Spreadsheet: a0275495-107e-44f4-a6d7-5020f5390e88
Sheet: Sheet1

EALR 1: Systems | Unnamed: 1
Big Idea: Systems (SYS)
Core Content: Inputs, Outputs, Boundaries and Flows
In prior grades students learned about the functioning of simple systems, including inputs and outputs. In grades 6-8 students learn how to use systems thinking to simplify and analyze complex situations. Systems concepts that students learn to apply at this level include choosing system boundaries, determining if a system is open or closed, measuring the flow of matter and energy through a system, and applying systems thinking to a complex societal issue that involves science and technology. These insights and abilities can help students see the connections between and among the domains of science and among science, technology, and society.
Content Standards:  Students know that: | Performance Expectations:  Students are expected to:
6-8 SYSA Any system may be thought of as containing subsystems and as being a subsystem of a larger system. | Given a system, identify subsystems and a larger encompassing system (e.g., the heart is a system made up of tissues and cells, and is part of the larger circulatory system).
6-8 SYSB The boundaries of a system can be drawn differently depending on the features of the system being investigated, the size of the system, and the purpose of the investigation. might be a forest, a meadow in the forest, or a single tree). | Explain how the boundaries of a system can be drawn to fit the purpose of the study (e.g., to study how insect populations change, a system
6-8 SYSC The output of one system can become thei nput of another system. | Give an example of how output of matter or energy from a system can become input for another system (e.g., household waste goes to a landfill).*a
6-8 SYSD In an open system, matter flows into and out of the system. In a closed system, energy may flow into or out of the system, but matter stays within the system. | Given a description of a system, analyze and defend whether it is open or closed.
6-8 SYSE If the input of matter or energy is the same as the output, then the amount of matter or energy in the system won’t change; but if the input is more or less than the output, then the amount of matter or energy in the system will change. | Measure the flow of matter into and out of an open system and predict how the system is likely to change (e.g., a bottle of water with a hole in the bottom, an ecosystem, an electric circuit).*b
6-8 SYSF The natural and designed world is complex; it is too large and complicated to investigate and comprehend all at once. Scientists and students learn to define small portions for the convenience of investigation. The units of investigation can be referred to as “systems.” | Given a complex societal issue with strong science and technology components (e.g., overfishing, global warming), describe the issue from a systems point of view, highlighting how changes in one part of the system are likely to influence other parts of the system.
EALR 2: Inquiry
Big Idea: Inquiry (INQ)
Core Content: Questioning and Investigating
In prior grades students learned to plan investigations to match a given research question. In grades 6-8 students learn to revise questions so they can be answered scientifically and then to design an appropriate investigation to answer the question and carry out the study. Students learn to think critically and logically to make connections between prior science knowledge and evidence produced from their investigations. Students can work well in collaborative teams and communicate the procedures and results of their investigations, and are expected to critique their own findings as well as the findings of others.
Content Standards:  Students know that: | Performance Expectations:  Students are expected to:
6-8 INQA  Question.  Scientific inquiry involves asking and answering questions about the world. | Generate a question that can be answered through and comparing the answer with what scientists already know scientific investigation. This may involve refining or refocusing a broad and ill defined question.
6-8 INQB  Investigate.  Different kinds of questions suggest different kinds of Scientific investigations. | Plan and conduct a scientific investigation  (e.g., field study, systematic observation, controlled experiment, model, or simulation) that is appropriate for the question being asked.
 | Propose a hypothesis, give a reason for the hypothesis, and explain how the planned investigation will test the hypothesis.
 | Work collaboratively with other students to carry out the investigations.
