Grade 8 Science SOL Standards

the health of ecosystems and the abiotic factors of a watershed;

the location and structure of Virginia’s regional watershed systems;

divides, tributaries, river systems, and river and stream processes;

wetlands;

estuaries;

major conservation, health, and safety issues associated with watersheds;

water monitoring and analysis using field equipment including hand-held technology.

The student will investigate and understand the natural processes and human interactions that affect watershed systems. Key concepts include

The student will investigate and understand that organisms within an ecosystem are dependent on one another and on nonliving components of the environment. Key concepts include

the carbon, water, and nitrogen cycles;

interactions resulting in a flow of energy and matter throughout the system;

complex relationships within terrestrial, freshwater, and marine ecosystems;

energy flow in food webs and energy pyramids.

The student will investigate and understand that interactions exist among members of a population. Key concepts include

competition, cooperation, social hierarchy, territorial imperative;

influence of behavior on a population.

the relationships among producers, consumers, and decomposers in food webs;

the relationship between predators and prey;

competition and cooperation;

symbiotic relationships;

niches.

The student will investigate and understand interactions among populations in a biological community. Key concepts include

The student will investigate and understand how organisms adapt to biotic and abiotic factors in an ecosystem. Key concepts include

differences between ecosystems and biomes;

characteristics of land, marine, and freshwater ecosystems;

adaptations that enable organisms to survive within a specific ecosystem.

The student will investigate and understand that ecosystems, communities, populations, and organisms are dynamic, change over time, and respond to daily, seasonal, and long-term changes in their environment. Key concepts include

phototropism, hibernation, and dormancy;

factors that increase or decrease population size;

eutrophication, climate changes, and catastrophic disturbances.

The student will investigate and understand the relationships between ecosystem   dynamics and human activity. Key concepts include

food production and harvest;

change in habitat size, quality, or structure;

change in species competition;

population disturbances and factors that threaten or enhance species survival;

environmental issues.

The student will investigate and understand basic sources of energy, their origins, transformations, and uses. Key concepts include

the role of the sun in the formation of most energy sources on Earth;

nonrenewable energy sources;

renewable energy sources.

Earth’s energy budget;

the role of radiation and convection in the distribution of energy;

the motion of the atmosphere and the oceans;

cloud formation;

the role of thermal energy in weather-related phenomena including thunderstorms and hurricanes.

The student will investigate and understand the role of solar energy in driving most natural processes within the atmosphere, the hydrosphere, and on Earth’s surface. Key concepts include

the action of water in physical and chemical weathering;

the ability of large bodies of water to store thermal energy and moderate climate;

the importance of water for agriculture, power generation, and public health;

the importance of protecting and maintaining water resources.

The student will investigate and understand the unique properties and characteristics of water and its roles in the natural and human-made environment. Key concepts include

pressure, temperature, and humidity;

atmospheric changes with altitude;

natural and human-caused changes to the atmosphere and the importance of protecting and maintaining air quality;

the relationship of atmospheric measures and weather conditions;

basic information from weather maps including fronts, systems, and basic measurements.

The student will investigate and understand the properties of air and the structure  and dynamics of Earth’s atmosphere. Key concepts include

the sun, moon, Earth, other planets and their moons, dwarf planets, meteors, asteroids, and comets;

relative size of and distance between planets;

the role of gravity;

revolution and rotation;

the mechanics of day and night and the phases of the moon;

the unique properties of Earth as a planet;

the relationship of Earth’s tilt and the seasons;

the cause of tides;

the history and technology of space exploration.

The student will investigate and understand the organization of the solar system and the interactions among the various bodies that comprise it. Key concepts include

management of renewable resources;

management of nonrenewable resources;

the mitigation of land-use and environmental hazards through preventive measures;

cost/benefit tradeoffs in conservation policies.

The student will investigate and understand public policy decisions relating to the environment. Key concepts include

evidence of evolution of different species in the fossil record;

how environmental influences, as well as genetic variation, can lead to diversity of organisms.

The student will investigate and understand that populations of organisms change   over time. Key concepts include

potential and kinetic energy;

energy transformations.

The student will investigate and understand basic sources of energy, their origins, transformations, and uses. Key concepts include

The student will investigate and understand that all matter is made up of atoms. Key concepts include

atoms consist of particles, including electrons, protons, and neutrons;

atoms of a particular element are alike but are different from atoms of other elements;

elements may be represented by chemical symbols;

two or more atoms interact to form new substances, which are held together by electrical forces (bonds);

compounds may be represented by chemical formulas;

chemical equations can be used to model chemical changes;

a limited number of elements comprise the largest portion of the solid Earth, living matter, the oceans, and the atmosphere.

water as the universal solvent;

the properties of water in all three phases.

The student will investigate and understand the unique properties and characteristics of water and its roles in the natural and human-made environment. Key concepts include

The student will investigate and understand the properties of air and the structure and dynamics of Earth’s atmosphere. Key concepts include

air as a mixture of gaseous elements and compounds.

physical properties;

solids, liquids, and gases;

The student will investigate and understand the nature of matter. Key concepts include

the particle theory of matter;

elements, compounds, mixtures, acids, bases, and salts;

chemical properties;

characteristics of types of matter based on physical and chemical properties.

The student will investigate and understand that all living things are composed of cells. Key concepts include

cell structure and organelles;

similarities and differences between plant and animal cells;

development of cell theory;

cell division.

The student will investigate and understand that living things show patterns of cellular organization. Key concepts include

cells, tissues, organs, and systems;

patterns of cell organization and their relationship to life processes in living things.

the distinguishing characteristics of domains of organisms;

the distinguishing characteristics of kingdoms of organisms;

the distinguishing characteristics of major animal phyla and plant divisions;

the characteristics that define a species.

