science explorer: inside earth - pearson...

Prentice Hall Science Explorer: Inside Earth © 2005 Correlated to:

Maryland Content Standards for Science (Grades 6-8)

MARYLAND CONTENT STANDARDS FOR

SCIENCE PAGE(S) WHERE TAUGHT

(If submission is not a book, cite appropriate location(s))

GRADE 6 STANDARD 1: SKILLS & PROCESSES Students will demonstrate the thinking and acting inherent in the practice of science. Scientific Inquiry - Indicator(s) A grade 6 student will be able to: 6-8.1.1. access and process information from readings,

investigations, and/or oral communications

SE: Reading Previews, F6, F14, F18, F23, F32, F44, F51, F60, F68, F82, F87, F91, F99, F114, F124, F130, F144, F148, F152, F157, F160, F164; Section Assessment, F13, F17, F22, F29, F36, F50, F57, F65, F73, F65, F90, F98, F105, F123, F127, F135, F147, F151, F156, F159, F162, F166; Chapter Study Guides, F38, F76, F106, F138, F168; Chapter Reviews and Assessment, F39-F40, F77-F78, F109-F110, F139-F140, F169-F170; Chapter Projects, F5, F40, F43, F78, F81, F110, F113, F140, F143, F170; Discover Activities, F6, F14, F18, F23, F32, F44, F51, F60, F68, F82, F87, F91, F99, F114, F124, F130, F144, F148, F152, F157, F160, F164; Try This Activities, F27, F48, F70, F85, F94, F125, F154, F161; Skills Activities, F11, F33, F55, F64, F120; Labs, F30-F31, F37, F58-F59, F86, F106-F107, F123, F136-F137, F163, F167; At-Home Activities, F17, F22, F50, F73, F90, F135, F151, F159, F162; Interdisciplinary Exploration, F172-F177; Skills Handbook: Think Like a Scientist, F178-F179; Making Measurements, F180-F181; Conducting a Scientific Investigation, F182-F183; Technology Design Skills, F184-F185; Creating Data Tables and Graphs, F186-F188; Math Review, F189-F193; Reading Skills, F194-F197

6-8.1.2. formulate questions, which lead to the

development of a testable hypothesis

SE: Posing Questions, F18, F130, F182; Developing Hypotheses, F82, F91, F106-F107, F124, F164, F182

6-8.1.3. use observations, research, and select

appropriate scientific information to form predictions and hypotheses

SE: Observing, F13, F37, F51, F106-F107, F114, F125, F136-F137, F144, F152, F178; Predicting, F33, F39, F44, F68, F178; Developing Hypotheses, F82, F91, F106-F107, F124, F164, F182

SE = Student Edition 1


Maryland Content Standards for Science, (Grades 6-8)

MARYLAND CONTENT STANDARDS FOR SCIENCE

PAGE(S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s))

6-8.1.4. recognize/develop well-designed procedures that identify the independent and dependent variables, the need for control when testing a factor, the importance of multiple trials, the selection of appropriate materials/equipment, and the development of clear, logical directions within an investigation

SE: Controlling Variables, F136-F137, F167, F183; Design an Experiment, F37, F123, F137, F167, F183

6-8.1.5. demonstrate safety when conducting an investigation

SE: Chapter Projects, F5, F40, F43, F78, F81, F110, F113, F140, F143, F170; Discover Activities, F6, F14, F18, F23, F32, F44, F51, F60, F68, F82, F87, F91, F99, F114, F124, F130, F144, F148, F152, F157, F160, F164; Try This Activities, F27, F48, F70, F85, F94, F125, F154, F161; Skills Activities, F11, F33, F55, F64, F120; Labs, F30-F31, F37, F58-F59, F86, F106-F107, F123, F136-F137, F163, F167; At-Home Activities, F17, F22, F50, F73, F90, F135, F151, F159, F162; Appendix A: Laboratory Safety, F198-F199

6-8.1.6. use appropriate instruments and metric units

when making measurements and collecting data

SE: Measurement Skills, F64, F123; Making Measurements, F180-F181; and Activities throughout