6-8 INQC  Investigate.  Collecting, analyzing, and displaying data are essential aspects of all investigations. | Communicate results using pictures, tables, charts, diagrams, graphic displays, and text that are clear, accurate, and informative. *a
 | Recognize and interpret patterns – as well as variations from previously learned or observed patterns – in data, diagrams, symbols, and words.*a
 | Use statistical procedures (e.g., median, mean, or mode) to analyze data and make inferences about relationships.*b
6-8 INQD  Investigate.  For an experiment to be valid, all (controlled) variables must be kept the same whenever possible, except for the manipulated (independent) variable being tested and the  responding (dependent) variable being measured and recorded. If a variable cannot be controlled, it must be reported and accounted for. | Plan and conduct a controlled experiment to test a hypothesis about a relationship between two variables. *c Determine which variables should be kept the same (controlled), which (independent) variable should be systematically manipulated, and which responding (dependent) variable is to be measured and recorded. Report any variables not controlled and explain how they might affect results.
6-8 INQE  Model.  Models are used to represent objects, events, systems, and processes. Models can be used to test hypotheses and better understand phenomena, but they have limitations. | Create a model or simulation to represent the behavior of objects, events, systems, or processes. Use the model to explore the relationship between two variables and point out how the model or simulation is similar to or different from the actual phenomenon.
6-8 INQF  Explain.  It is important to distinguish between the results of a particular investigation and general conclusions drawn from these results. | Generate a scientific conclusion from an investigation using inferential logic, and clearly distinguish between results (e.g., evidence) and conclusions (e.g., explanation).
 | Describe the differences between an objective summary of the findings and an inference made from the [NAME]
6-8 INQG  Communicate Clearly.  Scientific reports should enable another investigator to repeat the study to check the results. | Prepare a written report of an investigation by clearly describing the question being investigated, what was done and an objective summary of results. The report should provide evidence to accept or reject the hypothesis, explain  the relationship between two or more variables, and identify limitations of the investigation.*c
6-8 INQH  Intellectual Honestly.  Science advances through openness to new ideas, honesty, and legitimate skepticism. Asking thoughtful questions, querying other scientists' explanations, and evaluating one’s own thinking in response to the ideas of others are abilities of scientific inquiry. | Recognize flaws in scientific claims, such as uncontrolled variables, overgeneralizations from limited data, and experimenter bias.*c
 | Listen actively and respectfully to research reports by other students. Critique their presentations respectfully, using logical argument and evidence. *c
 | Engage in reflection and self-evaluation.
6-8 INQI  Consider Ethics.  Scientists and engineers have ethical codes governing animal experiments, research in natural ecosystems, and studies that involve human subjects. | Demonstrate ethical concerns and precautions in response to scenarios of scientific investigations involving animal experiments, research in natural ecosystems, and studies that involve human subjects.
EALR 3: Application
Big Idea: Application (APP)
Core Content: Science, Technology, and [NAME]
In prior grades students learned to work individually and collaboratively to produce a product of their own design. In grades 6-8 students work with other members of a team to apply the full process of technological design, combined with relevant science concepts, to solve problems. In doing so they learn to define a problem, conduct research on how others have solved similar problems, generate possible solutions, test the design, and communicate the results. Students also investigate professions in which science and technology are required so they can learn how the abilities they are developing in school are valued in the world of work.
Content Standards:  Students know that: | Performance Expectations:  Students are expected to:
6-8 APPA  People have always used technology to solve problems. Advances in human civilization are linked to advances in technology. | 1. Describe how a technology has changed over time in response to societal challenges.
6-8 APPB   Scientists and technological designers (including engineers) have different goals. Scientists answer questions about the natural world; technological designers solve problems that help people reach their goals. | Investigate several professions in which an understanding of science and technology is required. Explain why that understanding is necessary for success in each profession.
6-8 APPC  Science and technology are interdependent. Science drives technology by demanding better instruments and suggesting ideas for new designs. Technology drives science by providing instruments and research methods. | Give examples to illustrate how scientists have helped solve technological problems (e.g., how the science of biology has helped sustain fisheries) and how engineers have aided science (e.g., designing telescopes to discover distant planets).
6-8 APPD  The process of technological design begins by defining a problem and identifying criteria for a successful solution, followed by research to better understand the problem and brainstorming to arrive at potential solutions. | Define a problem that can be solved by technological design and identify criteria for success.
 | Research how others solved similar problems.
 | Brainstorm different solutions.