The student will investigate and understand how organisms can be classified. Key concepts include

The student will investigate and understand the basic physical and chemical  processes of photosynthesis and its importance to plant and animal life. Key concepts include

energy transfer between sunlight and chlorophyll;

transformation of water and carbon dioxide into sugar and oxygen;

photosynthesis as the foundation of virtually all food webs.

the structure and role of DNA;

the function of genes and chromosomes;

genotypes and phenotypes;

characteristics that can and cannot be inherited;

genetic engineering and its applications;

historical contributions and significance of discoveries related to genetics.

The student will investigate and understand that organisms reproduce and transmit genetic information to new generations. Key concepts include

The student will investigate and understand that populations of organisms change over time. Key concepts include

the relationships of mutation, adaptation, natural selection, and extinction.

observations are made involving fine discrimination between similar objects and organisms;

precise and approximate measurements are recorded;

scale models are used to estimate distance, volume, and quantity;

hypotheses are stated in ways that identify the independent and dependent variables;

a method is devised to test the validity of predictions and inferences;

one variable is manipulated over time, using many repeated trials;

data are collected, recorded, analyzed, and reported using metric measurements and tools;

data are analyzed and communicated through graphical representation;

models and simulations are designed and used to illustrate and explain phenomena and systems.

The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations which

data are organized into tables showing repeated trials and means;

a classification system is developed based on multiple attributes;

triple beam and electronic balances, thermometers, metric rulers, graduated cylinders, and probeware are used to gather data;

models and simulations are constructed and used to illustrate and explain;

sources of experimental error are identified;

dependent variables, independent variables, and constants are identified;

variables are controlled to test hypotheses, and trials are repeated;

data are organized, communicated through graphical representation, interpreted, and used to make predictions;

patterns are identified in data and are interpreted and evaluated.

The student will demonstrate an understanding of scientific reasoning, logic, andthe nature of science by planning and conducting investigations in which

chemicals and equipment are used safely;

length, mass, volume, density, temperature, weight, and force are accurately measured;

conversions are made among metric units, applying appropriate prefixes;

triple beam and electronic balances, thermometers, metric rulers, graduated cylinders, probeware, and spring scales are used to gather data;

numbers are expressed in scientific notation where appropriate;

independent and dependent variables, constants, controls, and repeated trials are identified;

data tables for descriptive statistics showing specific measures of central tendency, the range of the data set, and the number of repeated trials are constructed and interpreted;

valid conclusions are made after analyzing data;

research methods are used to investigate practical problems and questions;

experimental results are presented in appropriate written form;

models and simulations are constructed and used to illustrate and explain phenomena.

frequency distributions, scatter plots, line plots, and histograms are constructed and interpreted;

data tables showing the independent and dependent variables, derived quantities, and the number of trials are constructed and interpreted;

The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which

Scientific Investigation

Force, Motion, Energy, and Matter

Life Systems

Ecosystems

Earth and Space Systems

The student will demonstrate an understanding of scientific and engineering practices by

The student will investigate and understand that oceans are complex, dynamic systems and are subject to long- and short-term variations.

chemical, biological, and physical changes affect the oceans

environmental and geologic occurrences affect ocean dynamics;

unevenly distributed heat in the oceans drives much of Earth’s weather;

features of the sea floor reflect tectonic and other geological processes; and

human actions, including economic and public policy issues, affect oceans and the coastal zone including the Chesapeake Bay.

The student will investigate and understand that the atmosphere is a complex, dynamic system and is subject to long-and short-term variations. Key ideas include

the composition of the atmosphere is critical to most forms of life;

biologic and geologic interactions over long and short time spans change the atmospheric composition;

natural events and human actions may stress atmospheric regulation mechanisms;

human actions, including economic and policy decisions, affect the atmosphere.

The student will investigate and understand that Earth’s weather and climate are the result of the interaction of the sun’s energy with the atmosphere, oceans, and the land.

weather involves the reflection, absorption, storage, and redistribution of energy over short to medium time spans;

weather patterns can be predicted based on changes in current conditions;

extreme imbalances in energy distribution in the oceans, atmosphere, and the land may lead to severe weather conditions;

models based on current conditions are used to predict weather phenomena; and

changes in the atmosphere and the oceans due to natural and human activity affect global climate.

asking questions and defining problems

ask questions that arise from careful observation of phenomena, examination of a model or theory, or unexpected results, and/or to seek additional information

determine which questions can be investigated within the scope of the school laboratory or field experience

generate hypotheses based on research and scientific principles

make hypotheses that specify what happens to a dependent variable when an independent variable is manipulated

define design problems that involve the development of a process or system with multiple components and criteria

planning and carrying out investigations

individually and collaboratively plan and conduct observational and experimental investigations

plan and conduct investigations to test design solutions in a safe and ethical manner including considerations of environmental, social and personal effects

select and use appropriate tools and technology to collect, record, analyze, and evaluate data

interpreting, analyzing, and evaluating data

construct and interpret data tables showing independent and dependent variables, repeated trials, and means

construct, analyze, and interpret graphical displays of data and consider limitations of data analysis

apply mathematical concepts and processes to scientific questions

use data in building and revising models, supporting explanations of phenomena, or testing solutions to problems

analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution

constructing and critiquing conclusions and explanations

make quantitative and/or qualitative claims based on data

construct and revise explanations based on valid and reliable evidence obtained from a variety of sources, including students’ own investigations, models, theories, simulations, and peer review