6-8.1.7. collect, organize, and display data in ways

others can verify (i.e. numbers, statistics, tables, graphs, drawings, charts, diagrams) using appropriate instruments (e.g., calculators, spreadsheets, databases, and graphing programs)

SE: Creating Data Tables, F11; Creating Data Tables and Graphs, F186-F188; and Activities throughout

6-8.1.8. analyze and summarize data to identify trends and form a logical argument about a cause and effect relationship or a sequence of events

SE: Analyzing/Interpreting Data, F12, F56 F58-F59, F86, F89, F119, F150; Creating Data Tables and Graphs, F186-F188; and Activities throughout

6-8.1.9. interpret and communicate findings (i.e.,

speaking, writing, and drawing) in a form suited to the purpose and audience, using developmentally appropriate methods including technology tools and telecommunications

SE: Chapter Projects, F5, F40, F43, F78, F81, F110, F113, F140, F143, F170; Labs, F30-F31, F37, F58-F59, F86, F106-F107, F123, F136-F137, F163, F167; Writing in Science, F13, F29, F39, F57, F65, F77, F85, F97, F98, F105, F109, F127, F133, F139, F147, F156, F166, F169; Skills Handbook: Think Like a Scientist, F178-F179; Conducting a Scientific Investigation, F182-F183; Technology Design Skills, F184-F185; Creating Data Tables and Graphs, F186-F188






Critical Thinking - Indicator(s) A grade 6 student will be able to: 6-8.1.10. describe similarities and differences of

objects, materials, concepts, and actions

SE: Observing, F13, F37, F51, F106-F107, F114, F125, F136-F137, F144, F152, F178; Comparing, F39, F109, F139, F144, F160

6-8.1.11. construct and use classification systems for

grouping objects, materials, concepts, actions, and organisms, etc.

SE: Classifying, F48, F55, F120, F144-F147, F148-F150, F154-F155, F140-F161, F163, F179

6-8.1.12. critique scientific information and identify possible sources of bias


6-8.1.13. analyze the adequacy of the supporting

evidence used to form conclusions, devise a plan, or solve a practical problem

SE: Drawing Conclusions, F32, F58-F59, F136-F137, F154, F157, F167, F183; Design an Experiment, F37, F123, F137, F167, F183; Design and Build and Earthquake-Safe House, F43, F78; Design a Seismograph, F66-F67; Seismic-Safe Buildings, F74-F75; Technology Design Skills, F184-F185

6-8.1.14. provide supporting evidence when forming

conclusions, devising a plan or solving a practical problem


6-8.1.15. analyze and extend patterns

SE: Inferring, F6, F14, F40, F60, F148, F178; Predicting, F33, F39, F44, F68, F178; Analyzing/Interpreting Data, F12, F56 F58-F59, F86, F89, F119, F150; Creating Data Tables and Graphs, F186-F188; and Activities throughout

6-8.1.16. modify ideas based on new information from

developmentally appropriate readings, data, and the ideas of others


6-8.1.17. describe to others how scientific information

was used

SE: Writing in Science, F13, F29, F39, F57, F65, F77, F85, F97, F98, F105, F109, F127, F133, F139, F147, F156, F166, F169






Applications of Science - Indicator(s) A grade 6 student will be able to: 6.1.18. apply scientific concepts to understand a new

situation

SE: Chapter Projects, F5, F40, F43, F78, F81, F110, F113, F140, F143, F170; Discover Activities, F6, F14, F18, F23, F32, F44, F51, F60, F68, F82, F87, F91, F99, F114, F124, F130, F144, F148, F152, F157, F160, F164; Try This Activities, F27, F48, F70, F85, F94, F125, F154, F161; Skills Activities, F11, F33, F55, F64, F120; Labs, F30-F31, F37, F58-F59, F86, F106-F107, F123, F136-F137, F163, F167; At-Home Activities, F17, F22, F50, F73, F90, F135, F151, F159, F162; Skills Handbook: Think Like a Scientist, F178-F179; Conducting a Scientific Investigation, F182-F183; Technology Design Skills, F184-F185

