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5th - Big Idea: Earth Systems and Patterns - Humans continue to explore the interactions among water, air, and land. Air and water are in constant motion that results in changing conditions that can be observed over time.
6th - Big Idea: Earth Systems and Patterns - The scientific theory of the evolution of Earth states that changes in our planet are driven by the flow of energy and the cycling of matter through dynamic interactions among the atmosphere, hydrosphere, cryosphere, geosphere, and biosphere, and the resources used to sustain human civilization on Earth.
7th - Big Idea: Diversity and Evolution of Living Organisms -
A. The scientific theory of evolution is the organizing principle of life science.
B. The scientific theory of evolution is supported by multiple forms of evidence.
C. Natural Selection is a primary mechanism leading to change over time in organisms.
Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species.
8th - Big Idea: Properties of Matter - A. All objects and substances in the world are made of matter. Matter has two fundamental properties: matter takes up space and matter has mass which gives it inertia.
B. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or "stuff") in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth.
The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of "weight" is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately.
- Item Type(s): This benchmark will be assessed using: Multiple Choice item(s)
Also Assesses
SC.5.E.7.4 Distinguish among the various forms of precipitation (rain, snow, sleet, and hail), making connections to the weather in a particular place and time.
SC.5.E.7.5 Recognize that some of the weather-related differences, such as temperature and humidity, are found among different environments, such as swamps, deserts, and mountains.
SC.5.E.7.6 Describe characteristics (temperature and precipitation) of different climate zones as they relate to latitude, elevation, and proximity to bodies of water. - Clarification :
Students will identify and/or describe how air temperature, barometric pressure, humidity, wind speed and direction, and precipitation describe weather in a particular place and time.
Students will identify or distinguish the forms of precipitation (rain, snow, sleet, and hail) and their related weather conditions.
Students will distinguish weather conditions among different environments.
Students will describe the temperature and precipitation of different climate zones as they relate to latitude, elevation, and/or proximity to bodies of water.
6th - Big Idea: Earth Systems and Patterns - The scientific theory of the evolution of Earth states that changes in our planet are driven by the flow of energy and the cycling of matter through dynamic interactions among the atmosphere, hydrosphere, cryosphere, geosphere, and biosphere, and the resources used to sustain human civilization on Earth.
- Reporting Category: Earth and Space Science
- Item Type(s): This benchmark will be assessed using: Multiple Choics item(s)
Also Assesses
SC.6.E.7.2 Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate.
SC.6.E.7.3 Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation.
SC.6.E.7.6 Differentiate between weather and climate.
SC.6.E.7.9 Describe how the composition and structure of the atmosphere protects life and insulates the planet. - Clarification :
Students will differentiate and/or explain interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere.
Students will describe and/or explain how the cycling of water and global patterns influence local weather and climate.
Students will differentiate between weather and climate.
Students will describe the composition and structure of the atmosphere and/or how the atmosphere protects life and insulates the planet.
7th - Big Idea: Diversity and Evolution of Living Organisms -
A. The scientific theory of evolution is the organizing principle of life science.
B. The scientific theory of evolution is supported by multiple forms of evidence.
C. Natural Selection is a primary mechanism leading to change over time in organisms.
Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species.
- Item Type(s): This benchmark will be assessed using: Multiple Choice item(s)
Also Assesses
SC.7.L.15.1 Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species.
SC.7.L.15.3 Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. - Clarification :
Students will identify and/or explain ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms.
Students will identify and/or explain ways in which fossil evidence is consistent with the scientific theory of evolution.
Students will identify and/or explain how a species’ inability to adapt may contribute to the extinction of that species.
8th - Big Idea: Properties of Matter - A. All objects and substances in the world are made of matter. Matter has two fundamental properties: matter takes up space and matter has mass which gives it inertia.
B. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or "stuff") in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth.
The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of "weight" is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately.
- Item Type(s): This benchmark will be assessed using: Multiple Choice item(s)
Also Assesses
SC.8.P.8.3 Explore and describe the densities of various materials through measurement of their masses and volumes. - Clarification :
- Students will classify and/or compare substances on the basis of their physical properties and/or explain that these properties are independent of the amount of the sample.
Students will describe density and/or calculate and compare the densities of various materials using the materials’ masses and volumes. - Content Limits :
Items may require use of the density formula to calculate density, mass, or volume when comparing substances.
Items that assess conductivity, solubility, or magnetic properties will be at a conceptual level only. Items will not require calculations for these topics.
Items addressing solubility may include the terms solvent, solute, and saturation. Items may assess the concept of saturation.
Items will not require memorization of the specific melting points and/or boiling points of substances. - Stimulus Attributes :
Temperature will only be shown in degrees Celsius (°C).
Scenarios requiring calculation of density must include the density equation.