaking and active listening skills to communicate information in a healthcare setting.

Role-play types of verbal and nonverbal communication between healthcare providers and patients.

Explore ways that barriers interfere with communication in the healthcare setting (i.e., physical disability, psychological barriers).

Differentiate between subjective and objective information for healthcare workers.

Describe the elements of healthcare communication using a sender-receiver model.

Utilize medical terminology appropriate to a specific health science occupation.

Analyze roots, prefixes and suffixes to determine correct meanings of medical words.

Identify medically relevant abbreviations.

Define medical terminology and abbreviations as related to illness or injury.

Develop written communication skills to meet healthcare industry standards.

Identify elements of professional quality healthcare documents in print and electronic formats.

Collect, organize and record health observations using a chart format.

Systems in Healthcare: Students will illustrate how a healthcare worker's role fits into a department, an organization, and the overall healthcare environment, identifying how key systems influence services performed and quality of care.

Delineate elements and examples of healthcare delivery systems focusing on funding sources, organizational mission and purpose and types of facilities and services.

Classify healthcare organizations as public, private, government or non-profit and describe the roles of workers.

Describe services provided by various types of healthcare facilities (public, private, government, non-profit).

Explain the factors influencing healthcare delivery systems (aging populations, non-traditional gender roles, financing and culture).

Identify current factors influencing the healthcare delivery system.

Describe the responsibilities of consumers within the healthcare system (respect rights of healthcare workers and other patients, responsible healthcare habits, becoming an educated advocate for yourself).

Distinguish between responsible and irresponsible consumer behavior within the healthcare delivery system.

Explain the impact of emerging issues such as technology, epidemiology, bioethics and socioeconomics on healthcare delivery systems.

Describe emerging issues related to technology, epidemiology, bioethics and socioeconomics.

Discuss common methods of payment for healthcare.

Describe ways people pay for health care services (i.e., government programs, private insurance, self-fund).

Explain insurance related terms (i.e. premium, deductible, co-insurance, co-payment).

Employability Skills for Healthcare Workers: Students will demonstrate how employability skills enhance their employment opportunities and job satisfaction.

Demonstrate personal traits of healthcare professionals and positive work behaviors for retaining employment in the healthcare industry.

Define and list personal traits that might be possessed by people in the healthcare field.

Discuss possible implications of inappropriate dress and hygiene practices of healthcare workers.

List positive work behaviors for healthcare professionals.

Distinguish between appropriate behaviors in a social vs. professional healthcare setting.

Examine healthcare opportunities to develop a quality career plan.

Explain how healthcare jobs are organized into career ladders.

Classify careers within the five health sciences career pathways.

Explain the progression of healthcare job titles achieved with increasing education and experience.

Match personal aptitudes with healthcare career opportunities to create a career goal.

Demonstrate skills related to seeking and applying for employment to find and obtain a healthcare job.

Identify the steps needed to obtain employment in healthcare.

Interpret abbreviations and terminology used in healthcare job postings.

Differentiate between an academic portfolio and professional portfolio for healthcare workers.

Legal Responsibilities of Healthcare Providers: Students will identify the legal responsibilities, limitations and implications of actions within the healthcare delivery setting, performing duties according to regulations, policies, laws and legislated rights of clients.

Interpret and evaluate legal responsibilities and implications in a variety of healthcare settings.

Demonstrate behavior that is consistent with personal values of a healthcare worker.

Compare and contrast personal values and personal legal responsibilities.

Discuss implications of illegal behaviors in communities.

Examine and assess standards for Health Insurance Portability and Accountability Act (HIPAA).

Recognize situations in which confidentiality must be maintained in healthcare settings.

Describe appropriate individuals and procedures for sharing confidential information.

Describe legal guidelines and procedures for sharing patient information.

Defend patient responsibilities and rights in the healthcare setting.

Formulate a list of personal and healthcare worker responsibilities.

Abide by and support current laws governing worker rights and responsibilities.

Identify employment laws that govern child labor in the healthcare industry.

Ethical Practices for Healthcare Environments: Students will apply accepted ethical practices with respect to cultural, social and ethic differences within the healthcare environment and perform quality healthcare delivery.