apply scientific ideas, principles, and/or evidence to provide an explanation of phenomena or design solutions

construct arguments or counterarguments based on data and evidence

differentiate between a scientific hypothesis, theory, and law

developing and using models

evaluate the merits and limitations of models

develop, revise, and/or use models based on evidence to illustrate or predict relationships

construct and interpret scales, diagrams, classification charts, graphs, tables, imagery, models, including geologic cross sections and topographic profiles

read and interpret topographic and basic geologic maps and globes, including location by latitude and longitude

obtaining, evaluating, and communicating information

compare, integrate, and evaluate sources of information presented in different media or formats to address a scientific question or solve a problem

gather, read, and evaluate scientific and/or technical information from multiple sources, assessing the evidence and credibility of each source

communicate scientific and/or technical information about phenomena and/or a design process in multiple formats

The student will demonstrate an understanding that there are scientific concepts related to the origin and evolution of the universe.

the big bang theory explains the origin of universe;

stars, star systems, and galaxies change over long periods of time;

characteristics of the sun, planets and their moons, comets, meteors, asteroids, and dwarf planets are determined by materials found in each body; and

evidence from space exploration has increased our understanding of the structure and nature of our universe.

The student will investigate and understand that Earth is unique in our solar system.

Earth supports life because of its relative proximity to the sun and other factors

the dynamics of the sun-Earth-moon system cause seasons, tides, and eclipses.

The student will investigate and understand that there are major rock-forming and ore minerals

analysis of physical and chemical properties supports mineral identification;

characteristics of minerals determine the uses of minerals; and

minerals originate and are formed in specific ways.

The student will investigate and understand that igneous, metamorphic, and sedimentary rocks can transform

Earth materials are finite and are transformed over time;

the rock cycle models the transformation of rocks;

layers of Earth have rocks with specific chemical and physical properties; and

plate tectonic and surface processes transform Earth materials.

The student will investigate and understand that resource use is complex.

global resource use has environmental liabilities and benefits;

availability, renewal rates, and economic effects are considerations when using resources;

use of Virginia resources has an effect on the environment and the economy

all energy sources have environmental and economic effects.

The student will investigate and understand that plate tectonic theory explains Earth’s internal and external geologic processes.

convection currents in Earth’s interior lead to the movement of plates and influence the distribution of materials in Earth’s layers, and may impact the magnetic field

features and processes occur within plates and at plate boundaries;

interaction between tectonic plates causes the development of mountain ranges and ocean basins; and

evidence of geologic processes is found in Virginia’s geologic landscape.

The student will investigate and understand that freshwater resources influence and are influenced by geologic processes and human activity.

water influences geologic processes including soil development and karst topography

the nature of materials in the subsurface affect the water table and future availability of fresh water

weather and human usage affect freshwater resources, including water locations, quality, and supply

stream processes and dynamics affect the major watershed systems in Virginia, including the Chesapeake Bay and its tributaries.

The student will investigate and understand that many aspects of the history and evolution of Earth and life can be inferred by studying rocks and fossils.

traces and remains of ancient, often extinct, life are preserved by various means in sedimentary rocks;

superposition, cross-cutting relationships, index fossils, and radioactive decay are methods of dating rocks and Earth events and processes;

absolute (radiometric) and relative dating have different applications but can be used together to determine the age of rocks and structures; and

rocks and fossils from many different geologic periods and epochs are found in Virginia.

Networking and the Internet

Impacts of Computing

Data and Analysis

Cybersecurity

Computing Systems

Algorithms and Programming

Force, Motion, Energy, and Matter

Earth and Space Systems

Life Systems and Ecosystems

Political Geography

Globalization

Culture

Population and Migration

Classifying and Identifying Regions

Resources and the Environment

Introduction to Geography

Skills

The student will construct programs to accomplish a task as a means of creative expression or scientific exploration using a block based or text based programming language, both independently and collaboratively,

combining control structures such as if-statements and loops including nested conditionals and loops;

Using clearly named variables that represent different data types, including numeric and non-numeric data, and perform operations on their values; and [Related SOL: Math 7.1, 7.2]

Create procedures with parameters.

The student will evaluate online and print sources for appropriateness and credibility.

The student will discuss the social impacts and ethical considerations associated with the field of cybersecurity.

The student will explore careers related to the field of cybersecurity.

The student will identify existing cybersecurity concerns associated with Internet use and Internet-based systems and potential options to address these issues.

The student will systematically test and refine programs using a range of test cases.

The student will explain how effective communication between participants is required for successful collaboration when developing programs.

The student will use flowcharts and/or pseudo code to address complex problems as algorithms.

The student will, using the elements of computing devices such as primary memory, secondary storage, processor, input and output devices, and network connectivity; analyze the advantages and limitations of a given computing system.

The student will identify physical and digital security measures used protect electronic information.

The student will identify impacts of hacking, ransomware, scams, fake vulnerability scans, and the ethical and legal concerns involved.

The student will

explain the difference between a model and a simulation, and

create computational models to conduct simulations.

The student will describe tradeoffs between allowing information to be public, and keeping information private.

Recognize and compare objects in the solar system and their features.

Using simple pictures, diagrams, or representations, concepts could range from: • recognizing the sun, Earth, and moon as compared to everyday objects on Earth to • recognizing the sun, Earth, and moon as compared to other related objects in the solar system to • comparing characteristics (e.g., size, shape, position, composition) of various space objects (e.g., sun, Earth, moon, planets, comets, asteroids) in the solar system.

Recognize that animals and plants have characteristics related to different functions which can be used to tell these organisms apart.

