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AZ.CC.RST.6-8.Reading Standards for Literacy in Science and Technical Subjects
Reading Standards for Literacy in Science and Technical Subjects
Integration of Knowledge and Ideas RST.6-8.7. Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
RST.6-8.9. Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
Craft and Structure RST.6-8.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.
AZ.CC.WHST.6-8.Writing Standards for Literacy in Science and Technical Subjects
Writing Standards for Literacy in Science and Technical Subjects
Production and Distribution of Writing WHST.6-8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Research to Build and Present Knowledge WHST.6-8.7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
Text Types and Purposes WHST.6-8.1. Write arguments focused on discipline-specific content. WHST.6-8.1(e) Provide a concluding statement or section that follows from and supports the argument presented.
WHST.6-8.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. WHST.6-8.2(a) Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
WHST.6-8.2(f) Provide a concluding statement or section that follows from and supports the information or explanation presented.
SC08-S1C2. Scientific Testing (Investigating and Modeling): Design and conduct controlled investigations. SC08-S1C2-01. Demonstrate safe behavior and appropriate procedures (e.g., use and care of technology, materials, organisms) in all science inquiry.
SC08-S1C2-02. Design a controlled investigation to support or reject a hypothesis.
SC08-S1C2-03. Conduct a controlled investigation to support or reject a hypothesis.
SC08-S1C2-04. Perform measurements using appropriate scientific tools (e.g., balances, microscopes, probes, micrometers).
SC08-S1C2-05. Keep a record of observations, notes, sketches, questions, and ideas using tools such as written and/or computer logs. (See W08-S3C2-01 and W08-S3C3-01).
SC08-S1C3. Analysis and Conclusions: Analyze and interpret data to explain correlations and results; formulate new questions. SC08-S1C3-01. Analyze data obtained in a scientific investigation to identify trends. (See M08-S2C1-08).
SC08-S1C3-03. Interpret data that show a variety of possible relationships between two variables, including: positive relationship; negative relationship; no relationship.
SC08-S1C4. Communication: Communicate results of investigations. SC08-S1C4-01. Communicate the results of an investigation.
SC08-S1C4-02. Choose an appropriate graphic representation for collected data: line graph; double bar graph; stem and leaf plot; histogram (See M08-S2C1-03).
SC08-S1C4-03. Present analyses and conclusions in clear, concise formats (See W08-S3C6-02).
SC08-S1C4-05. Communicate the results and conclusion of the investigation. (See W08-S3C6-02).
AZ.SC08-S2.History and Nature of Science
History and Nature of Science
SC08-S2C1. History of Science as a Human Endeavor: Identify individual, cultural, and technological contributions to scientific knowledge. SC08-S2C1-01. Identify how diverse people and/or cultures, past and present, have made important contributions to scientific innovations (e.g., Watson and Crick [scientists], support Strand 4; Rosalind Franklin [scientist], supports Strand 4; Charles Darwin [scientist], supports Strand 4; George Washington Carver [scientist, inventor], supports Strand 4; Joseph Priestley [scientist], supports Strand 5; Sir Frances Bacon [philosopher], supports Strand 5; Isaac Newton [scientist], supports Strand 5).
SC08-S2C1-02. Evaluate the effects of the following major scientific milestones on society: Mendelian Genetics; Newton's Laws. Quiz, Flash Cards, Worksheet, Game Forces Quiz, Flash Cards, Worksheet, Game & Study Guide Forces
SC08-S2C1-03. Evaluate the impact of a major scientific development occurring within the past decade.
SC08-S2C2. Nature of Scientific Knowledge: Understand how science is a process for generating knowledge. SC08-S2C2-02. Describe how scientific knowledge is subject to change as new information and/or technology challenges prevailing theories.
AZ.SC08-S3.Science in Personal and Social Perspectives
Science in Personal and Social Perspectives
SC08-S3C1. Changes in Environments: Describe the interactions between human populations, natural hazards, and the environment. SC08-S3C1-01. Analyze the risk factors associated with natural, human induced, and/or biological hazards, including: waste disposal of industrial chemicals; greenhouse gases. Quiz, Flash Cards, Worksheet, Game Climate Quiz, Flash Cards, Worksheet, Game & Study Guide Climate
SC08-S3C1-02. Analyze possible solutions to address the environmental risks associated with chemicals and biological systems.