Develop practices within the school, community and healthcare setting that respect ethical boundaries.

Discuss the difference between legal behavior and ethical behavior.

Explain how medical treatment of others is influenced by ethical behavior.

Identify behaviors that reflect appropriate boundaries for various roles in healthcare.

Describe consequences of ethical and unethical behavior in healthcare settings.

Demonstrate respect and appreciation for diversity of individuals within the healthcare setting.

Explain how diversity influences beliefs and behaviors about medical care.

Describe the role of respectful behavior in healthcare customer service.

Recognize ways to use different strengths to improve work outcomes in a healthcare setting.

Safety within Healthcare Settings: Students will analyze the existing and potential hazards to clients, co-workers, and self, working to prevent injury or illness through safe work practices and follow health and safety policies and procedures.

Explain principles and practices of infection control in healthcare.

Identify five classes of microorganisms.

Identify modes of transmission for blood-borne pathogens.

Describe standard precautions in prevention of disease transmission.

Describe personal safety procedures and equipment used in healthcare settings.

Demonstrate how to apply and remove safety gloves, safety glasses and gowns used in healthcare settings.

Identify proper body mechanics.

Analyze environmental safety practices within the healthcare setting.

Categorize safe and unsafe situations in the healthcare environment.

Create environmental safety rules for healthcare setting.

Discuss common safety hazards impacting the healthcare industry.

Explain purpose for healthcare signs, symbols, and labels related to safety.

Establish precautionary safety measures for responding to unsafe situations or hazardous materials.

Examine emergency procedures and protocols within the healthcare setting.

Predict outcomes when healthcare fire prevention and safety practices are not followed.

Demonstrate responses to medical emergencies that keep self and others safe.

Define bioterrorism.

Teamwork Skills for Healthcare Workers: Students will identify the roles and responsibilities of individual members as part of the healthcare team, including their ability to promote the delivery of quality healthcare, interacting effectively and sensitively with all members of the healthcare team.

Identify roles and responsibilities of healthcare team members.

Identify members of a healthcare team.

Recognize characteristics of effective healthcare teams.

Compare and contrast roles and responsibilities of various healthcare team members.

Recognize characteristics of effective team relationships.

Practice methods for building positive team relationships needed in a healthcare setting.

Identify techniques for managing team conflict within a healthcare team.

Distinguish between effective and ineffective team relationships in healthcare.

Demonstrate leadership skills to accomplish organizational goals in a healthcare setting as well as a local HOSA chapter.

Identify characteristics of effective and ineffective leaders in healthcare.

Identify personal leadership strengths and challenges related to health.

Participate in a school/community healthcare related activity.

Explore healthcare organizations in community/state/country/world.

Health Maintenance Practices: Students will analyze the fundamentals of wellness and the prevention of disease processes, practicing preventive health behaviors among clients.

Apply health science concepts to identify behaviors that promote health and wellness.

Explain how personal hygiene affects wellness.

Describe short and long term benefits of healthy eating and regular physical activity.

Explain the benefits of adequate sleep in promoting health and wellness.

Identify indicators of intellectual, emotional, social, and physical health.

Describe and apply strategies for the prevention of diseases including health screenings and examinations.

Explain the role of proper hand washing and personal etiquette as it relates to disease prevention.

Identify strategies for the prevention of diseases including health screenings and examinations.

Describe how the body fights germs and diseases naturally, with medicines, and through immunizations.

Analyze complementary (alternative) health practices as they relate to wellness and disease prevention.

Identify complementary (alternative) health practices as they relate to wellness and disease prevention.

Describe situations that may benefit from professional alternative health practice services.

Students use science and engineering practices, disciplinary core ideas, and patterns to make sense of phenomena and solve problem

Students recognize macroscopic patterns are related to the nature of microscopic and atomic-level structure. They identify patterns in rates of change and other numerical relationships that provide information about natural and human-designed systems. They use patterns to identify cause and effect relationships and use graphs and charts to identify patterns in data.

Students use science and engineering practices, disciplinary core ideas, and cause and effect relationships to make sense of phenomena and solve problems.

