Lesson Standards / Benchmark Compilation
Michigan GLCE's
Science
Inquiry Process
Inquiry Analysis & Communication
Reflection & Social Implications
Earth Science/Solid Earth
Also…..From the 7th Grade GLCE’s (Science MEAP is given in 8th Grade)
Physical Science / Energy
- S.IP.M.1 Inquiry involves generating questions, conducting investigations, and developing solutions to problems through reasoning and observation.
- S.IP.06.12 Design and conduct scientific investigations
- S.IP.06.13 Use tools and equipment (spring scales, stop watches, meter sticks and tapes, models, hand lens, thermometer, models, sieves, microscopes) appropriate to scientific investigations.
- S.IP.06.15 Construct charts and graphs from data and observations.
Inquiry Analysis & Communication
- S.IA.M.1 Inquiry includes an analysis and presentation of findings that lead to future questions, research, and investigations.
- S.IA.06.12 Evaluate data, claims, and personal knowledge through collaborative science discourse.
- S.IA.06.13 Communicate and defend findings of observations and investigations using evidence.
- S.IA.06.14 Draw conclusions from sets of data from multiple trials of a scientific investigation.
Reflection & Social Implications
- S.RS.M.1 Reflecting on knowledge is the application of scientific knowledge to new and different situations. Reflecting on knowledge requires careful analysis of evidence that guides decision-making and the application of science throughout history and within society.
- S.RS.06.11 Evaluate the strengths and weaknesses of claims, arguments, and data.
- S.RS.06.13 Identify the need for evidence in making scientific decisions.
- S.RS.06.15 Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities.
Earth Science/Solid Earth
- E.SE.M.5 Plate Tectonics- The lithospheric plates of the Earth constantly move, resulting in major geological events, such as earthquakes, volcanic eruptions, and mountain building.
- E.SE.06.51 Explain plate tectonic movement and how the lithospheric plates move centimeters each year.
- E.SE.06.52 Demonstrate how major geological events(earthquakes, volcanic eruptions, mountain building) result from these plate motions.
- E.SE.06.53 Describe layers of the Earth as a lithosphere (crust and upper mantle), convecting mantle, and dense metallic core.
Also…..From the 7th Grade GLCE’s (Science MEAP is given in 8th Grade)
Physical Science / Energy
- P.EN.M.3 Waves and Energy-Waves have energy and transfer energy when they interact with matter. Examples of waves include sound waves, seismic waves, waves on water, and light waves.
- P.EN.07.31 Identify examples of waves, including sound waves, seismic waves, and waves on water.
- P.EN.07.32 Describe how waves are produced by vibrations in matter.
- P.EN.07.33 Demonstrate how waves transfer energy when they interact with matter (for example: tuning fork in water, waves hitting a beach, earthquake knocking over buildings).
NGSS - Next Generation Science Standards (May 2012 DRAFT)
MS.ESS-EIP Earth’s Interior Processes
ESS3.B: Natural Hazards
MS-ETS-ED Engineering Design
- a. Use models to explain how the flow of energy drives a cycling of matter between Earth’s surface and deep interior. [Assessment Boundary: The thermodynamic processes that drive convection are not required, only a description of those motions. Explanations should include mid-ocean ridges and ocean trenches.]
- d. Plan and carry out investigations that demonstrate the chemical and physical processes that form rocks and cycle Earth materials. [Assessment Boundary: Students should use various materials to replicate, simulate, and demonstrate the processes of crystallization, heating and cooling, weathering, deformation, and sedimentation involved. Investigations should focus on connecting, correlating, and identifying parts of the rock cycle.]
- f. Analyze and interpret data sets to describe the history of natural hazards in a region to identify the patterns of hazards that allow for forecasts of the locations and likelihood of future events. [Assessment Boundary: Hazards are limited to those resulting from Earth’s interior processes (e.g., volcanoes, earthquakes, tsunamis).]
ESS3.B: Natural Hazards
- Some natural hazards, such as volcanic eruptions, are preceded by phenomena that allow for reliable predictions.