6.1.19. apply scientific concepts to make decisions

SE: Design an Experiment, F37, F123, F137, F167, F183; Design and Build and Earthquake-Safe House, F43, F78; Design a Seismograph, F66-F67; Seismic-Safe Buildings, F74-F75; Technology Design Skills, F184-F185

6-7.1.20. use the knowledge of science and available

scientific equipment to devise a plan to solve a practical problem


Technology - Indicator(s) A grade 6 student will be able to: 6-7.1.21. explain that observing the changes in model

may simulate how real objects act when those same changes are applied

SE: Making Models, F5, F27, F30-F31, F37, F40, F48, F50, F85, F94, F99, F106-F107, F161, F179

6.1.22. demonstrate and explain that tools enable scientists and others to observe, estimate, measure, collect, and communicate scientific data and information (i.e., size, distance, motion)

SE: Evidence of Sea-Floor Spreading, F26-F27; Measuring Earthquakes, F54-F57; Monitoring Earthquakes, F60-F65; Monitoring Volcanoes, F98; Think Like a Scientist, F178-F179; Making Measurements, F180-F181; and Activities throughout

6-8.1.23. design, plan, and construct things in response

to a particular need or problem (e.g., instruments, machines, structures, and systems)

SE: Design and Build and Earthquake-Safe House, F43, F78; Design a Seismograph, F66-F67; Seismic-Safe Buildings, F74-F75; Testing Rock Flooring, F167; Technology Design Skills, F184-F185






6-8.1.24. evaluate and modify designs and products, when demonstrating that a solution to one problem can result in other problems and taking into account various constraints (e.g., gravity, property of materials, economic, political, social, ethical, and aesthetic issues)


6-8.1.25. explain that science and technology have strongly influenced life under different technological circumstances in the past and continue to do so today

SE: Interdisciplinary Exploration: Pompeii—In the Shadow of Vesuvius, F172-F177

History of Science - Indicator(s) A grade 6 student will be able to: 6-8.1.26. explain how people from different cultures

and times have made important contributions to the advancement of science, mathematics, and technology in different cultures at different times

SE: Drifting Continents, F18-F22; Volcanoes and People, F81, F110; Interdisciplinary Exploration: Pompeii—In the Shadow of Vesuvius, F172-F177

6-8.1.27. explain that scientists are employed in various fields that are located in diverse places ranging from laboratories to natural field settings and their findings become available to everyone in the world

SE: Careers in Science: Dancing with Volcanoes, Fx-F3

STANDARD 2: CONCEPTS OF EARTH/SPACE SCIENCE Students will use scientific skills and processes to explain the chemical and physical interactions of the environment, Earth, and the universe that occur over time. Materials and Processes That Shape A Planet - Indicator(s) A grade 6 student will be able to: 6.2.1. explain that some changes in a planet’s

surface are due to slow processes (i.e., erosion, weathering) and some changes are due to rapid processes (i.e., landslides, tornadoes, hurricanes, volcanic eruptions, earthquakes, flooding, and tsunamis)

SE: 1.3 Drifting Continents, F18-F22; 1.4 Sea-Floor Spreading, F23-F29; 1.5 The Theory of Plate Tectonics, F32-F36; 2.1 Forces in Earth’s Crust, F44-F50; 2.3 (–) Monitoring Earthquakes, F62-F65; 3.1 Volcanoes and Plate Tectonics, F82-F85; 3.3 Volcanic Eruptions, F91-F98; 3.4 Volcanic Landforms, F99-F105; 5.3 (–) Sedimentary Rocks, F152-F153, F156; 5.4 Rocks from Reefs, F157-F159; 5.6 The Rock Cycle, F164-F166

6.2.2. analyze the arrangement and size of minerals

contained within rocks in order to describe the environmental conditions present during formation