Students classify relationships as causal or correlational, and recognize correlation does not necessarily imply causation. They use cause and effect relationships to predict phenomena in natural or designed systems. They also understand that phenomena may have more than one cause, and some cause and effect relationships in systems can only be explained using probability.

Students use science and engineering practices, disciplinary core ideas, and an understanding of scale, proportion and quantity to make sense of phenomena and solve problems.

Students observe time, space, and energy phenomena at various scales using models to study systems that are too large or too small. They understand phenomena observed at one scale may not be observable at another scale, and the function of natural and designed systems may change with scale. They use proportional relationships (e.g., speed as the ratio of distance traveled to time taken) to gather information about the magnitude of properties and processes. They represent scientific relationships through the use of algebraic expressions and equations.

Students use science and engineering practices, disciplinary core ideas, and an understanding of systems and models to make sense of phenomena and solve problems.

Students understand systems may interact with other systems: they may have sub-systems and be a part of larger complex systems. They use models to represent systems and their interactions—such as inputs, processes, and outputs—and energy, matter, and information flows within systems. They also learn that models are limited in that they only represent certain aspects of the system under study.

Students use science and engineering practices, disciplinary core ideas, and an understanding of energy and matter to make sense of phenomena and solve problems.

Students understand matter is conserved because atoms are conserved in physical and chemical processes. They also understand that within a natural or designed system the transfer of energy drives the motion and cycling of matter. Energy may take different forms (e.g. energy in fields, thermal energy, and energy of motion). The transfer of energy can be tracked as energy flows through a designed or natural system.

Students use science and engineering practices, disciplinary core ideas, and an understanding of structure and function to make sense of phenomena and solve problems.

Students model complex and microscopic structures and systems and visualize how their function depends on the shapes, composition, and relationships among their parts. They analyze many complex natural and designed structures and systems to determine how they function. They design structures to serve particular functions by taking into account properties of different materials, and how materials can be shaped and used.

Students use science and engineering practices, disciplinary core ideas, and an understanding of stability and change to make sense of phenomena and solve problems.

Students explain stability and change in natural or designed systems by examining changes over time, and considering forces at different scales, including the atomic scale. They understand changes in one part of a system might cause large changes in another part, systems in dynamic equilibrium are stable due to a balance of feedback mechanisms, and stability might be disturbed by either sudden events or gradual changes that accumulate over time.

Students use science and engineering practices, cross-cutting concepts, and an understanding of Earth's place in the universe to make sense of phenomena and solve problems.

The Universe and Its Stars

The solar system is part of the Milky Way, which is one of many billions of galaxies.

Earth and the Solar System

The solar system contains many varied objects held together by gravity. Solar system models explain and predict eclipses, lunar phases, and seasons.

The History of Planet Earth

Rock strata and the fossil record can be used as evidence to organize the relative occurrence of major historical events in Earth's history.

Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process—That is, some of those characteristics may be incorporated into the new design.

The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution.

Students use science and engineering practices, crosscutting concepts, and an understanding of Earth's systems to make sense of phenomena and solve problems.

Earth Materials and Systems

Energy flows and matter cycles within and among Earth's systems, including the sun and Earth's interior as primary energy sources. Plate tectonics is one result of these processes.

Plate Tectonics and Large-Scale System Interactions

Plate tectonics is the unifying theory that explains movements of rocks at Earth's surface and geological history. Maps are used to display evidence of plate movement.

The Roles of Water in Earth's Surface Processes

Water cycles among land, ocean, and atmosphere, and is propelled by sunlight and gravity. Density variations of sea water drive interconnected ocean currents. Water movement causes weathering and erosion, changing landscape features.

Weather and Climate

Complex interactions determine local weather patterns and influence climate, including the role of the ocean.

Biogeology

The fossil record documents the existence, diversity, extinction, and change of many life forms throughout history.

Students use science and engineering practices, crosscutting concepts, and an understanding of the Earth and human activity to make sense of phenomena and solve problems.

Natural Resources

Humans depend on Earth's land, oceans, fresh water, atmosphere, and biosphere for different resources, many of which are limited or not renewable. Resources are distributed unevenly around the planet as a result of past geologic processes.

