6-8 SYSA

Any system may be thought of as containing subsystems and as being a subsystem of a larger system.

Given a system, identify subsystems and a larger encompassing system (e.g., the heart is a system made up of tissues and cells, and is part of the larger circulatory system).

6-8 SYSC

The output of one system can become the input of another system.

Give an example of how output of matter or energy from a system can become input for another system (e.g., household waste goes to a landfill).

6-8 SYSE

If the input of matter or energy is the same as the output, then the amount of matter or energy in the system won’t change; but if the input is more or less than the output, then the amount of matter or energy in the system will change.

Measure the flow of matter into and out of an open system and predict how the system is likely to change (e.g., a bottle of water with a hole in the bottom, an ecosystem, an electric circuit).

6-8 SYSF

The natural and designed world is complex; it is too large and complicated to investigate and comprehend all at once. Scientists and students learn to define small portions for the convenience of investigation. The units of investigation can be referred to as ?systems.?

Given a complex societal issue with strong science and technology components (e.g., overfishing, global warming), describe the issue from a systems point of view, highlighting how changes in one part of the system are likely to influence other parts of the system.

6-8 INQF Explain

It is important to distinguish between the results of a particular investigation and general conclusions drawn from these results.

Generate a scientific conclusion from an investigation, using inferential logic, and clearly distinguish between results (i.e., evidence) and conclusions (e.g., explanation). Describe the differences between an objective summary of the findings and an inference made from the findings.

6-8 APPC

Science and technology are interdependent. Science drives technology by demanding better instruments and suggesting ideas for new designs. Technology drives science by providing instruments and research methods.

Give examples to illustrate how scientists have helped solve technological problems (e.g., how the science of biology has helped sustain fisheries) and how engineers have aided science (e.g., designing telescopes to discover distant planets).

6-8 PS2C

All matter is made of atoms. Matter made of only one type of atom is called an element.

Explain that all matter is made of atoms, and give examples of common elements—substances composed of just one kind of atom.

6-8 PS1B

Friction is a force that acts to slow or stop the motion of objects.

Demonstrate and explain the frictional force acting on an object with the use of a physical model.

6-8 PS3A

Energy exists in many forms: heat, light, chemical, electrical, motion of objects, and sound. Energy can be transformed from one form to another and transferred from one place to another.

List different forms of energy (e.g., thermal, light, chemical, electrical, kinetic, and sound energy). Describe ways in which energy is transformed from one form to another and transferred from one place to another (e.g., chemical energy to electricity in a battery, electrical to light energy in a bulb).

6-8 PS3E

Energy from a variety of sources can be transformed into electrical energy, and then to almost any other form of energy. Electricity can also be distributed quickly to distant locations.

Illustrate the transformations of energy in an electric circuit when heat, light, and sound are produced. Describe the transformation of energy in a battery within an electric circuit.

6-8 INQF Explain

It is important to distinguish between the results of a particular investigation and general conclusions drawn from these results.

Generate a scientific conclusion from an investigation, using inferential logic, and clearly distinguish between results (i.e., evidence) and conclusions (e.g., explanation). Describe the differences between an objective summary of the findings and an inference made from the findings.

6-8 PS2A

Substances have characteristic intrinsic properties, such as density, solubility, boiling point, and melting point, all of which are independent of the amount of the sample.

Use characteristic intrinsic properties such as density, boiling point, and melting point to identify an unknown substance.

6-8 PS2C

All matter is made of atoms. Matter made of only one type of atom is called an element.

Explain that all matter is made of atoms, and give examples of common elements—substances composed of just one kind of atom.

6-8 PS3B

Heat (thermal energy) flows from warmer to cooler objects until both reach the same temperature. Conduction, radiation, and convection, or mechanical mixing, are the means of heat transfer.

Use everyday examples of conduction, radiation, and convection, or mechanical mixing, to illustrate the transfer of heat energy from warmer objects to cooler ones, until the objects reach the same temperature.

6-8 PS3C

Heat (thermal energy) consists of random motion and the vibrations of atoms and molecules. The higher the temperature, the greater the atomic or molecular motion. Thermal insulators are materials that resist the flow of heat.

Explain how various types of insulation slow transfer of heat energy, based on the atomic-molecular model of heat (thermal energy).

6-8 ES2B

The Sun is the major source of energy for phenomena on Earth’s surface, such as winds, ocean currents, and the water cycle.

Connect the uneven heating of Earth’s surface by the Sun to global wind and ocean currents.

6-8 ES2E

The solid Earth is composed of a relatively thin crust, a dense metallic core, and a layer called the mantle between the crust and core that is very hot and partially melted.

Sketch and label the major layers of Earth, showing the approximate relative thicknesses and consistency of the crust, core, and mantle.*a

6-8 ES2F

The crust is composed of huge crustal plates on the scale of continents and oceans, which move centimeters per year, pushed by convection in the upper mantle, causing earthquakes, volcanoes, and mountains.