SE: 4.2 How Minerals Form, F124-F127; 5.1 Classifying Rocks, F144-F147; 5.2 (–) Igneous Rocks, F148-F150, F151; 5.3 (–) Sedimentary Rocks, F152-F155, F156; 5.5 (–) Metamorphic Rocks, F160-F161, F162; Skills Lab: Mystery Rocks, F163






6.2.3. describe how temperature, pressure, and dissolved minerals cause the formation of rocks

SE: 1.1 (–) Earth’s Interior, F9-F13; 3.2 Properties of Magma, F87-F90; 5.1 Classifying Rocks, F144-F147; 5.2 (–) Igneous Rocks, F148-F150, F151; 5.3 (–) Sedimentary Rocks, F152-F155, F156; 5.5 (–) Metamorphic Rocks, F160-F161, F162; 5.6 The Rock Cycle, F164-F166

6.2.4. explain the physical processes that produce

renewable and nonrenewable natural resources (e.g., fertile soils, fossils, fuels, and timber)

SE: 3.4 (–) Volcanic Landforms, F102, F104-F105; 4.2 How Minerals Form, F124-F127; Science and Society, F128-F129; 4.3 Using Mineral Resources, F130-F135; 5.2 (–) Igneous Rocks, F151; 5.3 (–) Sedimentary Rocks, F154-F155, F156; 5.4 Rocks From Reefs, F157-F159; 5.5 (–) Metamorphic Rocks, F162

6.2.5. explain that fossils and layers of sedimentary

rock provide evidence of Earth’s biologic and geologic history including how life and environmental conditions have changed

SE: 1.3 (–) Drifting Continents, F19-F22; 1.4 (–) Sea-Floor Spreading, F26-F27, F29; 5.3 (–) Sedimentary Rocks, F154-F155, F156; 5.4 (–) Rocks From Reefs, F159

6.2.6. explain how Earth's crustal plates are

influenced by activity in the mantle and core to produce major geologic events (i.e., mountain building, earthquakes, volcanic eruptions, ocean basin formation, sea-floor spreading, and subduction)

SE: 1.3 Drifting Continents, F18-F22; 1.4 Sea-Floor Spreading, F23-F29; 1.5 The Theory of Plate Tectonics, F32-F36; 2.1 Forces in Earth’s Crust, F44-F50 ; 3.1 Volcanoes and Plate Tectonics, F82-F85; 3.3 Volcanic Eruptions, F91-F98; 3.4 Volcanic Landforms, F99-F105; 5.4 (–) Rocks From Reefs, F159

STANDARD 3: CONCEPTS OF LIFE SCIENCE Students will use scientific skill and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time. Cellular - Indicator(s) A grade 6 student will be able to: 6.3.1. analyze evidence that within ecosystems

organisms have different functions (niches) that enable the ecosystem to survive

SE: 5.4 Rocks From Reefs, F157-F159

6.3.2. analyze changes that occur due to interactions in the environment and determine if they are beneficial or detrimental from different perspectives (e.g., producer/consumer, predator/prey, or parasite/host)

SE: N/A

6.3.3. explain that energy entering the ecosystem as sunlight is transferred by producers into chemical energy through photosynthesis

SE: N/A






STANDARD 4: CONCEPTS OF CHEMISTRY Students will use scientific skills and processes to explain the composition, structure, and interactions of matter in order to support the predictability of structure and energy transformations. Structure of Matter - Indicator(s) A grade 6 student will be able to: 6.4.1. distinguish one substance from another based

on observable and measurable properties (i.e., density, boiling point, melting point)

SE: 3.2 Properties of Magma, F87-F90; 4.1 Properties of Minerals, F114-F122; Skills Lab: Finding the Density of Minerals, F123; 5.1 Classifying Rocks, F144-F147; 5.2 (–) Igneous Rocks, F148-F150, F151; 5.3 (–) Sedimentary Rocks, F154-F155, F156 ; 5.5 (–) Metamorphic Rocks, F160-F161, F162; Skills Lab: Mystery Rocks, F163

6.4.2. distinguish between chemical and physical

changes based on observable properties

SE: 3.2 (–) Properties of Magma, F87-F88, F90

6.4.3. explain that matter and energy cannot be created or destroyed but instead can be changed from one form into another

