Sixth Grade

Seventh and
Eighth Grades

Teacher

PowerSchool













Last updated 11/06/06
Middle School - Science
GRADE SIX
Grade Level Expectations for Science/Health

These are the core grade level expectations based on the McRel standards and benchmarks that should be taught during sixth grade and represent what a student will learn. They are written from the student point of view. Local sites may add additional grade level expectations to correspond with their curriculum. These grade level expectations are aligned with McRel standards. The number listed is in reference to McRel 3rd edition. The grade level expectations that are aligned with and developed by ITBS/ITED are noted in italics. Not all standards are addressed at every grade level which is appropriate considering a student’s development.

Knowing that there are programs that are K-5, K-6, K-8, 6-8, 7-12, the approach for the science component of the grade level expectations is as follows: grade 6 includes the five strands of science/health; grade 7 is focused on life science/health; grade 8 is focused on earth and space/health. Knowing this, there will need to be adjustments at the local level via the curriculum review cycle. This planning was based on the assumption that specific courses are taught at the high school in the areas of  physical science, biology, chemistry, physics and other advanced courses.

1. Earth and Space - Students can understand concepts and relationships in Earth/space sciences.

(1.1) Can understand ideas about Earth’s composition and structure
(1.1.1) Knows that because of the tilt of the earth’s axis, there are variances in heat on parts of the earth during its one year revolution around the sun. This produces seasons and weather patterns.
(1.1.2) Knows that the composition and texture of the soil and its fertility and resistance to erosion are greatly influenced by plant roots and debris, bacteria, fungi, worms, rodents, and other animals as they break up the soil and add organic material to it
(1.1.3) Knows that fossils provide important evidence of how environmental conditions have changed on the earth over time, e.g., changes in atmospheric composition, movement of crustal plates, impact of an asteroid or comet
(1.2) Can understand changes in and around Earth
(1.2.1) Knows ways in which clouds affect weather and climate, e.g., precipitation, reflection of light from the sun, retention of heat energy emitted from the earth’s surface
(1.3) Can understand concepts relating to the universe
(1.3.1) Knows that the moon’s orbit around the earth once in 28 days changes how much the moon is lighted by the sun and how much of that part can be seen from the earth, resulting in the phases of the moon

2. Life Science - Students can understand concepts and relationships in life science.

(2.1) Can understand structures of living things
(2.2) Can understand life cycles
(2.2.1) Knows that reproduction is a characteristic of all living things and is essential to the continuation of a species
(2.2.2) Knows that hereditary information is contained in genes; explains how characteristics are inherited from parents
(2.3) Can understand environmental interaction and adaptation
(2.3.1) Explains how species can change through natural selection

3. Physical Science - Students can understand concepts and relationships in physical science.

(3.1) Can understand and apply concepts related to mechanics, forces, and motion
(3.1.1) Describes Newton’s laws of motion
(3.1.2) Explains relationship between force and motion
(3.2) Can understand and apply the concept of energy
(3.2.1) Knows that just as electric currents can produce magnetic forces, magnets can cause electric currents
(3.3) Can understand and identify properties and changes of matter

4. Nature of Science and Technology - Students can understand and apply skills used in scientific inquiry.

(4.1) Can analyze and interpret scientific information.
(4.1.1) Draws conclusions, identifies patterns, generalities and trends, and makes inferences
(4.1.2) Uses appropriate tools including computer hardware and software and techniques to gather, analyze and interpret scientific data.
(4.2) Can understand and apply the processes and skills of scientific inquiry
(4.2.1) Uses and understands the components of the scientific method (asks questions, observes, records, and interprets results)

5. Health

(5.1) Identifies and shares feelings
(5.2) Identifies practices that promote good health
(5.2.1) Identifies ways to keep themselves healthy
(5.2.2) Sets personal health goals
(5.3) Discusses safety topics
GRADES SEVEN AND EIGHT
Grade Level Expectations for Science/Health

These are the core grade level expectations based on the McRel standards and benchmarks that should be taught during seventh and eighth grades and represent what a student will learn. They are written from the student point of view. Local sites may add additional grade level expectations to correspond with their curriculum. These grade level expectations are aligned with McRel standards. The number listed is in reference to McRel 3rd edition. The grade level expectations that are aligned with and developed by ITBS/ITED are noted in italics. Not all standards are addressed at every grade level which is appropriate considering a student’s development.

Knowing that there are programs that are K-5, K-6, K-8, 6-8, 7-12, the approach for the science component of the grade level expectations is as follows: grade 6 includes the five strands of science/health; grade 7 is focused on life science/health; grade 8 is focused on earth and space/health. Knowing this, there will need to be adjustments at the local level via the curriculum review cycle. This planning was based on the assumption that specific courses are taught at the high school in the areas of  physical science, biology, chemistry, physics and other advanced courses.