6-8 APPE Scientists and engineers often work together to generate creative solutions to problems and decide which ones are most promising. | Collaborate with other students to generate creative solutions to a problem, and apply methods for making trade-offs to choose the best solution.*a
6-8 APPF Solutions must be tested to determine whether or not they will solve the problem. Results are used to modify the design, and the best solution must be communicated persuasively. | Test the best solution by building a model or other representation and using it with the intended audience. Redesign if necessary.
 | Present the recommended design using models or drawings and an engaging presentation.*b
6-8 APPG The benefits of science and technology are not available to all the people in the world. | Contrast the benefits of science and technology enjoyed by people in industrialized and developing nations.
6-8 APPH People in all cultures have made and continue to make contributions to society through science and technology. | Describe scientific or technological contributions to society by people in various cultures.
EALR 4: Physical Science
Big Idea: Force and Motion (PS1)
Core Content: Balanced and Unbalanced Forces
In prior grades students learned to use basic tools to measure force, time, and distance. In grades 6-8 students learn to measure, record, and calculate the average speed of objects and to tabulate and graph the results. They also develop a qualitative understanding of inertia. Students learn to predict the motion of objects subject to opposing forces along the line of travel. If the forces are balanced, the object will continue moving with the same speed and direction, but if the forces are not balanced, the object’s motion will change. These concepts and principles prepare students for a more formal understanding of mechanics in high school and help them make sense of the world around them.
Content Standards:  Students know that: | Performance Expectations:  Students are expected to:
Covered in 7th Grade
EALR 4: Physical Science
Big Idea: Matter: Properties and Change (PS2)
Core Content: Atoms and Molecules
In prior grades students learned the scientific meaning of the word matter, and about changes of state. In grades 6-8 students learn the basic concepts behind the atomic nature of matter. This includes the idea that elements are composed of a single kind of atom. Atoms chemically combine with each other or with atoms of other elements to form compounds. When substances are combined in physical mixtures, their chemical properties do not change; but when they combine chemically, the new product has different physical and chemical properties from any of the reacting substances. When substances interact in a closed system, the amount of mass does not change. Atomic theory also explains the ways that solids, liquids, and gases behave. These concepts about the nature of matter are fundamental to all sciences and technologies.
Content Standards:  Students know that: | Performance Expectations:  Students are expected to:
6-8 PS2B Mixtures are combinations of substances whose chemical properties are preserved. Compounds are substances  that are chemically formed and have different physical and chemical properties from the reacting substances. | Separate a mixture using differences in properties (e.g., solubility, size, magnetic attraction) of the substances used to make the mixture
 | Demonstrate that the properties of a compound are different from the properties of the reactants from which it was formed.
6-8 PS2C All matter is made of atoms. Matter made of only one type of atom is called an element. | Explain that all matter is made of atoms, and give examples of common elements— substances composed of just one kind of atom.
6-8 PS2D Compounds are composed of two or more kinds of atoms, which are bound together in well-defined molecules or arrays. | Demonstrate with a labeled diagram and explain the relationship among atoms, molecules, elements, and compounds.
6-8 PS2E Solids, liquids, and gases differ in the motion of individual particles. In solids, particles are packed in a nearly rigid structure; in liquids, particles move around one another; and in gases, particles move almost independently. | Describe how solids, liquids, and gases behave when put into a container (e.g., a gas fills the entire volume of the container). Relate these properties to the relative movement of the particles in the three states of matter.
