Albin's
8th Science
Understand how interactions within and among systems cause changes in matter and energy.
Grade Level Expectation: CH01 1.3.1 Nature of Forces
Grades 6-8
Understand factors that affect the strength and direction of forces.
Evidence of Learning
WASL and Classroom:
a) Identify or describe the factors that affect the strength of forces (e.g. an object with a greater mass has a greater gravitational force (weight), certain types of magnets have greater magnetic forces, a larger muscle can pull with a greater force).
b) Identify or describe how forces acting on an object may balance each other (e.g. the downward force of gravity on an object sitting on a table is balanced by the upward force from the table).
c) Identify or describe how a simple machine can change the strength and/or the direction of a force (i.e. levers and pulleys).
d) Describe pressure as force (e.g. pressure increases result in greater forces acting on objects as the objects go deeper in a body of water).
Classroom:
· Measure multiple forces acting on an object or simple machine with a spring scale calibrated in newtons (N).
Grade Level Expectation: CH02 1.3.2 Forces to Explain Motion
Grades 6-8
Understand how balanced and unbalanced forces can change the motion of objects.
Evidence of Learning
WASL and Classroom:
Given an adequate description of an appropriate system, items may ask students to:
a) Identify or describe how an unbalanced force changes the speed and/or direction of motion of different objects moving along a straight line, 2nd Law of Motion (e.g. a larger unbalanced force is needed to equally change the motion of more massive objects).
b) Identify or describe how frictional forces act to stop the motion of objects.
c) Identify or describe the balanced and unbalanced forces acting on an object (e.g. A model car speeding up on a table has both an unbalanced force pulling it forward and a gravitational force pulling it down balanced by the table pushing upward).
d) Identify or describe pressure differences that result in unbalanced forces moving objects or substances (e.g. pressure differences cause the forces that move air masses, blood moving though the heart, cause volcanic eruptions).
Grade Level Expectation: CH03 1.3.3 Conservation of Matter and Energy
For identifying the state of water, go to PR01 Properties of Substances
For the weather effect of the water cycle, go to CH06 Hydrosphere and Atmosphere
Grades 6-8
Understand that matter is conserved during physical and chemical changes.
Evidence of Learning
WASL and Classroom:
Given an adequate description of an object or system, items may ask students to:
a) Identify or describe evidences of physical and chemical changes of matter (e.g. change of state, size, shape, temperature, color, gas production, solid formation, light).
b) Identify or describe that substances undergoing physical changes produce matter with the same chemical properties as the original and the same total mass (e.g. tearing paper, freezing water, breaking wood, sugar dissolving in water).
c) Identify or describe that substances may react chemically to form new substances with different chemical properties and the same total mass (e.g. rusting, vinegar and baking soda, light stick).
Grade Level Expectation:
CH04 1.3.4 Processes and Interactions in Earth Systems
For naming the components of Earth Systems,
go to ST04 Components and Patterns of Earth Systems
Grades 6-8
Understand the processes that continually change the surface of Earth.
Evidence of Learning
WASL and Classroom:
Given a description or picture of a change in Earth’s surface, items may ask students to:
a) Identify or describe the processes by which soils are formed (e.g. erosion and deposition in river systems).
b) Identify or describe how heat energy flow and movement (convection currents) beneath Earth’s crust cause earthquakes and volcanoes.
c) Identify or describe how constructive processes change landforms (e.g. crustal deformation, volcanic eruption, deposition of sediment).
d) Identify or describe how destructive processes change landforms (e.g. rivers erode landforms).
e) Identify or describe the processes involved in the rock cycle (e.g. magma cools into igneous rocks, rocks are eroded and deposited as sediments, sediments solidify into sedimentary rocks, rocks can be changed by heat and pressure to form metamorphic rocks).
Grade Level Expectation: CH05 1.3.5 History and Evolution of Earth
Grades 6-8
Understand how fossils and other evidence are used to document life and environmental changes over time.
Evidence of Learning
WASL and Classroom:
Given an adequate description of an appropriate system, items may ask students to:
a) Identify or describe how fossils are formed.
b) Identify or describe different kinds of evidence that are used to document past conditions on Earth (e.g. glacial markings, ash layers, tree rings, rock layers).
c) Identify or describe how fossils and other artifacts provide evidence of how life has changed over time (e.g. extinction of species).