Using simple pictures, diagrams, or representations, concepts could range from: • recognizing animals and plants from other common unrelated objects to • identifying different animal and plant behaviors and parts (e.g., the flower on a plant, the ear on an animal) to • identifying the function of animal and plant parts (e.g., legs that help an animal run fast, eyes that help an animal see prey).

Using simple pictures, diagrams, or representations, concepts could range from: • recognizing that plants need light, air, and water to survive and grow to • recognizing materials or conditions that would not help them grow (e.g., complete darkness, no water, salt) to • recognizing the term and role of photosynthesis and characterizing or comparing the growth of a plant, tree, or flower when different amounts of light, air, or water are provided.

Recognize that plants need light, air, and water to grow through a process called photosynthesis.

Using simple pictures, diagrams, or representations, concepts could range from: • recognizing that living things need food to • recognizing food is used for “energy” by living things to grow and survive to • recognizing the amount of energy or expected growth varies with the amount or type/quality of food.

Recognize that living organisms need food to obtain energy and grow.

Using simple pictures, diagrams, or representations, concepts could range from: • recognizing living and non-living parts of an environment or ecosystem to • identifying interactions between living and non-living parts (e.g., habitat, shelter, water) of an ecosystem to • identifying and understanding more complex interactions between living organisms or among groups of living organisms (e.g., predator-prey, competitive, mutually beneficial) including through simple food chains/webs.

Recognize ways in which living organisms interact with other living organisms and non-living parts of an ecosystem.

Using simple pictures, diagrams, or representations, concepts could range from: • recognizing simple traits of living organisms that help them survive (e.g., a rabbit’s ears help it hear predators) to • recognizing traits that help one animal survive as compared to unrelated traits of other animals to • identifying the function of traits that helps individual animals or groups of the same animal adapt or survive (e.g., a giraffe’s long neck helps it reach food from the tops of trees, a tiger’s stripes help it hide in tall grass).

Recognize traits that help living organisms adapt and survive.

Using simple pictures, diagrams, or representations, concepts could range from: • recognizing individual living organisms and groups of living organisms to • recognizing various resources that living organisms need to grow and sustain their population to • recognizing that simple changes in resources, including those due to human activity, might affect an individual living organism or groups of living organisms or their population.

Recognize living organisms in an ecosystem, the resources available in that ecosystem, and how changes in resources (i.e., food, water, shelter, habitat) affect the growth of their population.

Using simple pictures, diagrams, or representations, concepts could range from: • recognizing that the offspring of a living organism (plants, animals, humans) are the same species of living organism to • recognizing the offspring of a living organism (plants, animals, humans) may not be identical and may have similar traits with variations.

Recognize that reproduction produces offspring with similar though varied traits.

Using simple pictures, diagrams, or representations, concepts could range from: • recognizing highly similar animals based on their physical characteristics (e.g., dogs with other dogs, birds with other birds) to • recognizing similar animals based on broader physical characteristics (e.g., wolf with dog, lion with cat) to • recognizing fossils of common extinct organisms are similar to organisms living today (e.g., fern fossil similar to today’s plants, dinosaur fossil similar to today’s lizards)

Recognize anatomically similar organisms.

Recognize that objects, animals, and plants are made of smaller parts and identify various seen and unseen parts.

Using simple pictures, diagrams, or representations, concepts could range from: • recognizing the smaller parts of large common objects (e.g., cars, trucks, buses, bikes, scooter - wheels; houses and other building - doors and windows; building blocks - smaller blocks; smart phones, computers, laptops, and tablets – screen, keyboard) to • recognizing smaller and more complex parts of common objects and living organisms to • identifying more complex parts of common objects and living organisms including those that are very small or too small to be seen with the naked eye (e.g., objects, water, animals, plants - atoms and molecules) including that we can use technology to see them (e.g., magnifying glass, microscope).

Recognize and measure the physical and chemical properties of matter including before or after a physical or chemical change occurs.

Using simple pictures, diagrams, or representations, concepts could range from: • recognizing physical properties of common objects including size and shape to • recognizing and comparing simple physical/chemical properties of common objects (e.g., size, shape, hardness/softness, weight, mass, and density) to • identifying changes in physical/chemical properties that result from common activities (e.g., cooking an egg, dissolving sugar in water, boiling water, burning wood).

Recognize that gravity influences the way objects move on Earth and in space.

Using simple pictures, diagrams, or representations, concepts could range from: • recognizing the direction that common objects fall due to gravity on Earth to • recognizing the role of gravity in the movement of Earth and the sun or Earth and the moon to • recognizing the role of gravity in the movement of other objects in the solar system (e.g., planets and the sun, moons of other planets, comets and the sun).

Recognize basic forms of energy and that energy is transferred and transformed.

Using simple pictures, diagrams, or representations, concepts could range from: • recognizing basic forms/types of energy compared to other forms/types of energy (i.e., kinetic, electrical, sound, thermal, and light energy) to • identifying basic forms/types of energy based on common use or source to • understanding that energy is transferred and transformed to help people meet their needs (e.g., electrical energy lights a light bulb and heats a stove).

Recognize objects in motion involving actions and reactions.

Using simple pictures, diagrams, or representations, concepts could range from: • recognizing objects that are at rest or in motion while using common terminology (e.g., sitting, still, moving) to • recognizing objects that are at rest or in motion by incorporating the concepts of forces (force, push, pull) and changes in motion (e.g., change in direction, motion to rest, rest to motion) to • identifying and comparing simple actions and reactions for common objects at rest or in motion (i.e., more or less force, presence or absence of force).