- Others, such as earthquakes, occur suddenly and with no notice, and thus are not yet predictable. However, mapping the history of natural hazards in a region and developing an understanding of related geologic forces can help forecast the locations and likelihoods of future events. (f)
MS-ETS-ED Engineering Design
- a. Evaluate ideas for solving an environmental problem to determine which designs best meet the criteria and constraints of the problem and take into account scientific principles and short and long-term consequences. [Clarification Statement: Students compare sand blasting, chemical solvent, and high heat for removing graffiti; evaluate different plans for solving problems due to invasive species.] [Assessment Boundary: A numerical weighting system may be used to evaluate designs, but not an advanced mathematical model.
- b. Develop a better design by combining characteristics of different solutions to arrive at a design that takes into account relevant scientific principles and better meets the needs of society. [Clarification Statement: For example, students develop a design for a highly energy efficient automobile by combining ideas from different car ads.] [Assessment Boundary: Limit arguments to qualitative characteristics.]
- c. Compare different designs by building physical models and running them through the same kinds of tests, while systematically controlling variables and recording the results to determine which design performs best. [Clarification Statement: For example, students test different designs for a bridge by building and testing a model or compare different designs for a hydroponic farm by building and testing small scale models in the classroom.]
- d. Use a computer simulation to test the effectiveness of a design under different operating conditions, or test what would happen if parameters of the model were changed, noting how the simulation may be limited in accurately modeling the real world. [Clarification Statement: Examples include simulating how a solar hot water system would function in different seasons or parts of the world and simulating the effects of different preventive actions in slowing the spread of disease during an epidemic.] [Assessment Boundary: Students should be given simulation software to use and not expected to create their own.]
- e. Refine a design by conducting several rounds of tests, modifying the model after each test, to create the best possible design that meets the most important criteria. [Clarification Statement: For example, students refine the design of a model building to withstand an earthquake, strengthening failure points after each test, or refine the design of a water filtration system by adding physical and chemical components and retesting after each change.]
- f. Communicate information about a proposed solution to a problem, including relevant scientific principles, how the design was developed, how it meets the criteria and constraints of the problem, and how it reduces the potential for negative consequences for society and the natural environment. [Clarification Statement: Students develop a poster, slide presentation, or oral design concept presentation.
Technology Standards (from - http://techplan.edzone.net/METS/METS200968.pdf)
6-8.CC. Communication and Collaboration
6-8.RI. Research and Information Literacy
6-8.CT. Critical Thinking, Problem Solving, and Decision Making
6-8.DC. Digital Citizenship -
6-8.CI. Creativity and Innovation -
6-8.TC. Technology Operations and Concepts -
- 6-8.CC.1. use digital resources (e.g., discussion groups, blogs, podcasts, videoconferences, Moodle, Blackboard) to collaborate with peers, experts, and other audiences
- 6-8.CC.2. use collaborative digital tools to explore common curriculum content with learners from other cultures
- 6-8.CC.3. identify effective uses of technology to support communication with peers, family, or school personnel
6-8.RI. Research and Information Literacy
- 6-8.RI.1. use a variety of digital resources to locate information
- 6-8.RI.2. evaluate information from online information resources for accuracy and bias
- 6-8.RI.3. understand that using information from a single Internet source might result in the reporting of erroneous
- facts and that multiple sources should always be researched
- 6-8.RI.4. identify types of web sites based on their domain names (e.g., edu, com, org, gov, net)
- 6-8.RI.5. employ data-collection technologies (e.g., probes, handheld devices, GPS units, geographic mapping systems) to gather, view, and analyze the results for a content-related problem
6-8.CT. Critical Thinking, Problem Solving, and Decision Making