6-8 PS2F When substances within a closed system interact,  the total mass of the system remains the same. This concept, called conservation of mass, applies to all physical and chemical changes. | Apply the concept of conservation of mass to correctly predict changes in mass before and after chemical reactions, including reactions that occur in closed containers, and reactions that occur in open container where a gas is given off.*a
EALR 4: Physical Science
Big Idea: Energy: Transfer, Transformation, and Conservation (PS3)
Core Content: Interactions of Energy and Matter
In prior grades students learned how heat, light, sound, and electrical energy are generated and can be transferred from place to place. In grades 6-8 students learn how energy and matter interact in various settings. Heat (thermal energy) always moves from a warmer to a cooler place through solids (by conduction) and through liquids and gases (mostly by convection or mechanical mixing). Light energy interacts with matter and with our eyes and allows us to see things. Electrical energy provides a convenient way to transfer energy to where and when the energy is needed. Sound is yet another form of energy produced by a vibrating object. These fundamental concepts of how matter and energy interact have broad application in all of the other sciences.
Content Standards:  Students know that: | Performance Expectations:  Students are expected to:
6-8 PS3A Energy exists in many forms: heat, light, chemical, electrical, motion of objects, and sound. Energy can be transformed from one form to another and transferred from one place to another. | List different forms of energy (e.g., thermal, light, chemical, electrical, kinetic, and sound energy).
 | Describe ways in which energy is transformed from one form to another and transferred from one place to another (e.g., chemical to electrical energy in a battery, electrical to light energy in a bulb).
6-8 PS3C Heat (thermal energy) consists of random motion and the vibrations of atoms and molecules. The higher the temperature, the greater the atomic or molecular motion. Thermal insulators are materials that resist the flow of heat. | Explain how various types of insulation slow transfer of heat energy based on the atomic-molecular model of heat (thermal energy).
6-8 PS3D Visible light from the Sun is made up of a mixture of all colors of light. To see an object, light emitted or reflected by that object must enter the eye. | Describe how to demonstrate that visible light from the Sun is made up of different colors.
 | Draw and label a diagram showing that for an object to be seen, light must come directly from the object or from an external source reflected from the object, and enter the eye.
6-8 PS3F Energy can be transferred from one place to another through waves. Waves include vibrations in materials.  Sound and earthquake waves are examples. These and other waves move at different speeds in different materials. | Contrast a light wave with a sound wave by identifying that both have characteristic wavelengths, but light waves can travel through a vacuum while sound waves cannot.
 | Explain that sound is caused by a vibrating object.
EALR 4: Earth and Space Science
Big Idea: Earth in Space (ES1)
Core Content: The Solar System
In prior years, students learned the implications of the spherical-Earth concept and Earth’s relationship to the Sun. In grades 6-8 students study the [NAME]’s changing phases and learn to distinguish between phases and eclipses. They also learn about other objects in the Solar System and how they are held together by a force called “gravity.”  Students also learn about the Sun’s position in the Milky Way, which is just one of many galaxies in the universe. This broad overview of Earth in space will provide a useful framework for students to understand new discoveries in astronomy and new milestones in the exploration of space.
Content Standards:  Students know that: | Performance Expectations:  Students are expected to:
6-8 ES1A The [NAME]’s monthly cycle of phases can be explained by its changing relative position as it orbits Earth.  An eclipse of the [NAME] occurs when the [NAME] enters Earth’s shadow. An eclipse of the Sun occurs when the [NAME] is between the Earth and Sun, and the [NAME]’s shadow falls on the Earth. | Use a physical model or diagram to explain how the [NAME]’s changing position in its orbit results in the changing phases of the [NAME] as observed from Earth.
 | Explain how the cause of an eclipse of the [NAME] is different from the cause of the [NAME]’s phases.
6-8 ES1B Earth is the third planet from the sun in a system  that includes the [NAME], the Sun, seven other major planets  and their moons, and smaller objects such as asteroids, plutoids, and comets. These bodies differ in many characteristics (e.g., size, composition, relative position). | Compare the relative sizes and distances of the Sun, Moon, Earth, other major planets, moons, asteroids, plutoid, and comets. *a
6-8 ES1C Most objects in the Solar System are in regular and predictable motion. These motions explain such phenomena as the day, the year, phases of the moon, and eclipses. | Use a simple physical model or labeled drawing of the Earth-Sun-Moon system to explain day and night, phases of the [NAME], and eclipses of the [NAME] and Sun.