Recognize that the force, mass, and motion of objects are related and comparable.

Using simple pictures, diagrams, or representations, concepts could range from: • recognizing common objects in relation to their weight and mass to • connecting mass, force, and motion in common situations, (e.g., pushing/pulling objects) to • comparing force, mass, and change in motion (e.g., more mass requires more force to move or more force moves the same mass more quickly) in common situations (e.g., pushing an object uphill, throwing/kicking/hitting a ball harder).

Recognize that the sun provides Earth with light and energy.

Using simple pictures, diagrams, or representations, concepts could range from: • recognizing the difference between day and night to • recognizing that the sun gives the vast majority of light and heat energy to Earth and its organisms to • recognizing the connection between Earth's rotation and daytime and nighttime and Earth's tilt on its axis and the four major seasons.

Recognize temperature as a measure of how hot or cold matter is and that thermal energy is transferable.

Using simple pictures, diagrams, or representations, concepts could range from: • recognizing the difference between hot and cold in common contexts to • recognizing that hot and cold are related to measures of temperature or changes in temperature to • recognizing common examples of heat transfer and how it can be minimized (e.g., wearing a coat to stay warm, using an oven mitt) or maximized (e.g., sitting in the sun to get warm, using a fan to get cool).

Recognize water phases and how water changes its phase through the water cycle.

Using simple pictures, diagrams, or representations, concepts could range from: • recognizing the three phases of water to • connecting the phases of water to common experiences at different points in the water cycle (e.g., liquid water falling as rain, solid water falling as snow or hail, water vapor rising from a boiling pot of water) to • identifying a specific phase of water as compared to other phases of water using common examples at different points in the water cycle (e.g., ice melts to a liquid, a puddle of water evaporates to a gas, rain falls as a liquid from the atmosphere).

Recognize different types of weather conditions and their characteristics.

Using simple pictures, diagrams, or representations, concepts could range from: • recognizing simple weather conditions (e.g., rainy, cloudy, sunny, foggy, thunder and lightning) to • recognizing that changes in simple weather conditions are connected to decisions about everyday activities or actions to • connecting weather to characteristics of the atmosphere (e.g., temperature, cloudy versus clear, windy versus calm) and common weather tools and information (e.g., thermometers, weather forecasts).

Recognize common features of watersheds and why they are important in Virginia.

Using simple pictures, diagrams, or representations, concepts could range from: • recognizing common features found in watersheds (e.g., rivers, streams, lakes, reservoirs) to • connecting common features of watersheds to their function (e.g., that watersheds have inputs and outputs, that water flows from smaller into larger bodies of water) to • identifying simple steps that can be taken to improve the health of watersheds and why it is important to keep our water clean.

Recognize ways in which people and communities use and impact Earth's environment and resources.

Using simple pictures, diagrams, or representations, concepts could range from: • recognizing activities that pollute or harm Earth (e.g., automobile with exhaust, trash on the ground) compared to unrelated and/or common activities that help protect Earth (e.g., walking, riding bike, picking up trash) to • recognizing simple and common options that help protect the environment or conserve natural resources (e.g., picking up trash, recycling materials, turning off lights) to • identifying ways to protect Earth’s environment or conserve natural resources as compared to activities that pollute or harm Earth’s environment (e.g., pollution from a factory, plastic in streams or oceans).

Recognize different materials humans use that come from Earth's natural resources.

Using simple pictures, diagrams, or representations, concepts could range from: • recognizing different types of common objects or materials that come from Earth to • recognizing different natural resources and incorporating the term “natural resource” to • connecting renewable or nonrenewable natural resource with common uses and objects (e.g., paper from forests/trees/wood, energy from coal/sun, drinking water from watersheds).

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by

selecting and synthesizing evidence from information sources, including, but not limited to artifacts, primary and secondary sources, charts, graphs, diagrams, and geospatial technologies, including maps, GIS, and GPS imagery, to understand the regions of the world;

applying geographic skills to determine and predict patterns and movement of people, places, and events;

developing questions, enhancing curiosity, and engaging in critical thinking and analysis;

investigating and analyzing evidence from multiple sources to construct arguments;

comparing and contrasting historical, cultural, economic, and political perspectives;

determining and explaining cause-and-effect relationships;

using economic decision-making models to analyze and explain the incentives for and consequences of a specific choice;

engaging and communicating as a civil and informed individual with persons with different perspectives;

developing products that reflect an understanding of research, content, and world geography concepts; and

contextualizing, corroborating, and evaluating sources for credibility, propaganda, and bias to determine patterns and trends to understand the world.

The student will apply history and social science skills to explain how geographic information and geospatial tools are used to make decisions by

explaining how characteristics of regions have led to regional labels;

describing how regional landscapes reflect the physical environment and the cultural characteristics of their inhabitants;

analyzing how cultural characteristics, including the world’s major languages, ethnicities, and religions, link or divide regions; and

explaining how cartography is used to reflect regional perspectives, point of view, and perceptions of an area and the creation of mental maps.

The student will analyze the characteristics of the East Asian region by

identifying and analyzing the location of major geographic regions and major cities on maps and globe;

describing major physical and environmental features and how geography may change over time;

analyzing cultural influences and landscapes; and

explaining important economic characteristics, including the distribution of economic activities and global trade.

The student will analyze the characteristics of the Australian and Pacific Islands regions by

identifying and analyzing the location of major geographic regions and major cities on maps and globe;

describing major physical and environmental features and how geography may change over time;

analyzing cultural influences and landscapes; and

explaining important economic characteristics, including the distribution of economic activities and global trade.