Natural Hazards

Patterns can be seen through mapping the history of natural hazards in a region and understanding related geological forces.

Human Impacts on Earth Systems

Human activities have altered the hydrosphere, atmosphere, and lithosphere which in turn has altered the biosphere. Changes to the biosphere can have different impacts for different living things. Activities and technologies can be engineered to reduce people's impacts on Earth.

Global Climate Change

Evidence suggests human activities affect global warming. Decisions to reduce the impact of global warming depend on understanding climate science, engineering capabilities, and social dynamics.

Students use science and engineering practices, cross-cutting concepts, and an understanding of engineering design to make sense of phenomena and solve problems.

Defining and Delimiting Engineering Problems

The more precisely a design task's criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that are likely to limit possible solutions.

Developing Possible Solutions

A solution needs to be tested and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem.

Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors.

Models of all kinds are important for testing solutions.

Optimizing the Design Solution

Students use science and engineering practices, crosscutting concepts, and an understanding of the links among Engineering, Technology, Science, and Society to make sense of phenomena and solve problems.

Interdependence of Science, Engineering, and Technology

Engineering advances have led to important discoveries in virtually every field of science, and scientific discoveries have led to the development of entire industries and engineered systems.

Science and technology drive each other forward.

Influence of Engineering, Technology, and Science on Society and the Natural World

All human activity draws on natural resources and has both short and long-term consequences, positive as well as negative, for the health of people and the natural environment.

The uses of technologies are driven by people's needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions.

Technology use varies over time and from region to region.

Students use science and engineering practices, cross-cutting concepts, and an understanding of the nature of science and engineering to make sense of phenomena and solve problems.

Science and Engineering Are Human Endeavors

Individuals and teams from many nations, cultures and backgrounds have contributed to advances in science and engineering.

Scientists and engineers are persistent, use creativity, reasoning, and skepticism, and remain open to new ideas.

Science and engineering are influenced by what is valued in society.

Science and Engineering Are Unique Ways of Thinking with Different Purposes

Science asks questions to understand the natural world and assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation. Science carefully considers and evaluates anomalies in data and evidence.

Engineering seeks solutions to human problems, including issues that arise due to human interaction with the environment. It uses some of the same practices as science and often applies scientific principles to solutions.

Science and engineering have direct impacts on the quality of life for all people. Therefore, scientists and engineers need to pursue their work in an ethical manner that requires honesty, fairness and dedication to public health, safety and welfare.

Science and Engineering Use Multiple Approaches to Create New Knowledge and Solve Problems

A theory is an explanation of some aspect of the natural world. Scientists develop theories by using multiple approaches. Validity of these theories and explanations is increased through a peer review process that tests and evaluates the evidence supporting scientific claims.

Theories are explanations for observable phenomena based on a body of evidence developed over time. A hypothesis is a statement that can be tested to evaluate a theory. Scientific laws describe cause and effect relationships among observable phenomena.

Engineers develop solutions using multiple approaches and evaluate their solutions against criteria such as cost, safety, time and performance. This evaluation often involves trade-offs between constraints to find the optimal solution.

Students use science and engineering practices, crosscutting concepts, and an understanding of structures and processes (on a scale from molecules to organisms) to make sense of phenomena and solve problems.

Structure and Function

All living things are made up of cells. In organisms, cells work together to form tissues and organs that are specialized for particular body functions.

Growth and Development of Organisms

Animals engage in behaviors that increase the odds of reproduction. An organism's growth is affected by both genetic and environmental factors.

Organization for Matter and Energy Flow in Organisms

Plants use the energy from light to make sugars through photosynthesis. Within individual organisms, food is broken down through a series of chemical reactions that rearrange molecules and release energy.

Information Processing

Each sense receptor responds to different inputs, transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain resulting in immediate behavior or memories.

Students use science and engineering practices, crosscutting concepts, and an understanding of the interactions, energy, and dynamics within ecosystems to make sense of phenomena and solve problems.