SE: N/A

6.4.4. distinguish between mass and weight

SE: N/A

STANDARD 5: CONCEPTS OF PHYSICS Students will use scientific skills and processes to explain the interactions of matter and energy and the energy transformations that occur. Mechanics - Indicator(s) A grade 6 student will be able to: 6.5.1. explain that heat energy is a product of energy

transformations (i.e., a runner, simple machines, complex machines)

SE: N/A

6.5.2. explain that heat energy can be transferred through materials by conduction, convection and radiation

SE: 1.2 Convection and the Mantle, F14-F17; Skills Lab: Modeling Mantle Convection, F37

6.5.3. explain how energy moves from warmer objects to cooler ones until equilibrium is reached

SE: 1.2 Convection and the Mantle, F14-F17; Skills Lab: Modeling Mantle Convection, F37

6.5.4. explain that matter and energy cannot be created or destroyed but instead can be changed from one form into another

SE: N/A

6.5.5. apply Newton’s Laws of Motion (inertia, F= ma, action/reaction) to everyday situations

SE: N/A






6.5.6. distinguish between mass and weight

SE: N/A

6.5.7. measure and describe characteristics (i.e., speed, distance, mass, force) of moving objects and their interactions (i.e., force, velocity, acceleration, potential energy, kinetic energy) within a system

SE: 1.5 (–) The Theory of Plate Tectonics, F33-F35; 2.1 Forces in Earth’s Crust, F44-F50; 2.3 (–) Monitoring Earthquakes, F64

6.5.8. explain the fundamental concepts that underlie motions and forces and the relationships among them (e.g. inertia, F=ma, action/reaction, equilibrium)

SE: 1.5 (–) The Theory of Plate Tectonics, F33-F35; 2.1 Forces in Earth’s Crust, F44-F50; 2.3 (–) Monitoring Earthquakes, F64


investigations, and /or oral communications

SE: Reading Previews, F6, F14, F18, F23, F32, F44, F51, F60, F68, F82, F87, F91, F99, F114, F124, F130, F144, F148, F152, F157, F160, F164; Section Assessment, F13, F17, F22, F29, F36, F50, F57, F65, F73, F65, F90, F98, F105, F123, F127, F135, F147, F151, F156, F159, F162, F166; Chapter Study Guides, F38, F76, F106, F138, F168; Chapter Reviews and Assessment, F39-F40, F77-F78, F109-F110, F139-F140, F169-F170; Chapter Projects, F5, F40, F43, F78, F81, F110, F113, F140, F143, F170; Discover Activities, F6, F14, F18, F23, F32, F44, F51, F60, F68, F82, F87, F91, F99, F114, F124, F130, F144, F148, F152, F157, F160, F164; Try This Activities, F27, F48, F70, F85, F94, F125, F154, F161; Skills Activities, F11, F33, F55, F64, F120; Labs, F30-F31, F37, F58-F59, F86, F106-F107, F123, F136-F137, F163, F167; At-Home Activities, F17, F22, F50, F73, F90, F135, F151, F159, F162; Interdisciplinary Exploration, F172-F177; Skills Handbook: Think Like a Scientist, F178-F179; Making Measurements, F180-F181; Conducting a Scientific Investigation, F182-F183; Technology Design Skills, F184-F185; Creating Data Tables and Graphs, F186-F188; Math Review, F189-F193; Reading Skills, F194-F197






6-8.1.2. formulate questions, which lead to the development of a testable hypothesis





6-8.1.4. recognize/develop well-designed procedures

that identify the independent and dependent variables, the need for control when testing a factor, the importance of multiple trials, the selection of appropriate materials/equipment, and the development of clear, logical directions within an investigation

















6-8.1.9. interpret and communicate findings (i.e., speaking, writing, and drawing) in a form suited to the purpose and audience, using developmentally appropriate methods including technology tools and telecommunications