Draw a labeled diagram showing how convection in the upper mantle drives movement of crustal plates. Describe what may happen when plate boundaries meet (e.g., earthquakes, tsunami, faults, mountain building), with examples from the Pacific Northwest.

6-8 ES2G

Landforms are created by processes that build up structures and processes that break down and carry away material through erosion and weathering.

Explain how a given landform (e.g. mountain) has been shaped by processes that build up structures (e.g., uplift) and by processes that break down and carry away material (e.g., weathering and erosion).

6-8 ES2H

The rock cycle describes the formation of igneous rock from magma or lava, sedimentary rock from compaction of eroded particles, and metamorphic rock by heating and pressure.

Identify samples of igneous, sedimentary, and metamorphic rock from their properties, and describe how their properties provide evidence of how they were formed. Explain how one kind of rock could eventually become a different kind of rock.

6-8 ES3C

In most locations sedimentary rocks are in horizontal formations with the oldest layers on the bottom. However, in some locations, rock layers are folded, tipped, or even inverted, providing evidence of geologic events in the distant past.

Explain why younger layers of sedimentary rocks are usually on top of older layers, and hypothesize what geologic events could have caused huge blocks of horizontal sedimentary layers to be tipped or older rock layers to be on top of younger rock layers.

6-8 LS2E

Investigations of environmental issues should uncover factors causing the problem and relevant scientific concepts and findings that may inform an analysis of different ways to address the issue.

Investigate a local environmental issue by defining the problem, researching possible causative factors, understanding the underlying science, and evaluating the benefits and risks of alternative solutions. Identify resource uses that reduce the capacity of ecosystems to support various populations (e.g., use of pesticides, construction).

6th grade Water Quality GLE's:

In Science -
EALR 1 — Systems:  The student knows and applies scientific concepts and principles to understand the properties, structures, and changes in physical, earth/space, and living systems.
Component 1.1 Properties: Understand how properties are used to identify, describe, and categorize substances, materials, and objects and how characteristics are used to categorize living things.
GLE 1.1.5 Describe how Earth’s water (i.e., oceans, fresh waters, glaciers, ground water) can have different properties (e.g., salinity, density).
GLE 1.2.1 Analyze how the parts of a system interconnect and influence each other. Explain how the parts of a system interconnect and influence each other.

EALR 2 – Inquiry:              The student knows and applies the skills, processes, and nature of scientific inquiry
GLE 2.1.1 Understand how to generate a question that can be answered through scientific investigation.
GLE 2.1.2 Understand how to plan and conduct scientific investigations. 
GLE 2.1.3 Understand how to plan and conduct scientific investigations. 
GLE 2.1.5 Apply understanding of how to report investigations and explanations of objects, events, systems, and processes. 
GLE 2.2.2 Understand that observations and measurement are used by scientists to describe the world.
GLE 2.2.3 Analyze inconsistent results from scientific investigations to determine how the results can be explained. 

EALR 3 – Application: The student knows and applies science concepts and skills to develop solutions to human problems in societal contexts.
Component 3.1   Designing Solutions: Apply knowledge and skills of science and technology to design solutions to human problems or meet challenges.
GLE 3.1.1 Analyze common problems or challenges in which scientific design can be or has been used to design solutions.  
GLE 3.1.2 Apply the scientific design process to develop and implement solutions to problems or challenges. 
GLE 3.2.2 Analyze scientific inquiry and scientific design and understand how science supports technological development and vice versa. 
GLE 3.2.4 Analyze how human societies’ use of natural resources affects the quality of life and the health of ecosystems. 

Of the Reading standards, this project covers the following when students research fresh water ecosystems and resources and water chemistry:
EALR 1: The student understands and uses different skills and strategies to read.
EALR 2: The student understands the meaning of what is read.
EALR 3: The student reads different materials for a variety of purposes.

Of the Writing standards, this project covers the following as students write up their labs and create their websites and movies:
EALR 1: The student understands and uses a writing process.
EALR 2: The student writes in a variety of forms for different audiences and purposes.
EALR 3: The student writes clearly and effectively.
EALR 4: The student analyzes and evaluates the effectiveness of written work.

6th grade STC/MS Energy, Machines, and Motion GLE's:

EALR 1 — Systems: The student knows and applies scientific concepts and principles to understand the properties, structures, and changes in physical, earth/space, and living systems.

Component 1.1 Properties: Understand how properties are used to identify, describe, and categorize substances, materials, and objects and how characteristics are used to categorize living things.
GLE 1.1.2
Motion of Objects
Understand the positions, relative speeds, and changes in speed of objects. W
__ Describe and measure the relative position or change in position of one or two objects.
__ Describe an object’s motion as speeding up, slowing down, or moving with constant speed using models, numbers, words, diagrams, and graphs.
__ Measure and describe the speed of an object relative to the speed of another object.