The student will apply social science skills to understand the distribution, growth rates, and characteristics of human population by

examining the relationship between demographic data to determine the level of economic development;

distinguishing between developed and developing countries; and

comparing and contrasting the level of economic development to the standard of living, quality of life, form of government, and personal freedom and economic opportunity.

The student will apply history and social science skills to understand population and migration by

explaining how data is used to describe and compare populations; and

analyzing the causes, impacts, and responses related to migration.

The student will apply history and social science skills to determine cultural patterns and interactions across time and place by

identifying and describing characteristics that contribute to cultural identity, cultural groups, and cultural landscapes; and

explaining the intellectual exchanges among cultures, including, but not limited to the areas of science, geography, mathematics, philosophy, medicine, art, and literature.

The student will apply history and social science skills to analyze the patterns of rural and urban migration and development by

applying the concepts of site and situation to major cities in each region; and

explaining how the functions of towns and cities have changed over time.

The student will apply history and social science skills to understand the impact of the growing interdependence of the world by

examining factors that influence the distribution of economic activities and trade; and

analyzing global trade and communication networks.

The student will apply history and social science skills to analyze strategic geographic features and resources by

identifying and describing examples of disputed borders and explaining the reasons for the disputes;

describing and explaining examples of the different types of conflicts that may erupt between and among nations; and

analyzing the types of conflicts and cooperation that can occur over the use of rivers and bodies of water.

The student will apply history and social science skills to evaluate the significance of natural, human, and capital resources by

comparing the distribution of major natural resources throughout world regions;

showing the influence of resources on patterns of economic activity and land use; and

evaluating perspectives regarding the use of resources.

The student will analyze the characteristics of the regions of the United States and Canada by

identifying and analyzing the location of major geographic regions and major cities on maps and a globe;

describing major physical and environmental features and how geography may change over time;

analyzing cultural influences and landscapes; and

explaining important economic characteristics, including the distribution of economic activities and global trade.

The student will analyze the characteristics of the regions of Latin America and the Caribbean by

identifying and analyzing the location of major geographic regions and major cities on maps and globe;

describing major physical and environmental features and how geography may change over time;

analyzing cultural influences and landscapes; and

explaining important economic characteristics, including the distribution of economic activities and global trade.

The students will analyze the characteristics of the regions of Europe by

identifying and analyzing the location of major geographic regions and major cities on maps and globe;

describing major physical and environmental features and how geography may change over time;

analyzing cultural influences and landscapes; and

explaining important economic characteristics, including the distribution of economic activities and global trade.

The student will analyze the characteristics of the regions of Russia and Central Asia by

identifying and analyzing the location of major geographic regions and major cities on maps and globe;

describing major physical and environmental features and how geography may change over time;

analyzing cultural influences and landscapes; and

explaining important economic characteristics, including the distribution of economic activities and global trade.

The student will analyze the characteristics of the regions of sub-Saharan Africa by

identifying and analyzing the location of major geographic regions and major cities on maps and globe;

describing major physical and environmental features and how geography may change over time;

analyzing cultural influences and landscapes; and

explaining important economic characteristics, including the distribution of economic activities and global trade.

The student will analyze the characteristics of the regions of North Africa and Southwest Asia regions by

identifying and analyzing the location of major geographic regions and major cities on maps and globe;

describing major physical and environmental features and how geography may change over time;

analyzing cultural influences and landscapes; and

explaining important economic characteristics, including the distribution of economic activities and global trade.

The student will analyze the characteristics of the regions of South Asia and Southeast Asia by

identifying and analyzing the location of major geographic regions and major cities on maps and globe;

describing major physical and environmental features and how geography may change over time;

analyzing cultural influences and landscapes; and

explaining important economic characteristics, including the distribution of economic activities and global trade.

Physical Science

Life Science

The student will demonstrate an understanding of scientific and engineering practices by

asking questions and defining problems

ask questions and develop hypotheses to determine relationships between independent and dependent variables

offer simple solutions to design problems

planning and carrying out investigations

independently and collaboratively plan and conduct observational and experimental investigations; identify variables, constants, and controls where appropriate and include the safe use of chemicals and equipment

evaluate the accuracy of various methods for collecting data

take metric measurements using appropriate tools and technologies including the use of microscopes

interpreting, analyzing, and evaluating data

identify, interpret, and evaluate patterns in data

construct, analyze, and interpret graphical displays of data

compare and contrast data collected by different groups and discuss similarities and differences in their findings

consider limitations of data analysis and/or seek to improve precision and accuracy of data

use data to evaluate and refine design solutions

constructing and critiquing conclusions and explanations

construct explanations that include qualitative or quantitative relationships between variables

construct scientific explanations based on valid and reliable evidence obtained from sources (including the students' own investigations)

differentiate between a scientific hypothesis and theory

developing and using models

construct and use models and simulations to illustrate, predict, and/or explain observable and unobservable phenomena, life processes, or mechanisms

evaluate limitations of models

obtaining, evaluating, and communicating information

read scientific texts, including those adapted for classroom use, to obtain scientific and/or technical information

gather, read, and synthesize information from multiple appropriate sources and assess the credibility, accuracy, and possible bias of each publication

construct, use, and/or present an argument supported by empirical evidence and scientific reasoning

The student will investigate and understand that organisms reproduce and transmit genetic information to new generations. Key ideas include

DNA has a role in making proteins that determine organism traits;

the role of meiosis is to transfer traits to the next generation; and

Punnett squares are mathematical models used to predict the probability of traits in offspring.