Interdependent Relationships in Ecosystems

Organisms and populations are dependent on their environmental interactions both with other living things and with nonliving factors, any of which can limit their growth. Competitive, predatory, and mutually beneficial interactions vary across ecosystems but the patterns are shared.

Cycles of Matter and Energy Transfer in Ecosystems

The atoms that make up the organisms in an ecosystem are cycled repeatedly between the living and nonliving parts of the ecosystem. Food webs model how matter and energy are transferred among producers, consumers, and decomposers as the three groups interact within an ecosystem.

Ecosystem Dynamics, Functioning, and Resilience

Ecosystem characteristics vary over time. Disruptions to any part of an ecosystem can lead to shifts in all of its populations. The completeness or integrity of an ecosystem's biodiversity is often used as a measure of its health.

Social Interactions and Group Behavior

Changes in biodiversity can influence humans' resources, such as food, energy, and medicines, as well as ecosystem services that humans rely on -- for example, water purification and recycling.

Students use science and engineering practices, crosscutting concepts, and an understanding of heredity to make sense of phenomena and solve problems.

Inheritance of Traits

Genes chiefly regulate a specific protein, which affect an individual's traits.

Variation of Traits

In sexual reproduction, each parent contributes half of the genes acquired by the offspring resulting in variation between parent and offspring. Genetic information can be altered because of mutations, which may result in beneficial, negative, or no change to proteins in or traits of an organism.

Students use science and engineering practices, cross-cutting concepts, and an understanding of biological evolution to make sense of phenomena and solve problems.

Evidence of Common Ancestry and Diversity

The fossil record documents the existence, diversity, extinction, and change of many life forms and their environments through Earth's history. The fossil record and comparisons of anatomical similarities between organisms enables the inference of lines of evolutionary descent.

Natural Selection

Both natural and artificial selection result from certain traits giving some individuals an advantage in surviving and reproducing, leading to predominance of certain traits in a population.

Adaptation

Species can change over time in response to changes in environmental conditions through adaptation by natural selection acting over generations. Traits that support successful survival and reproduction in the new environment become more common.

Biodiversity and Humans

Changes in biodiversity can influence humans' resources and ecosystem services they rely on.

Students use science and engineering practices, crosscutting concepts, and an understanding of matter and its interactions to make sense of phenomena and solve problems.

Structures and Properties of Matter

The fact that matter is composed of atoms and molecules can be used to explain the properties of substances, diversity of materials, states of matter, phase changes, and conservation of matter.

Chemical Reactions

Reacting substances rearrange to form different molecules, but the number of atoms is conserved. Some reactions release energy and others absorb energy.

Students use science and engineering practices, crosscutting concepts, and an understanding of forces, interactions, motion and stability to make sense of phenomena and solve problems.

Forces and Motion

Motion and changes in motion can be qualitatively described using concepts of speed, velocity, and acceleration (including speeding up, slowing down, and/or changing direction).

The role of the mass of an object must be qualitatively accounted for in any change of motion due to the application of a force (Newton's first and second law).

For any pair of interacting objects, the force exerted by the first object on the second object is equal in strength to the force that the second object exerts on the first, but in the opposite direction (Newton's third law).

Types of Interactions

Forces that act at a distance involve fields that can be mapped by their relative strength and effect on an object

Students use science and engineering practices, cross-cutting concepts, and an understanding of energy to make sense of phenomena and solve problems.

Definitions of Energy

Kinetic energy can be distinguished from the various forms of potential energy.

Conservation of Energy and Energy Transfer

Energy changes to and from each type can be tracked through physical or chemical interactions. The relationship between the temperature and the total energy of a system depends on the types, states, and amounts of matter.

Relationships Between Energy and Forces

When two objects interact, each one exerts a force on the other, and these forces can transfer energy between the interacting objects.

Energy in Chemical Processes and Everyday Life

Sunlight is captured by plants and used in a chemical reaction to produce sugar molecules for storing this energy. This stored energy can be released by respiration or combustion, which can be reversed by burning those molecules to release energy.

Students use science and engineering practices, cross-cutting concepts, and an understanding of waves and their applications in technologies for information transfer to make sense of phenomena and solve problems.