6-8.1.16. modify ideas based on new information from developmentally appropriate readings, data, and the ideas of others



was used


Applications of Science - Indicator(s) A grade 7 student will be able to: 7-8.1.18. apply scientific principles and/or concepts to

understand a new situation


7-8.1.19. apply concepts and processes of science to

take and defend a position relative to an issue


6-7.1.20. use the knowledge of science and available

scientific equipment to devise a plan to solve a practical problem







Technology - Indicator(s) A grade 7 student will be able to: 6-7.1.21. explain that observing the changes in model

may simulate how real objects act when those same changes are applied


7-8.1.22. demonstrate and explain that tools are essential to scientific investigation for such purposes as to observe, estimate, measure, compute, collect, and communicate scientific data and information (i.e., size, distance, motion)

SE: Exploring Inside Earth, F7-F8; Evidence of Sea-Floor Spreading, F26-F27; Measuring Earthquakes, F54-F57; Monitoring Earthquakes, F60-F65; Monitoring Volcanoes, F98; Think Like a Scientist, F178-F179; Making Measurements, F180-F181; and Activities throughout




6-8.1.24. evaluate and modify designs and products,

when demonstrating that a solution to one problem can result in other problems and taking into account various constraints (e.g., gravity, property of materials, economic, political, social, ethical, and aesthetic issues)














STANDARD 2: CONCEPTS OF EARTH/SPACE SCIENCE Students will use scientific skills and processes to explain the chemical and physical interactions of the environment, Earth, and the universe that occur over time. Materials and Processes That Shape A Planet - Indicator(s) A grade 7 student will be able to: 7.2.1. explain that there are billions and billions of

galaxies and each galaxy contains billions of stars that cannot be distinguished by the naked eye because of their great distance from earth

SE: N/A

7.2.2. compare and classify celestial objects (i.e., stars, planets, moons, asteroids, comets, and meteors) according to sizes, compositions, and surface features

SE: N/A

7.2.3. explain that the motion of most objects in the solar system is regular and predictable and explains phenomena (i.e., day, year, phases of the moon, tides eclipses)

SE: N/A

7.2.4. explain the phenomenon of tides as related to the concept of gravity

SE: N/A

STANDARD 3: CONCEPTS OF LIFE SCIENCE Students will use scientific skill and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time. Cellular - Indicator(s) A grade 7 student will be able to: 7.3.1. cite evidence to explain that living organisms,

including humans, are composed of cells (single-celled to multi-cellular) of which details can usually be seen through a microscope (i.e., cell walls, membranes, nucleus, chloroplasts, chromosomes, mitochondria)

SE: N/A

7.3.2. analyze the structure and function of cells, tissues, organs, and systems, and their interactions in living organisms including the human body

SE: N/A

7.3.3. analyze concepts (i.e., diseases, deficiencies, toxins, and other factors) that promote or disrupt the structure and function of living organisms

SE: N/A






7.3.4. explain that food, water, and air provide molecules that serve as building materials and supply energy for all organisms

SE: N/A

STANDARD 5: CONCEPTS OF PHYSICS Students will use scientific skills and processes to explain the interactions of matter and energy and the energy transformations that occur. Mechanics - Indicator(s) A grade 7 student will be able to: 7.5.1. describe behaviors (i.e., reflection, refraction

and absorption) and properties (i.e., wave length, frequency, amplitude, velocity) of different kinds of waves

SE: 2.2 Earthquakes and Seismic Waves, F51-F57; Skills Lab: Finding the Epicenter, F58-F59; 2.3 (–) Monitoring Earthquakes, F61

7.5.2. explain that for an object to be “seen,” light reflected or emitted by an object must enter the eye

SE: N/A

7.5.3. explain that white light is a mixture of many different colors and that colored light is a mixture of some of these colors

SE: N/A

7.5.4. explain how the interaction of white light with an object produces the perceived color of the object

SE: 4.1 (–) Properties of Minerals, F116-F117, F122

STANDARD 6: CONCEPTS OF ENVIRONMENTAL SCIENCE Students will use scientific skills and processes to explain the interactions of environmental factors (living and non-living) and analyze their impact from a local to a global perspective. Flow of Matter and Energy - Indicator(s) A grade 7 student will be able to: 7.6.1. explain how matter is transformed between

the physical environment and organisms (e.g. food webs, nitrogen cycle) and that the total amount of matter remains constant