6-8 ES1D Gravity is the force that keeps planets in orbit around the Sun and governs the rest of the motion in the Solar System. Gravity alone holds us to the Earth’s surface. | Predict what would happen to an orbiting object if gravity were increased, decreased, or taken away.
6-8 ES1E Our Sun is one of hundreds of billions of stars in the Milky Way galaxy. Many of these stars have planets orbiting around them. The Milky Way galaxy is one of hundreds of billions of galaxies in the universe. | Construct a physical model or diagram showing Earth’s position in the Solar System, the Solar System’s position in the Milky Way, and the Milky Way among other galaxies.
EALR 4: Earth and Space Science
Big Idea: Earth Systems, [NAME], and Processes (ES2)
Core Content: Cycles in Earth Systems
In prior grades students learned how Earth materials change and how they can be used for various purposes. In grades 6-8 students learn about planet Earth as an interacting system of solids, liquids, and gases. Solar energy powers the water cycle and drives the weather system and ocean currents. Energy from within the planet drives the rock cycle and moves huge plates on the Earth’s surface, causing earthquakes and volcanoes. The landforms we see today result from processes that build up and break down Earth structures. These fundamental ideas will enable students to understand the history of their planet, Earth processes occurring today, and future geologic events.
Content Standards:  Students know that: | Performance Expectations:  Students are expected to:
6-8 ES2A The atmosphere is a mixture of nitrogen, oxygen, and trace gases that include water vapor. The atmosphere has different properties at different elevations. | Describe the composition and properties of the troposphere and stratosphere.
6-8 ES2B The Sun is the major source of energy for phenomena on Earth’s surface, such as winds, ocean currents, and the water cycle. | Connect the uneven heating of Earth’s surface by the Sun to global wind and ocean currents.
 | Describe the role of the Sun in the water cycle.
6-8 ES2C In the water cycle, water evaporates from Earth’s surface, rises and cools, forms clouds, then condenses and falls as rain or snow and collects in bodies of water. | Describe the water cycle and give local examples of where parts of the water cycle can be seen.
6-8 ES2D Water is a solvent. As it passes through the water cycle, it dissolves minerals and gases and carries them to the oceans. | Distinguish between bodies of saltwater and fresh water  and explain how saltwater became salty.
6-8 ES2E The solid Earth is composed of a relatively thin crust, a dense metallic core, and a layer called the mantle between the crust and core that is very hot and partially melted. | Sketch and label the major layers of Earth, showing the approximate relative thicknesses and consistency of the crust, core, and mantle.*a
6-8 ES2F The crust is composed of huge crustal plates on the scale of continents and oceans which move centimeters per year, pushed by convection in the upper mantle, causing earthquakes, volcanoes, and mountains. | Draw a labeled diagram showing how convection in the upper mantle drives movement of crustal plates.
 | Describe what may happen when plate boundaries meet (e.g., earthquakes, tsunami, faults, mountain building), with examples from the Pacific Northwest.
6-8 ES2G Landforms are created by processes that build up structures and processes that break down and carry away material through erosion and weathering. | Explain how a given landform (e.g., mountain) has been shaped by processes that build up structures (e.g., uplift) and by processes that break down and carry away material (e.g., weathering and erosion).
6-8 ES2H The rock cycle describes the formation of  igneous rock from magma or lava, sedimentary rock from compaction of eroded particles, and metamorphic rock by heating and pressure. | Identify samples of igneous, sedimentary, and metamorphic rock from their properties and describe how their properties provide evidence of how they were formed. Explain how one kind of rock could eventually become a different kind of rock.
EALR 4: Earth and Space Science
Big Idea: Earth History (ES3)
Core Content: Evidence of Change
In prior grades students learned that fossils provide evidence of environmental conditions that existed long ago. In grades 6-8 students learn a few of the methods that have made it possible to uncover the history of our planet. That history includes both slow, gradual changes and rapid, catastrophic events, such as an asteroid or comet striking the Earth. It is possible to read a great deal of that history from rocks, including layers of sedimentary rock, some of which contain fossils. Understanding Earth’s history is a valuable complement to the study of biological evolution.