Wave Properties

A simple wave model has a repeating pattern with a specific wavelength, frequency, and amplitude, and mechanical waves need a medium through which they are transmitted. This model can explain many phenomena including sound and light. Waves can transmit energy.

Electromagnetic Radiation

The construct of a wave is used to model how light interacts with objects.

Information Technologies and Instrumentation

Waves can be used to transmit digital information. Digitized information is comprised of a pattern of 1s and 0s.

Students ask questions and define problems, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems.

Asking Questions

Students ask questions to specify relationships between variables and clarify arguments and models. This includes the following:

Ask questions that arise from careful observation of phenomena, models, or unexpected results, to clarify or seek additional information.

Ask questions to identify and clarify evidence and the premise(s) of an argument.

Ask questions to determine relationships between independent and dependent variables and relationships in models.

Ask questions to clarify or refine a model, an explanation, or an engineering problem.

Ask questions that require sufficient and appropriate empirical evidence to answer.

Ask questions that can be investigated within the scope of the classroom, outdoor environment, and museums and other public facilities with available resources and, when appropriate, frame a hypothesis based on observations and scientific principles.

Ask questions that challenge the premise(s) of an argument or the interpretation of a data set.

Defining Problems

Students define a design problem that can be solved through the development of an object, tool, process, or system, and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions.

Students develop and use models, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems.

Developing Models

Students develop, use, and revise models to describe, test, and predict more abstract phenomena and design systems. This includes the following:

Evaluate limitations of a model for a proposed object or tool.

Develop or modify a model—based on evidence – to match what happens if a variable or component of a system is changed.

Use and develop a model of simple systems with uncertain and less predictable factors.

Develop and/or revise a model to show the relationships among variables, including those that are not observable but predict observable phenomena.

Develop and use a model to predict and describe phenomena.

Develop a model to describe unobservable mechanisms.

Develop and use a model to generate data to test ideas about phenomena in natural or designed systems, including those representing inputs and outputs, and those at unobservable scales.

Students plan and carry out investigations, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems.

Planning and Conducting Investigations

Students plan and carry out investigations that use multiple variables and provide evidence to support explanations or solutions. This includes the following:

Individually and collaboratively plan an investigation, identifying: independent and dependent variables and controls, tools needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim.

Conduct an investigation.

Evaluate and revise the experimental design to produce data that serve as the basis for evidence to meet the goals of the investigation.

Evaluate the accuracy of various methods for collecting data.

Collect data under a range of conditions that serve as the basis for evidence to answer scientific questions or test design solutions.

Collect data about the performance of a proposed object, tool, process, or system under a range of conditions.

Students analyze and interpret data, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems.

Analyze and Interpret Data

Students extend quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis. This includes the following:

Construct, analyze, or interpret graphical displays of data and large data sets to identify linear and nonlinear relationships.

Use graphical displays (e.g., maps, charts, graphs, and tables) of large data sets to identify temporal and spatial relationships.

Distinguish between causal and correlational relationships in data.

Analyze and interpret data to provide evidence for explanations of phenomena.

Apply concepts of statistics and probability (including mean, median, mode, and variability) to analyze and characterize data, using digital tools when feasible.

Consider limitations of data analysis (e.g., measurement error), and seek to improve precision and accuracy of data with better technological tools and methods (e.g., multiple trials).

Analyze and interpret data to determine similarities and differences in findings.

Analyze data to define an optimal operational range for a proposed object, tool, process, or system that best meets criteria for success.

Students use mathematics and computational thinking, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems.

Qualitative and Quantitative Data

Students identify patterns in large data sets and use mathematical concepts to support explanations and arguments. This includes the following:

Decide when to use qualitative vs. quantitative data.

Use digital tools (e.g., computers) to analyze very large data sets for patterns and trends.

Use mathematical representations to describe and support scientific conclusions and design solutions.

Create algorithms (a series of ordered steps) to solve a problem.

Apply mathematical concepts and processes (such as ratio, rate, percent, basic operations, and simple algebra) to scientific and engineering questions and problems.