SC08-S3C2. Science and Technology in Society: Develop viable solutions to a need or problem. SC08-S3C2-01. Propose viable methods of responding to an identified need or problem. .
SC08-S3C2-02. Compare solutions to best address an identified need or problem.
SC08-S3C2-03. Design and construct a solution to an identified need or problem using simple classroom materials. .
SC08-S3C2-04. Compare risks and benefits of the following technological advances: radiation treatments; genetic engineering (See Strand 4 Concept 2); airbags (See Strand 5 Concept 2).
SC08-S4C2. Reproduction and Heredity: Understand the basic principles of heredity. SC08-S4C2-01. Explain the purposes of cell division: growth and repair; reproduction.
SC08-S4C2-02. Explain the basic principles of heredity using the human examples of: eye color; widow's peak; blood type.
SC08-S4C2-03. Distinguish between the nature of dominant and recessive traits in humans.
SC08-S4C4. Diversity, Adaptation, and Behavior: Identify structural and behavioral adaptations. SC08-S4C4-01. Explain how an organism's behavior allows it to survive in an environment.
SC08-S4C4-02. Describe how an organism can maintain a stable internal environment while living in a constantly changing external environment.
SC08-S4C4-03. Determine characteristics of organisms that could change over several generations.
SC08-S4C4-04. Compare the symbiotic and competitive relationships in organisms within an ecosystem (e.g., lichen, mistletoe/tree, clownfish/sea anemone, native/non-native species).
SC08-S4C4-06. Describe the following factors that allow for the survival of living organisms: protective coloration; beak design; seed dispersal; pollination.
SC08-S5C1. Properties and Changes of Properties in Matter: Understand physical and chemical properties of matter. SC08-S5C1-01. Identify different kinds of matter based on the following physical properties: States; density; boiling point; melting point; solubility.
SC08-S5C1-02. Identify different kinds of matter based on the following chemical properties: Reactivity; pH; oxidation (corrosion).
SC08-S5C1-03. Identify the following types of evidence that a chemical reaction has occurred: formation of a precipitate; generation of gas; color change; absorption or release of heat.
SC08-S5C1-04. Classify matter in terms of elements, compounds, or mixtures.
SC08-S5C1-05. Classify mixtures as being homogeneous or heterogeneous.
SC08-S5C1-06. Explain the systematic organization of the periodic table.
SC08-S5C1-07. Investigate how the transfer of energy can affect the physical and chemical properties of matter.
SC08-S5C2. Motion and Forces: Understand the relationship between force and motion. SC08-S5C2-01. Demonstrate velocity as the rate of change of position over time. Quiz, Flash Cards, Worksheet, Game & Study Guide Motion Quiz, Flash Cards, Worksheet, Game Motion
SC08-S5C2-02. Identify the conditions under which an object will continue in its state of motion (Newton's 1st Law of Motion). Quiz, Flash Cards, Worksheet, Game Forces Quiz, Flash Cards, Worksheet, Game & Study Guide Forces
SC08-S5C2-03. Describe how the acceleration of a body is dependent on its mass and the net applied force (Newton's 2nd Law of Motion). Quiz, Flash Cards, Worksheet, Game Forces Quiz, Flash Cards, Worksheet, Game & Study Guide Forces
SC08-S5C2-04. Describe forces as interactions between bodies (Newton's 3rd Law of Motion). Quiz, Flash Cards, Worksheet, Game Forces Quiz, Flash Cards, Worksheet, Game & Study Guide Forces
SC08-S5C2-05. Create a graph devised from measurements of moving objects and their interactions, including: position-time graphs; velocity-time graphs. Quiz, Flash Cards, Worksheet, Game & Study Guide Motion Quiz, Flash Cards, Worksheet, Game Motion