SE: N/A

7.6.2. identify and explain the interdependency of organisms within the environment in a given ecosystem (i.e., producer/consumer, predator/prey, host/parasite)

SE: N/A






7.6.3. compare how different parts of the world have varying amounts and types of natural resources and how the use of those resources determines environmental quality (i.e. soil erosion, water pollution, deforestation)

SE: N/A

7.6.4. analyze how human activities can accelerate or magnify many naturally occurring changes (i.e., erosion, air and water quality, populations)

SE: N/A

7.6.5. compare different ways of obtaining, transforming, and distributing energy from various sources (e.g., fossil fuels, sun, water, radioisotopes) and their impact on the environment

SE: N/A



SE: Reading Previews, F6, F14, F18, F23, F32, F44, F51, F60, F68, F82, F87, F91, F99, F114, F124, F130, F144, F148, F152, F157, F160, F164; Section Assessment, F13, F17, F22, F29, F36, F50, F57, F65, F73, F65, F90, F98, F105, F123, F127, F135, F147, F151, F156, F159, F162, F166; Chapter Study Guides, F38, F76, F106, F138, F168; Chapter Reviews and Assessment, F39-F40, F77-F78, F109-F110, F139-F140, F169-F170; Chapter Projects, F5, F40, F43, F78, F81, F110, F113, F140, F143, F170; Discover Activities, F6, F14, F18, F23, F32, F44, F51, F60, F68, F82, F87, F91, F99, F114, F124, F130, F144, F148, F152, F157, F160, F164; Try This Activities, F27, F48, F70, F85, F94, F125, F154, F161; Skills Activities, F11, F33, F55, F64, F120; Labs, F30-F31, F37, F58-F59, F86, F106-F107, F123, F136-F137, F163, F167; At-Home Activities, F17, F22, F50, F73, F90, F135, F151, F159, F162; Interdisciplinary Exploration, F172-F177; Skills Handbook: Think Like a Scientist, F178-F179; Making Measurements, F180-F181; Conducting a Scientific Investigation, F182-F183; Technology Design Skills, F184-F185; Creating Data Tables and Graphs, F186-F188






(Continued) 6-8.1.1. access and process information from readings,


(Continued) SE: Math Review, F189-F193; Reading Skills, F194-

F197

6-8.1.2. formulate questions, which lead to the development of a testable hypothesis





6-8.1.4. recognize/develop well-designed procedures

that identify the independent and dependent variables, the need for control when testing a factor, the importance of multiple trials, the selection of appropriate materials/equipment, and the development of clear, logical directions within an investigation

















6-8.1.9. interpret and communicate findings (i.e., speaking, writing, and drawing) in a form suited to the purpose and audience, using developmentally appropriate methods including technology tools and telecommunications























6-8.1.16. modify ideas based on new information from developmentally appropriate readings, data, and the ideas of others



was used


Applications of Science - Indicator(s) A grade 8 student will be able to: 7-8.1.18. apply scientific principles and/or concepts to

understand a new situation


7-8.1.19. apply concepts and processes of science to

take and defend a position relative to an issue


8.1.20. use the knowledge of science and available

scientific equipment to devise a plan to solve a global problem

SE: Design and Build and Earthquake-Safe House, F43, F78; Design a Seismograph, F66-F67; Seismic-Safe Buildings, F74-F75; Technology Design Skills, F184-F185






Technology - Indicator(s) A grade 8 student will be able to: 8.1.21. explain that a model has advantages and

disadvantages and may need to be changed for different purposes


7-8.1.22. demonstrate and explain that tools are essential to scientific investigation for such purposes as to observe, estimate, measure, compute, collect, and communicate scientific data and information (i.e., size, distance, motion)

