Albin's
8th Science
1.2 Structure of Systems Strand
Understand how the components, structures, and organization of systems, and the interconnections within and among systems, describe the system.
Grade Level Expectation: ST01 1.2.1 Systems Approach
Note: This GLE should only be used to classify items when NO other EALR 1 GLE is appropriate.
Grades 6-8
Analyze how the parts of a system interconnect and influence each other.
Evidence of Learning
WASL and Classroom:
Given an adequate description of an appropriate system, items may ask students to:
a) Identify, describe, or explain how the parts of a system interconnect and influence each other.
b) Identify or describe the flow of matter and energy through a system (i.e. energy and matter inputs, outputs, transfers, transformations).
c) Identify or describe the interactions and/or influences between two or more simple systems.
Grade Level Expectation: ST02 1.2.2 Energy Transfer and Transformation
For identifying or naming an energy form, go to PR04 Energy Sources and Kinds
For energy in a living system, go to CH08 Life Processes and the flow of Matter and Energy
Grades 6-8
Understand how various factors affect energy transfers and that energy can be transformed from one form of energy to another.
Evidence of Learning
WASL and Classroom:
Given an adequate description of a simple system, items may ask students to:
a) Identify or describe the factors that affect heat energy transfer (e.g. properties of substances/materials [conductors, insulators], distance, direction, position).
b) Identify or describe how an increase in one type of energy of an object or system results in a decrease in other types of energy within that object or system (i.e. a falling object’s potential energy decreases while its kinetic energy increases).
c) Identify or describe how waves transfer energy (e.g. air transfers an object’s vibrations from one place to another as sound, light waves transfer energy from the Sun to Earth).
d) Identify, describe, or explain the transfers or transformations of energy within a system (e.g. conduction and convection of heat energy).
Note: The term ‘transfer’ can be used to include transformations on the WASL (e.g. ‘Describe an energy transfer’ means describe an energy transfer or transformation).
Grade Level Expectation: ST03 1.2.3 Structure of Matter
Grades 6-8
Understand that all matter is made up of particles called atoms and that atoms may combine to form molecules and atoms and/or molecules can form mixtures.
Evidence of Learning
WASL and Classroom:
Given an adequate description of a substance, items may ask students to:
a) Identify that matter is made of particles called atoms and molecules.
b) Identify that elements are made of one kind of atom.
c) Identify, describe, or diagram how atoms may be combined in various ways and ratios to form molecules.
d) Identify or describe the different atoms or molecules in a mixture (e.g. dissolving carbon dioxide in water produces a mixture (solution) of CO2 and H2O molecules).
Grade Level Expectation: ST04 1.2.4 Components and Patterns of Earth Systems
For interactions of, or changes in Earth Systems, go to
CH04 Processes and Interactions in Earth Systems or
CH06 Atmosphere and Hydrosphere
Grades 6-8
Understand the components and interconnections of Earth’s systems.
Evidence of Learning
WASL and Classroom:
Given an adequate description of a part of Earth’s systems, items may ask students to:
a) Describe the components of Earth’s systems (i.e. the core, the mantle, oceanic and crustal plates, landforms, hydrosphere, and atmosphere).
b) Describe the interconnections among the components of Earth’s systems (i.e. the core, the mantle, oceanic and crustal plates, landforms, hydrosphere, and atmosphere).
c) Identify or describe magma (i.e. magma comes from Earth’s mantle and cools to form rocks).
Grade Level Expectation:
ST05 1.2.5 Components of the Solar System and Beyond (Universe)
For the causes of days, years, phases of the Moon, eclipses, seasons, and ocean tides,
go to CH07 Interactions of the Solar System and Beyond
For the effect of gravitational forces on objects in the Solar System,
go to CH02 Forces to Explain Motion
Grades 6-8
Understand the structure of the Solar System.
Evidence of Learning
WASL and Classroom:
Given an adequate description of the Solar System, items may ask students to:
a) Identify or describe how Earth orbits the Sun and the Moon orbits Earth.
b) Identify or describe the Sun (i.e. a medium-sized star, the largest body in our solar system, major source of energy for phenomena on Earth’s surface).
c) Identify or describe how planets, asteroids, and comets orbit the Sun.
d) Identify or describe meteors (i.e. planetary and comet debris that collides with Earth).
e) Identify, describe, or compare the relationship among the components of the solar system (e.g. composition, size, atmosphere, gravity, distance from the Sun, number of moons).
Grade Level Expectation:
ST06 1.2.6 Structure and Organization of Living Systems
Grades 6-8
Understand that specialized cells within multi-cellular organisms form different kinds of tissues, organs, and organ systems to carry out life functions.
Evidence of Learning
WASL and Classroom:
Given an adequate description of a living thing or a part of a living thing, items may ask students to:
a) Identify or describe how plant and animal cells are similar and different in structure and function.
b) Identify or describe basic cell functions (i.e. extracting energy from food, using energy, and getting rid of waste).
c) Identify or describe the life function of specialized cells or tissues (e.g. red blood cells carry oxygen to body tissues, cells in plant leaves capture the light energy).
d) Identify or describe the life function of organs or organ systems (e.g. the stomach breaks down food and the intestines absorb food in the digestive system)
Grade Level Expectation: ST07 1.2.7 Molecular Basis of Heredity
Grades 6-8
Understand that organisms pass on genetic information in their life cycle, and that an organism’s characteristics are determined by both genetic and environmental influences.
Evidence of Learning
WASL and Classroom:
Given an adequate description of a living system, items may ask students to:
a) Identify, describe, analyze, or explain the life cycle of an organism.
b) Identify, describe, or explain that organisms require a set of instructions for specifying their traits (i.e. heredity is the passage of these instructions from one generation to another).
c) Identify or describe that genes inherited from parents are combined in their offspring to produce a new combination of characteristics.
d) Explain how physical traits of living things can be affected by genetic information and/or by interactions with the environment (e.g. nutrition, disease, sanitation).
e) Describe or compare the sexual (two parents) and/or asexual (one parent) life cycles of plant and/or animals.
Grade Level Expectation: ST08 1.2.8 Human Biology
Grades 6-8
Understand human life functions and the interconnecting organ systems necessary to maintain human life.
Evidence of Learning
WASL and Classroom:
Given an adequate description of a human body system, items may ask students to:
a) Identify or describe the components and functions of the human body organ systems (i.e. circulatory, digestive, reproductive, excretory, nervous-sensory (brain, nerves, spinal cord, hearing, vision), respiratory, and muscular-skeletal systems).
b) Describe relationships among the organ systems of the human body (e.g. the role of the senses and the nervous system for human survival, the relationships between the digestive and excretory systems).
c) Compare human body systems to another organism’s systems (e.g. human lungs to plant leaves, human skeletal or circulatory systems to plant stems).
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updated Friday, December 09, 2005
copyright November 2000
Omak
Middle School, Omak Wa