Content Standards:  Students know that: | Performance Expectations:  Students are expected to:
6-8 ES3A Our understanding of Earth history is based on the assumption that processes we see today are similar to those that occurred in the past. | Describe Earth processes that we can observe and measure today (e.g., rate of sedimentation, movement of crustal plates, and changes in composition of the atmosphere) that provide clues to Earth’s past.*a
6-8 ES3B Thousands of layers of sedimentary rock provide evidence that allows us to determine the age of Earth’s changing surface and to estimate the age of fossils found in the rocks. | Explain how the age of landforms can be estimated by studying the number and thickness of rock layers, as well as fossils found within rock layers.
6-8 ES3C In most locations sedimentary rocks are in horizontal formations with the oldest layers on the bottom.  However, in some locations, rock layers are folded, tipped, or even inverted, providing evidence of geologic events in the distant past. | Explain why younger layers of sedimentary rocks are usually on top of older layers, and hypothesize what geologic events could have caused huge blocks of horizontal sedimentary layers to be tipped or older rock layers to be on top of younger rock layers.
6-8 ES3D Earth has been shaped by many natural catastrophes, including earthquakes, volcanic eruptions, glaciers, floods, storms, tsunami, and the impacts of asteroids. | Interpret current landforms of the Pacific Northwest as evidence of past geologic events (e.g., Mount St. Helens and [NAME] provide evidence of volcanism, the Channeled Scablands provides evidence of floods that resulted from melting of glaciers).
6-8 ES3E Living organisms have played several critical roles in shaping landforms that we see today. | List several ways that living organisms have shaped landforms (e.g., coral islands, limestone deposits, oil and coal deposits).
EALR 4: Life Science
Big Idea: Structure and Function of Organisms (LS1)
Core Content: From Cells to Organisms
In prior grades students learned how structures in the body work together to respond to internal and external needs. In grades 6-8 students learn that all living systems are composed of cells which make up tissues, organs, and organ systems. At each level of organization, the structures enable specific functions required by the organism. Lifestyle choices and environmental conditions can affect parts of the human body, which may affect the health of the body as a whole. Understanding how organisms operate as systems helps students understand the commonalities among life forms, provides an introduction to further study of biology, and offers scientific insights into the ways that personal choices may affect health.
Content Standards:  Students know that: | Performance Expectations:  Students are expected to:
Covered in 7th Grade
EALR 4: Life Science
Big Idea: Ecosystems (LS2)
Core Content: Flow of Energy Through Ecosystems
In prior grades students learned how ecosystems change and how these changes affect the capacity of an ecosystem to support populations. In grades 6-8 students learn to apply key concepts about ecosystems to understand the interactions among organisms and the nonliving environment. Essential concepts include the process of photosynthesis used by plants to transform the energy of sunlight into food energy, which is used by other organisms, and possible causes of environmental change. Students also learn to investigate environmental issues and to use science to evaluate different solutions to problems. Knowledge of how energy flows through ecosystems is a critical aspect of students’ understanding of how energy sustains life on the planet, including human life.
Content Standards:  Students know that: | Performance Expectations:  Students are expected to:
Covered in 7th Grade
EALR 4: Life Science
Big Idea: Biological Evolution (LS3)
Core Content: Inheritance, Variation and Adaptation
In prior years, students learned that differences in inherited characteristics might help organisms survive and reproduce. In grades 6-8 students learn how the traits of organisms are passed on through the transfer of genetic information during reproduction and how inherited variations can become adaptations to a changing environment. Sexual reproduction produces variations because genes are inherited from two parents. Variations can be either physical or behavioral, and some have adaptive value in a changing environment. In the theory of biological evolution the processes of inheritance, variation, and adaptation explain both the diversity and unity of all life.
Content Standards:  Students know that: | Performance Expectations:  Students are expected to:
Covered in 7th Grade