The student will investigate and understand that populations of organisms can change over time. Key ideas include

mutation, adaptation, natural selection, and extinction change populations;

the fossil record, genetic information, and anatomical comparisons provide evidence for evolution; and

environmental factors and genetic variation, influence survivability and diversity of organisms.

The student will investigate and understand that all living things are composed of one or more cells that support life processes, as described by the cell theory. Key ideas include

the development of the cell theory demonstrates the nature of science;

cell structure and organelles support life processes;

similarities and differences between plant and animal cells determine how they support life processes;

cell division is the mechanism for growth and reproduction; and

cellular transport (osmosis and diffusion) is important for life processes.

The student will investigate and understand that there are levels of structural organization in living things. Key ideas include

patterns of cellular organization support life processes;

unicellular and multicellular organisms have comparative structures; and

similar characteristics determine the classification of organisms.

The student will investigate and understand that there are chemical processes of energy transfer which are important for life. Key ideas include

photosynthesis is the foundation of virtually all food webs; and

photosynthesis and cellular respiration support life processes.

The student will investigate and understand that biotic and abiotic factors affect an ecosystem. Key ideas include

matter moves through ecosystems via the carbon, water, and nitrogen cycles;

energy flow is represented by food webs and energy pyramids; and

relationships exist among producers, consumers, and decomposers.

The student will investigate and understand that populations in a biological community interact and are interdependent. Key ideas include

relationships exist between predators and prey and these relationships are modeled in food webs;

the availability and use of resources may lead to competition and cooperation;

symbiotic relationships support the survival of different species; and

the niche of each organism supports survival.

The student will investigate and understand that adaptations support an organism's survival in an ecosystem. Key ideas include

biotic and abiotic factors define land, marine, and freshwater ecosystems; and

physical and behavioral characteristics enable organisms to survive within a specific ecosystem.

The student will investigate and understand that ecosystems, communities, populations, and organisms are dynamic and change over time. Key ideas include

organisms respond to daily, seasonal, and long-term changes;

changes in the environment may increase or decrease population size; and

large-scale changes such as eutrophication, climate changes, and catastrophic disturbances affect ecosystems.

The student will investigate and understand that relationships exist between ecosystem dynamics and human activity. Key ideas include

changes in habitat can disturb populations;

disruptions in ecosystems can change species competition; and

variations in biotic and abiotic factors can change ecosystems.

The student will demonstrate an understanding of scientific and engineering practices by

asking questions and defining problems

ask questions that require empirical evidence to answer

develop hypotheses indicating relationships between independent and dependent variables

offer simple solutions to design problems

planning and carrying out investigations

independently and collaboratively plan and conduct observational and experimental investigations; identify variables, constants, and controls where appropriate and include the safe use of chemicals and equipment

evaluate the accuracy of various methods for collecting data

take metric measurements using appropriate tools and technologies

apply scientific ideas or principles to design, construct, and/or test a design of an object, tool, process or system

interpreting, analyzing, and evaluating data

construct and interpret data tables showing independent and dependent variables, repeated trials, and means

construct, analyze, and interpret graphical displays of data and consider limitations of data analysis

apply mathematical concepts and processes to scientific questions

use data to evaluate and refine design solutions to best meet criteria

constructing and critiquing conclusions and explanations

construct scientific explanations based on valid and reliable evidence obtained from sources (including the students' own investigations)

construct arguments supported by empirical evidence and scientific reasoning

generate and compare multiple solutions to problems based on how well they meet the criteria and constraints

differentiate between a scientific hypothesis, theory, and law

developing and using models

construct, develop, and use models and simulations to illustrate and/or explain observable and unobservable phenomena

evaluate limitations of models

obtaining, evaluating, and communicating information

read scientific texts, including those adapted for classroom use, to determine the central idea and/or obtain scientific and/or technical information

gather, read, and synthesize information from multiple appropriate sources and assess the credibility, accuracy, and possible bias of each publication

construct, use, and/or present an oral and written argument supported by empirical evidence and scientific reasoning

The student will investigate and understand that matter is composed of atoms. Key ideas include

our understanding of atoms has developed over time;

the periodic table can be used to predict the chemical and physical properties of matter; and

the kinetic molecular theory is used to predict and explain matter interactions.

The student will investigate and understand that matter has properties and is conserved in chemical and physical processes. Key ideas include

pure substances can be identified based on their chemical and physical properties;

pure substances can undergo physical and chemical changes that may result in a change of properties;

compounds form through ionic and covalent bonding; and

balanced chemical equations model the conservation of matter.

The student will investigate and understand that the periodic table is a model used to organize elements based on their atomic structure. Key uses include

symbols, atomic numbers, atomic mass, chemical groups (families), and periods are identified on the periodic table; and

elements are classified as metals, metalloids, and nonmetals.

The student will investigate and understand that energy is conserved. Key ideas include

energy can be stored in different ways;

energy is transferred and transformed; and

energy can be transformed to meet societal needs.

The student will investigate and understand that waves are important in the movement of energy. Key ideas include

energy may be transferred in the form of longitudinal and transverse waves;

mechanical waves need a medium to transfer energy;

waves can interact; and

energy associated with waves has many applications.

The student will investigate and understand that electromagnetic radiation has characteristics. Key ideas include

electromagnetic radiation, including visible light, has wave characteristics and behavior; and

regions of the electromagnetic spectrum have specific characteristics and uses.

The student will investigate and understand that work, force, and motion are related. Key ideas include

motion can be described using position and time; and

motion is described by Newton's laws.

The student will investigate and understand that there are basic principles of electricity and magnetism. Key ideas include

an imbalance of charge generates static electricity;

materials have different conductive properties;

electric circuits transfer energy;

magnetic fields model the magnetic effects of certain materials;

electric current and magnetic fields are related; and

many technologies use electricity and magnetism.