Use digital tools and mathematical concepts and arguments to test and compare proposed solutions to an engineering design problem.

Students construct explanations and design solutions, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems.

Construct an Explanation

Students construct explanations supported by multiple sources of evidence consistent with scientific ideas, principles, and theories. This includes the following:

Construct an explanation that includes qualitative or quantitative relationships between variables that predict and describe phenomena.

Construct an explanation using models or representations.

Construct a scientific explanation based on valid and reliable evidence obtained from sources, including the students' own experiments. Solutions should build on the following assumption: theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.

Apply scientific ideas, principles, and evidence to construct, revise, or use an explanation for real world phenomena, examples, or events.

Apply scientific reasoning to show why the data or evidence is adequate for the explanation.

Design Solutions

Students design solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories. This includes the following:

Apply scientific ideas or principles to design, construct, and test a design of an object, tool, process, or system.

Undertake a design project, engaging in the design cycle, to construct and implement a solution that meets specific design criteria and constraints.

Optimize performance of a design by prioritizing criteria, making trade-offs, testing, revising, and retesting.

Students engage in argument from evidence, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems.

Argue from Evidence

Students construct a convincing argument that supports or refutes claims for either explanations or solutions about the natural and designed world. This includes the following.

Compare and critique two arguments on the same topic. Analyze whether they emphasize similar or different evidence and interpretations of facts.

Respectfully provide and receive critiques about one's explanations, procedures, models, and questions by citing relevant evidence and posing and responding to questions that elicit pertinent elaboration and detail.

Construct, use, and present oral and written arguments supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem.

Make an oral or written argument that supports or refutes the advertised performance of a device, process, or system. Based the argument on empirical evidence concerning whether or not the technology meets relevant criteria and constraints.

Evaluate competing design solutions based on jointly developed and agreed-upon design criteria.

Students will obtain, evaluate and communicate information, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems.

Obtain, Evaluate, and Communicate Information

Students evaluate the merit and validity of ideas and methods. This includes the following:

Critically read scientific texts adapted for classroom use to determine the central ideas, to obtain scientific and technical information, and to describe patterns in and evidence about the natural and designed world(s).

Clarify claims and findings by integrating text-based qualitative and quantitative scientific information with information contained in media and visual displays.

Gather, read, and synthesize information from multiple appropriate sources and assess the credibility, accuracy, and possible bias of each publication. Describe how they are supported or not supported by evidence and evaluate methods used.

Evaluate data, hypotheses, and conclusions in scientific and technical texts in light of competing information or accounts.

Communicate scientific and technical information (e.g. about a proposed object, tool, process, or system) in writing and through oral presentations.

Earth and Space

Life

Physical

Initial Level: Recognize models of the Earth, Moon, and Sun system.

Precursor Level: Use a model to show that Earth's Moon moves around Earth, and Earth and its Moon move around the Sun.

Target Level: Use an Earth-Sun-Moon model to show that Earth's orbit around the Sun corresponds to a calendar year and the orbit of the Moon around Earth corresponds to a month.

Initial Level: Identify the process that forms igneous rock (e.g., volcanoes).

Precursor Level: Use a model to describe the change from igneous to sedimentary rock.

Target Level: Use a model to describe the change within the rock cycle between igneous, metamorphic, and sedimentary rock.

Initial Level: Identify differences in weather conditions from day to day.

Precursor Level: Identify geoscience processes (e.g., wind, rain, runoff) that have an impact on landforms (e.g., landslides, erosion such as gullies).

Target Level: Explain how geoscience processes that occur daily (e.g.,wind, rain, runoff) slowly change the surface of Earth, while catastrophic events (e.g., earthquakes, tornadoes, floods) can quickly change the surface of Earth.

Initial Level: Interpret basic weather information (e.g., radar, map) to identify weather conditions.

Precursor Level: Interpret basic weather information (e.g., radar, map) to compare weather conditions (either over several days at the same location or different locations on the same day).

Target Level: Interpret basic weather information (e.g., radar, map) to make predictions about future conditions (e.g., precipitation, temperature, wind).

Initial Level: Identify a natural resource (e.g., water, sand, wind).