GLE 1.1.4 
Forms of Energy
Understand that energy is a property of matter, objects, and systems and comes in many forms (i.e., heat [thermal] energy, sound energy, light energy, electrical energy, kinetic energy, potential energy, and chemical energy). W
__ Describe the forms of energy present in matter, objects, and systems (i.e., heat [thermal] energy, sound energy, light energy, electrical energy, kinetic energy, potential energy, and chemical energy).
__ Describe the form of energy stored in a part of a system (i.e., energy can be stored in many forms, “stored energy” is not a form of energy).
__ Compare the potential and kinetic energy within a system at various locations or times (i.e., kinetic energy is an object’s energy of motion; potential energy is an object’s energy of position).

Component 1.2 Structures: Understand how components, structures, organizations, and interconnections describe systems.
GLE 1.2.1 
Structure of Physical Earth/Space and Living Systems
Analyze how the parts of a system interconnect and influence each other. W
__ Explain how the parts of a system interconnect and influence each other.
__ Describe the flow of matter and energy through a system (i.e., energy and matter inputs, outputs, transfers, transformations).
__ Describe the interactions and influences between two or more simple systems.

GLE 1.2.2 
Energy Transfer and Transformation
Understand how various factors affect energy transfers and that energy can be transformed from one form of energy to another. W
__ Describe and determine the factors that affect heat energy transfer (e.g., properties of substances/materials [conductors, insulators], distance, direction, position).
__ 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 (e.g., a falling object’s potential energy decreases while its kinetic energy increases).
__ Describe how waves transfer energy (e.g., light waves transfer energy from sun to Earth; air transfers an object’s vibrations from one place to another as sound).
__ Explain the transfer and transformations of energy within a system (e.g., conduction and convection of heat [thermal] energy).

Component 1.3 Changes: Understand how interactions within and among systems cause changes in matter and energy.
GLE 1.3.1
Nature of Force
Understand factors that affect the strength and direction of forces. W
__ Observe and describe 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).
__ 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 an upward force from the table).
__ Measure and describe how a simple machine can change the strength and/or direction of a force (i.e., levers and pulleys).
__ Describe pressure as a force (e.g., pressure increases result in greater forces acting on objects going deeper in a body of water).

GLE 1.3.2 
Forces to Explain Motion
Understand how balanced and unbalanced forces can change the motion of objects. W
__ 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).
__ Describe how frictional forces act to stop the motion of objects.
__ Investigate and 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).

__ Investigate and describe pressure differences that result in unbalanced forces moving objects (e.g., pressure differences cause forces that move air masses, move blood through the heart, cause volcanic eruptions).

8th Grade Earth Science GLE's:

GLE 1.1.5
Understand how to classify rocks and soils into groups based on their chemical and physical properties; describe the processes by which rocks and soils are formed.

• Identify and describe the properties of minerals and rocks (e.g., texture, luster, cleavage, hardness, pH).

• Identify and describe the properties of soils (e.g., chemical composition such as Nitrate nutrients and texture such as clay, sand, and gravel).

• Identify and describe the processes that create different types of rocks.

• Identify and describe processes that contribute to the composition of soil (e.g., weathering rock, decomposition via plant acids).

GLE 1.2.4
Understand the components and interconnections of Earth systems, including the core, the mantle, oceanic and crustal plates, the hydrosphere, and atmosphere.

• Describe the components of the Earth system(s) (e.g., crust, atmosphere, and hydrosphere).

Describe the interactions among the parts of Earth’s systems, such as the atmosphere and the hydrosphere (e.g., weather) or the hydrosphere and the lithosphere.

GLE 1.3.4

Understand the processes that continually change the surface of the Earth.

• Explain the causes of weathering, erosion and deposition.

• Describe how convection currents beneath Earth’s crust cause volcanoes and earthquakes.

• Identify and describe the effects of volcanic eruptions on landforms and the atmosphere.

• List and explain evidence for the development of a given landform (e.g., how river erosion forms a valley).

GLE 1.3.5

Understand how fossils and other evidence are used to document life and environmental changes over time.

• Show how fossil and other evidence can be used to document past life and conditions on Earth (e.g., fossils, glacial markings, ash layers, tree rings can be used to show prehistoric climates and environments).

Explain how fossil and other evidence can be used as a record of environmental changes (e.g., extinctions, evolution, major climactic changes, relative age of rock layers.

GLE 1.3.6
Understand the relationship between weather and climate, and understand that ocean currents and global atmospheric circulation affect weather and climate.

• Compare weather and climate.

• Describe the role of heat (infrared radiation) from the Sun to weather and climate (e.g., water cycle, humidity, atmospheric pressure, winds, ocean currents).

• Explain how ocean currents influence global atmospheric movement and how together they influence weather and climate.

• Explain how global atmospheric and oceanic movement occurs (e.g., prevailing winds, wind belts, and deep ocean currents result in climate moderation).