Computing Systems

Algorithms and Programming

36-Week Module

Computing Systems

Impacts of Computing

Data and Analysis

Cybersecurity

Networks and the Internet

Algorithms and Programming

Impacts of Computing

Algorithms and Programming

6, 9, and 18-Week Module

The student will design and iteratively develop programs that combine control structures, including loops and conditionals.

The student will model the role of protocols in transmitting data across networks and the Internet.

The student will apply multiple methods of encryption to model the secure transmission of information.

The student will explain how physical and digital security measures protect electronic information.

The student will collect data using computational tools and transform the data to make it more useful and reliable.

The student will refine computational models based on the data they have generated.

The student will represent data using multiple encoding schemes.

The student will discuss issues of bias and accessibility in the design of existing technologies.

The student will compare tradeoffs associated with computing technologies that affect people's everyday activities and career options.

The student will collaborate with many contributors through strategies such as crowdsourcing or surveys when creating a computational artifact or visualization.

The student will describe tradeoffs between allowing information to be public and keeping information private and secure.

The student will investigate variables and data types, including simple operations on strings.

The student will systematically identify and correct problems with computing devices and their components.

The student will explore the relationship between hardware and software using the Internet of Things.

The student will

work in a team to distribute tasks;

maintain a timeline; and

use iterative design to solve problems, including peer review and feedback.

The student will decompose problems and subproblems into parts to facilitate the design, implementation, and review of programs.

The student will create procedures with parameters to organize code and make it easier to reuse.

The student will recommend improvements to the design of computing devices, based on an analysis of how users interact with the devices.

The student will design projects that combine hardware and software components to collect and exchange data.

The student will implement a program that accepts input values, stores them in appropriately named variables, and produces output.

The student will document programs in order to make them easier to trace, test, and debug.

The student will discuss issues of bias and accessibility in the design of existing technologies.

The student will describe and explain the history of computer science, including naming significant historical figures and describing their impact on the field.

The student will use flowcharts and/or pseudo code to address complex problems as algorithms.

The student will incorporate existing code, media, and libraries into original programs, and give attribution.

The student will systematically test and refine programs using a range of test cases.

The student will demonstrate an understanding of scientific and engineering practices by

asking questions and defining problems

ask questions that require empirical evidence to answer

develop hypotheses indicating relationships between independent and dependent variables

offer simple solutions to design problems

planning and carrying out investigations

independently and collaboratively plan and conduct observational and experimental investigations; identify variables, constants, and controls where appropriate and include the safe use of chemicals and equipment

evaluate the accuracy of various methods for collecting data

take metric measurements using appropriate tools and technologies

apply scientific ideas or principles to design, construct, and/or test a design of an object, tool, process or system

interpreting, analyzing, and evaluating data

construct and interpret data tables showing independent and dependent variables, repeated trials, and means

construct, analyze, and interpret graphical displays of data and consider limitations of data analysis

apply mathematical concepts and processes to scientific questions

use data to evaluate and refine design solutions to best meet criteria

constructing and critiquing conclusions and explanations

construct scientific explanations based on valid and reliable evidence obtained from sources (including the students’ own investigations)

construct arguments supported by empirical evidence and scientific reasoning

generate and compare multiple solutions to problems based on how well they meet the criteria and constraints

differentiate between a scientific hypothesis, theory, and law

developing and using models

construct, develop, and use models and simulations to illustrate and/or explain observable and unobservable phenomena

evaluate limitations of models

obtaining, evaluating, and communicating information

read scientific texts, including those adapted for classroom use, to determine the central idea and/or obtain scientific and/or technical information

gather, read, and synthesize information from multiple appropriate sources and assess the credibility, accuracy, and possible bias of each publication

construct, use, and/or present an oral and written argument supported by empirical evidence and scientific reasoning

The student will investigate and understand that matter is composed of atoms.

our understanding of atoms has developed over time;

the periodic table can be used to predict the chemical and physical properties of matter;

the kinetic molecular theory is used to predict and explain matter interactions.

The student will investigate and understand that matter has properties and is conserved in chemical and physical processes.

pure substances can be identified based on their chemical and physical properties;

pure substances can undergo physical and chemical changes that may result in a change of properties;

compounds form through ionic and covalent bonding;

balanced chemical equations model the conservation of matter.

The student will investigate and understand that the periodic table is a model used to organize elements based on their atomic structure.

symbols, atomic numbers, atomic mass, chemical groups (families), and periods are identified on the periodic table;

elements are classified as metals, metalloids, and nonmetals.

The student will investigate and understand that energy is conserved

energy can be stored in different ways;

energy is transferred and transformed;

energy can be transformed to meet societal needs.

The student will investigate and understand that waves are important in the movement of energy

energy may be transferred in the form of longitudinal and transverse waves;

mechanical waves need a medium to transfer energy;

waves can interact

energy associated with waves has many applications.

The student will investigate and understand that electromagnetic radiation has characteristics.

electromagnetic radiation, including visible light, has wave characteristics and behavior;

regions of the electromagnetic spectrum have specific characteristics and uses.

The student will investigate and understand that work, force, and motion are related

motion can be described using position and time;

motion is described by Newton’s laws.

The student will investigate and understand that there are basic principles of electricity and magnetism.

an imbalance of charge generates static electricity;

materials have different conductive properties;

electric circuits transfer energy;

magnetic fields cause the magnetic effects of certain materials;

electric current and magnetic fields are related;

many technologies use electricity and magnetism.