Precursor Level: Identify the geoscience process that produces a natural resource (e.g., solar energy creating wind energy, rock cycle with ores and minerals).

Target Level: Interpret, based on evidence, how the geoscience processes (e.g., weathering, erosion) create resources.

Initial Level: Recognize resources (e.g., food, water, shelter, air) in the local environment that are important for human life.

Precursor Level: Recognize ways in which humans impact the environment (e.g., agriculture, pollution, recycling, city growth).

Target Level: Develop a plan to monitor and minimize a human impact on the local environment (e.g., water, land, pollution).

Initial Level: Recognize major organs of animals.

Precursor Level: Use a model to demonstrate how organs are connected in major organ systems.

Target Level: Make a claim about how a structure (e.g., organs and organ systems) and its related function supports survival of animals (circulatory, digestive, and respiratory systems).

Initial Level: Match organisms to their habitats.

Precursor Level: Identify factors that influence growth of organisms.

Target Level: Interpret data to show that environmental resources (e.g., food, light, space, water) influence growth of organisms (e.g., drought decreasing plant growth, fertilizer increasing plant growth, different varieties of plant seeds growing at different rates in different conditions, fish growing larger in large ponds than small ponds).

Initial Level: Identify food that animals eat.

Precursor Level: Classify animals based on what they eat (e.g., herbivore, omnivore, carnivore).

Target Level: Use models of food chains/webs to identify producers and consumers in aquatic and terrestrial ecosystems.

Initial Level: Recognize that organisms differ within same species (e.g., dogs, chickens, oaks that differ in color and size).

Precursor Level: Identify similarities and differences between plant and animal parents and their offspring (e.g., eye color, hair/fur color, height, leaf shape, and/or markings).

Target Level: Make a claim supported by evidence that offspring inherit traits from their parents.

Initial Level: Observe and identify examples of change (e.g. state of matter, color, temperature, and odor).

Precursor Level: Gather data on the properties (e.g., color, texture, odor, and state of matter) of substances before and after chemical changes have occurred (e.g., burning sugar or burning steel wool, rust, effervescent tablets).

Target Level: Interpret and analyze data on the properties (e.g., color, texture, odor, and state of matter) of substances before and after chemical changes have occurred (e.g., burning sugar or burning steel wool, rust, effervescent tablets).

Initial Level: Identify ways to change the movement of an object (e.g., faster, slower, stop).

Precursor Level: Investigate and identify ways to change the motion of an object (e.g., change an incline's slope to make an object go slower, faster, farther).

Target Level: Investigate and predict the change in motion of objects based on the forces acting on those objects.

Identify objects/materials used to minimize or maximize thermal energy transfer (e.g., gloves, vacuum flask, insulated hot pad holder or foam cup).

Investigate objects/materials, and predict their ability to maximize or minimize thermal energy transfer.

Target Level: Test and refine a device (e.g., foam cup, insulated box, or thermos) to either minimize or maximize thermal energy transfer (e.g., keeping liquids hot or cold, preventing liquids from freezing, keeping hands warm in cold temperatures).

Initial Level: Use a model to recognize that sound waves are transmitted by vibrations.

Precursor Level: Investigate changes in vibrations and sources of sound in everyday life.

Target Level: Use a model to show how light waves (e.g., light through a water glass, light on colored objects) or sound waves are reflected, absorbed, or transmitted through various materials (e.g., water, air, table).

Earth's Place in the Universe

Earth and the Solar System

Earth's Systems

Earth's Materials and Systems

Weather and Climate

Earth and Human Activity

Natural Resources

Human Impacts on Earth Systems

From Molecules to Organisms: Structures and Processes

Structure and Function

Growth and Development of Organisms

Ecosystems: Interactions, Energy, and Dynamics

Interdependent Relationships in Ecosystems

Heredity: Inheritance and Variation of Traits

Variation of Traits

Matter and Its Interactions

Structure and Properties of Matter

Motion and Stability: Forces and Interactions

Forces and Motion

Energy

Conservation of Energy and Energy Transfer

Waves and Their Applications in Technologies for Information Transfer

Wave Properties