- 6-8.CT.1. use databases or spreadsheets to make predictions, develop strategies, and evaluate decisions to assist with solving a problem
- 6-8.CT.2. evaluate available digital resources and select the most appropriate application to accomplish a specific task (e, g., word processor, table, outline, spreadsheet, presentation program)
- 6-8.CT.3. gather data, examine patterns, and apply information for decision making using available digital resources
- 6-8.CT.4. describe strategies for solving routine hardware and software problems
6-8.DC. Digital Citizenship -
- 6-8.DC.1. provide accurate citations when referencing information sources
- 6-8.DC.2. discuss issues related to acceptable and responsible use of technology (e.g., privacy, security, copyright, plagiarism, viruses, file-sharing)
- 6-8.DC.3. discuss the consequences related to unethical use of information and communication technologies
- 6-8.DC.4. discuss possible societal impact of technology in the future and reflect on the importance of technology in the past
- 6-8.DC.5. create media-rich presentations on the appropriate and ethical use of digital tools and resources
- 6-8.DC.6. discuss the long term ramifications (digital footprint) of participating in questionable online activities (e.g., posting photos of risqué poses or underage drinking, making threats to others)
- 6-8.DC.7. describe the potential risks and dangers associated with online communications
6-8.CI. Creativity and Innovation -
- 6-8.CI.1. apply common software features (e.g., spellchecker, thesaurus, formulas, charts, graphics, sounds) to enhance communication with an audience and to support creativity
- 6-8.CI.2. create an original project (e.g., presentation, web page, newsletter, information brochure) using a variety of
- media (e.g., animations, graphs, charts, audio, graphics, video) to present content information to an audience
- 6-8.CI.3. illustrate a content-related concept using a model, simulation, or concept-mapping software
6-8.TC. Technology Operations and Concepts -
- 6-8.TC.1. identify file formats for a variety of applications (e.g., doc, xls, pdf, txt, jpg, mp3)
- 6-8.TC.2. use a variety of technology tools (e.g., dictionary, thesaurus, grammar-checker, calculator) to maximize the
- accuracy of technology-produced materials
- 6-8.TC.3. perform queries on existing databases
- 6-8.TC.4. know how to create and use various functions available in a database (e.g., filtering, sorting, charts)
- 6-8.TC.5. identify a variety of information storage devices (e.g., CDs, DVDs, flash drives, SD cards) and provide rationales for using a certain device for a specific purpose
- 6-8.TC.6. use accurate technology terminology
- 6-8.TC.7. use technology to identify and explore various occupations or careers, especially those related to science,
- technology, engineering, and mathematics
- 6-8.TC.8. discuss possible uses of technology to support personal pursuits and lifelong learning
- 6-8.TC.9. understand and discuss how assistive technologies can benefit all individuals
- 6-8.TC.10. discuss security issues related to e-commerce
Engineering Standards
CORE AND COMPONENT IDEAS IN ENGINEERING, TECHNOLOGY, AND APPLICATIONS OF SCIENCE
Core Idea ETS1: Engineering Design
ETS1.A: Defining and Delimiting an Engineering Problem ETS1.B: Developing Possible Solutions ETS1.C: Optimizing the Design Solution
Core Idea ETS2: Links Among Engineering, Technology, Science, and Society
ETS2.A: Interdependence of Science, Engineering, and Technology ETS2.B: Influence of Engineering, Technology, and Science on Society and the Natural World
Core Idea ETS1: Engineering Design
ETS1.A: Defining and Delimiting an Engineering Problem ETS1.B: Developing Possible Solutions ETS1.C: Optimizing the Design Solution
Core Idea ETS2: Links Among Engineering, Technology, Science, and Society
ETS2.A: Interdependence of Science, Engineering, and Technology ETS2.B: Influence of Engineering, Technology, and Science on Society and the Natural World
Common Core Math Standards
6.EERepresent and analyze quantitative relationships between dependent and independent variables.
9. Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation d = 65t to represent the relationship between distance and time.
M.UN.06.01 Convert between basic units of measurement within a single measurement system, e.g., square inches to square feet
9. Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation d = 65t to represent the relationship between distance and time.
M.UN.06.01 Convert between basic units of measurement within a single measurement system, e.g., square inches to square feet