Grade Level Expectation: CH06 1.3.6 Hydrosphere and Atmosphere
For identifying the state of water, go to PR01 Properties of Substances
For water changing state, go to CH03 Conservation of Matter and Energy
For global warning and ozone depletion, go to DE07 Environmental and Resource Issues
Grades 6-8
Analyze the relationship between weather and climate, and how ocean currents and global atmospheric circulation affect weather and climate.
Evidence of Learning
WASL and Classroom:
Given an adequate description of an appropriate system, items may ask students to:
a) Compare weather and climate.
b) Identify, describe, or explain the effects of the water cycle on weather (e.g. cloud formation, storms).
c) Identify, describe, or explain how ocean currents influence the atmosphere in terms of weather and climate.
d) Identify, describe, or explain the causes of atmospheric circulation and oceanic currents (e.g. prevailing winds are the result of hot tropical regions, cold polar regions, and Earth’s spin).
Grade Level Expectation:
CH07 1.3.7 Interactions in the Solar System and Beyond (Universe)
Grades 6-8
Understand the effects of the regular and predictable motions of planets and moons in the Solar System.
Evidence of Learning
WASL and Classroom:
Given an adequate description of an appropriate system, items may ask students to:
a) Identify or describe the causes of seasonal changes on Earth and other planets (e.g. Earth’s tilt causes different parts of Earth to point toward the Sun at different times of the year).
b) Identify or describe the effects of the position of the Sun and the Moon on Earth phenomena (i.e. moon phases, solar and lunar eclipses, shadows on Earth, tides).
c) Identify or describe how the spin of Earth and other planets accounts for the length of a day on those planets.
d) Identify or describe how Earth’s and other planets’ orbits around the Sun account for the length of a year on those planets.
Grade Level Expectation:
CH08 1.3.8 Life Processes and the Flow of Matter and Energy
For population effects, food chains or webs, go to CH10 Interdependence of Life
Grades 6-8
Understand how individual organisms, including cells, obtain matter and energy for life processes.
Evidence of Learning
WASL and Classroom:
Given an adequate description of an appropriate system, items may ask students to:
a) Identify or describe the different sources of matter and energy required for life processes in plants and animals (e.g. seeds have energy for germination but plants need light for energy).
b) Identify or describe how organisms acquire materials needed for life processes.
c) Identify or describe how systems interact to distribute materials and eliminate wastes produced by life processes.
d) Identify or describe that both plants and animals extract energy from food, but plants produce their own food from light, air, water, and mineral nutrients; while animals consume energy-rich foods.
Grade Level Expectation: CH09 1.3.9 Biological Evolution
Grades 6-8
Understand how the theory of biological evolution accounts for species diversity, adaptation, natural selection, extinction, and change in species over time.
Evidence of Learning
WASL and Classroom:
Given an adequate description of an appropriate system, items may ask students to:
a) Identify or describe how fossils show that extinction is common and most organisms that lived long ago have become extinct.
b) Identify or describe how individual organisms with certain traits are more likely than others to survive and have offspring (i.e. natural selection, adaptation).
c) Identify or describe how biological evolution accounts for the diversity of species developed through gradual processes over many generations.
Grade Level Expectation:
CH10 1.3.10 Interdependence of Life
For individual organism effects, go to CH08
Grades 6-8
Understand how organisms in ecosystems interact with and respond to their environment and other organisms.
Evidence of Learning
WASL and Classroom:
Given an adequate description of an ecosystem, items may ask students to:
a) Identify or describe how energy flows through a food chain or web.
b) Identify or describe how substances such as air, water, and mineral nutrients are continually cycled in ecosystems.
c) Identify, describe, or explain the role of different organisms in an ecosystem (i.e. predator, prey, consumer, producer, decomposer, scavenger, carnivore, herbivore, omnivore).
d) Identify or describe how a population of an organism responds to a change in its environment.
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updated Friday, December 09, 2005
copyright November 2000
Omak
Middle School, Omak Wa