1. Earth and Space - Students can understand concepts and relationships in Earth/space sciences.

(1.1) Understands atmospheric processes and the water cycle - Can understand changes in and around Earth.
(1.1.1) Knows that the Sun is the principle energy source for phenomena on the Earth’s surface, e.g., winds, ocean currents, the water cycle, and plant growth
(1.1.2) Knows the processes involved in the water cycle, e.g. evaporation, condensation, precipitation, surface run-off, percolation, and their effects on climatic patterns
(1.1.3) Knows the composition and structure of the Earth’s atmosphere, e.g., temperature and pressure in different layers of the atmosphere, circulation of air masses
(1.2) Understands Earth’s composition and structure - Can understand ideas about Earth’s composition and structure.
(1.2.1) Knows that the Earth’s crust is divided into plates that move at extremely slow rates in response to movements in the mantle
(1.2.2) Knows that sedimentary, igneous, and metamorphic rocks contain evidence of the minerals, temperatures, and forces that created them
(1.2.3) Knows how successive layers of sedimentary rock and the fossils contained within them can be used to confirm the age, history, and changing life forms of the earth, and how this evidence is affected by the folding, breaking, and uplifting of layers
(1.3) Understands the composition and structure of the universe and the Earth’s place in it - Can understand concepts relating to the universe.
(1.3.1) Knows that gravitational force keeps planets in orbit around the sun and moons in orbit around the planets
(1.3.2) Knows that the planet Earth and our solar system appear to be somewhat unique (e.g., the Earth is the only celestial body known to support life, although similar systems might yet be discovered in the universe)
(1.3.3) Knows how the regular and predictable motions of the earth and moon explain phenomena on earth, e.g., the day, the year, phases of the moon, eclipses, tides, shadows

2. Life Science - Students can understand concepts and relationships in life science.

(2.4) Understands the principles of heredity and related concepts - Can understand life cycles
(2.4.1) Knows that for sexually reproducing organisms, a species comprises all organisms that can mate with one another to produce fertile offspring
(2.4.2) Knows that characteristics of an organism can be described in terms of a combination of traits; some traits are inherited and others result from interactions with the environment
(2.5) Understands the structure and function of cells and organisms - Can understand the structure of living things
(2.5.1) Knows that cells convert energy obtained from food to carry on the many functions needed to sustain life
(2.5.2) Knows that hereditary information is contained in genes; explains how characteristics are inherited from parents
(2.5.3) Knows how an organism’s ability to regulate its internal environment enables the organism to obtain and use resources, grow, reproduce, and maintain stable internal conditions while living in a constantly changing external environment
(2.6) Understands relationships among organisms and their physical environment - Can understand environmental interaction and adaptation
(2.6.1) Knows that all individuals of a species that exist together at a given place and time make up a population, and all populations living together and the physical factors with which they interact compose an ecosystem
(2.6.2) Knows ways in which organisms interact and depend on one another through food chains and food webs in an ecosystem, e.g., producer/consumer, predator/prey, parasite/host
(2.7) Understands biological evolution and the diversity of life
(2.7.1) Knows evidence that supports the idea that there is unity among organisms despite the fact that some species look very different, e.g., similarity of internal structures in different organisms, evidence of common ancestry
(2.7.2) Knows ways in which living things can be classified
(2.7.3) Understands the functions, organs, and relationship to health of the digestive, reproductive, circulatory, respiration, excretory, nervous, endocrine, and skeletal system.

4. Nature of Science and Technology

(4.12) Understands the nature of scientific inquiry - Students can understand and apply skills used in scientific inquiry.
(4.12.1) Uses appropriate tools (including computer hardware and software) and techniques to gather, analyze, and interpret scientific data
(4.12.2) Knows that scientific inquiry includes evaluating results of scientific investigations, experiments, observations, theoretical and mathematical models and explanations proposed by other scientists
(4.12.3) Knows possible outcomes of scientific investigations (e.g., some may result in new ideas and phenomena for study, some may generate new methods or procedures for investigation; some may result in the development of new technologies to improve the collection of data; some may lead to new investigations)
(4.12.4) Can analyze and interpret scientific information

5. Health

(5.1) Knows the availability and effective use of health services, products, and information
(5.1.1) Knows how to locate and use community health information, products, and services that provide valid health information
(5.2) Knows environmental and external factors that affect individual and community health
(5.2.1) Understands how peer relationships affect health, e.g., name calling, prejudice, discrimination
(5.3) Understands the relationship of family health to individual health
(5.3.1) Understands the development of adolescent independence
(5.4)  Knows how to maintain mental and emotional health
(5.4.1) Knows strategies to manage stress and feelings caused by disappointment, separation, or loss
(5.5) Knows essential concepts and practices concerning injury prevention and safety
(5.5.1) Knows potential signs of self- and other- directed violence
(5.6) Understands essential concepts about nutrition and diet
(5.6.1) Understands how eating properly can help to reduce health risks
(5.7) Knows how to maintain and promote personal health
(5.7.1) Knows strategies and skills that are used to attain personal health goals
(5.8) Knows essential concepts about the prevention and control of disease
(5.8.1) Knows communicable, chronic, and degenerative disease processes and the differences between them
(5.9) Understands aspects of substance use and abuse
(5.9.1) Knows factors involved in the development of a drug dependency and the early observable signs and symptoms
(5.9.2) Knows conditions that may put people at higher risk for substance abuse problems
(5.10) Understands the fundamental concepts of growth and development
(5.10.1) Knows the similarities and differences between male and female sexuality
Teacher




Mrs. Patty Wright