SE: Evidence of Sea-Floor Spreading, F26-F27; Measuring Earthquakes, F54-F57; Monitoring Earthquakes, F60-F65; Monitoring Volcanoes, F98; Think Like a Scientist, F178-F179; Making Measurements, F180-F181; and Activities throughout




6-8.1.24. evaluate and modify designs and products,

when demonstrating that a solution to one problem can result in other problems and taking into account various constraints (e.g., gravity, property of materials, economic, political, social, ethical, and aesthetic issues)














STANDARD 2: CONCEPTS OF EARTH/SPACE SCIENCE Students will use scientific skills and processes to explain the chemical and physical interactions of the environment, Earth, and the universe that occur over time. Materials and Processes That Shape A Planet - Indicator(s) A grade 8 student will be able to: 8.2.1. demonstrate and explain the causes of the

seasons, relative lengths of days and nights, and flow of energy to and from the Earth (i.e., tilt, orbit, latitude, sun’s energy)

SE: N/A

8.2.2. explain how climate is affected by ocean currents, Earth’s surface features, latitude, and the atmosphere (i.e., volcanic eruptions, El Niño, fluctuations in the jet stream)

SE: N/A

8.2.3. analyze Earth (i.e., land and water) data collected from space-based instruments and relate it to weather patterns

SE: N/A

8.2.4. describe and model large-scale and local weather systems

SE: N/A

8.2.5. describe the distribution and circulation of the world’s water through ocean currents, glaciers rivers, ground water, and atmosphere

SE: N/A

8.2.6. describe the composition, properties, and structure of the atmosphere

SE: N/A

STANDARD 3: CONCEPTS OF LIFE SCIENCE Students will use scientific skill and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time. Cellular - Indicator(s) A grade 8 student will be able to: 8.3.1. use evidence to support the idea that through

reproduction (sexual and asexual i.e., cuttings, selective breeding) genetic traits are passed from one generation to the next

SE: N/A

8.3.2. analyze the changes that occur (e.g. adaptations of plants and animals) in species of organisms as a result of the changes in Earth’s physical environment over time

SE: N/A






8.3.3. analyze factors that influence the size and stability of populations

SE: N/A

STANDARD 4: CONCEPTS OF CHEMISTRY Students will use scientific skills and processes to explain the composition, structure, and interactions of matter in order to support the predictability of structure and energy transformations. Structure of Matter - Indicator(s) A grade 8 student will be able to: 8.4.1. describe the development of the atomic theory

from Democritus to Bohr (Grade 8 only)

SE: N/A

8.4.2. describe that elements combine in whole number ratios to form other substances called compounds (e.g., H2O, CO2, CO)

SE: 3.2 (–) Properties of Magma, F87; 4.1 (–) Properties of Minerals, F115

8.4.3. use groupings (i.e., simple periodic table, metals/nonmetals, reactive/non-reactive) of matter to predict reactions

SE: N/A

8.4.4. explain that atoms and molecules are in constant motion and that an increase in temperature will increase that motion

SE: 1.2 (–) Convection and the Mantle, F14, F16

STANDARD 5: CONCEPTS OF PHYSICS Students will use scientific skills and processes to explain the interactions of matter and energy and the energy transformations that occur. Mechanics - Indicator(s) A grade 8 student will be able to: 8.5.1. identify that nuclear fission and fusion are

alternate forms of energy

SE: N/A

8.5.2. compare different ways of obtaining, transforming, and distributing energy from various sources (e.g. fossil fuels, sun, water, radioisotopes) and their impact on the environment

SE: N/A

8.5.3. identify and describe how various types of electric circuits (i.e., series and parallel) provide a means of transferring and using electrical energy to produce heat, light, sound, as well as chemical changes

SE: N/A






8.5.4. explain that the strength of the magnetic force depends on the distance between the magnets and the object

SE: 1.1 (–) Earth’s Interior, F13; 1.4 (–) Sea-Floor Spreading, F26-F27

8.5.5. describe the magnetic effects of current (i.e., electromagnet) and the electric effects of magnets (i.e., motors)

SE: N/A


science explorer: inside earth - pearson...

Documents