* Given the newness of this website...the content standards will be added as we go.
Science Content Standards
Ecosystems/Ecology Standards
L.EC.M.3 Biotic and Abiotic Factors- The number of organisms and populations an ecosystem can support depends on the biotic (living) resources available and abiotic (nonliving) factors, such as quality of light and water, range of temperatures and soil composition.
L.EC.06.31: Identify the living (biotic) and nonliving (abiotic) components of an ecosystem.
L.EC.06.32: Identify the factors in an ecosystem that influence changes in population size.
L.EC.M.2 Relationships of Organisms- Two types of organisms may interact with one another in several ways: They may be in a producer/consumer, predator/ prey, or parasite/host relationship. Some organisms may scavenge or decompose another. Relationships may be competitive or mutually beneficial. Some species have become so adapted to each other that neither could survive without the other.
L.EC.06.21: Describe common patterns of relationships between and among populations (competition, parasitism, symbiosis, predator/prey).
L.EC.06.22: Explain how two populations of organisms can be mutually beneficial and how that can lead to interdependency.
L.EC.06.23: Predict how changes in one population might affect other populations based upon their relationships in the food web.
L.EC.M.1: Interactions of Organisms- Organisms of one species form a population. Populations of different organisms interact and form communities. Living communities and nonliving factors that interact with them form ecosystems.
L.EC.06.11: List examples of populations, communities, and ecosystems including the Great Lakes region.
L.EC.M.4: Environmental Impact of Organisms- All organisms (including humans) cause change in the environment where they live. Some of the changes are harmful to the organism or other organisms, whereas others are helpful.
L.EC.06.41:Describe how human beings are part of the ecosystem of the Earth and that human activity can purposefully, or accidentally, alter the balance in ecosystems.
L.EC.06.42: Predict possible consequences of overpopulation of organisms, including humans, (for example: species extinction, resource depletion, climate change, pollution).
L.OL.M.5 Producers, Consumers, and Decomposers- All animals, including humans, are consumers that meet their energy by eating other organisms or their products. Consumers break down the structures of the organisms they eat to make the materials they need to grow and function. Decomposers, including bacteria and fungi, use dead organisms or their products to meet their energy needs.
L.OL.06.51: Classify organisms (producers, consumers, and decomposers) based on their source of energy for growth and development.
L.OL.06.52: Distinguish between the ways in which consumers and decomposers obtain energy.
Solid Earth Standards
E.SE.M.1: Soil- Soils consist of weathered rocks and decomposed organic materials from dead plants, animals, and bacteria. Soils are often found in layers with each having a different chemical composition and texture.
E.SE.06.11: Explain how physical and chemical weathering lead to erosion and the formation of soils and sediments.
E.SE.06.12: Explain how waves, wind, water, and glacier movement, shape and reshape the land surface of the Earth by eroding rock in some areas and depositing sediments in other areas.
E.SE.06.13: Describe how soil is a mixture, made up of weather eroded rock and decomposed organic material.
E.SE.06.14: Compare different soil samples based on particle size and texture.
E.SE.M.4 Rock Formation- Rocks and rock formations bear evidence of the minerals, materials, temperature/pressure conditions, and forces that created them.
E.SE.06.41: Compare and contrast the formation of rock types (igneous, metamorphic, and sedimentary) and demonstrate the similarities and differences using the rock cycle model.
L.EC.M.3 Biotic and Abiotic Factors- The number of organisms and populations an ecosystem can support depends on the biotic (living) resources available and abiotic (nonliving) factors, such as quality of light and water, range of temperatures and soil composition.
L.EC.06.31: Identify the living (biotic) and nonliving (abiotic) components of an ecosystem.
L.EC.06.32: Identify the factors in an ecosystem that influence changes in population size.
L.EC.M.2 Relationships of Organisms- Two types of organisms may interact with one another in several ways: They may be in a producer/consumer, predator/ prey, or parasite/host relationship. Some organisms may scavenge or decompose another. Relationships may be competitive or mutually beneficial. Some species have become so adapted to each other that neither could survive without the other.
L.EC.06.21: Describe common patterns of relationships between and among populations (competition, parasitism, symbiosis, predator/prey).
L.EC.06.22: Explain how two populations of organisms can be mutually beneficial and how that can lead to interdependency.
L.EC.06.23: Predict how changes in one population might affect other populations based upon their relationships in the food web.
L.EC.M.1: Interactions of Organisms- Organisms of one species form a population. Populations of different organisms interact and form communities. Living communities and nonliving factors that interact with them form ecosystems.
L.EC.06.11: List examples of populations, communities, and ecosystems including the Great Lakes region.
L.EC.M.4: Environmental Impact of Organisms- All organisms (including humans) cause change in the environment where they live. Some of the changes are harmful to the organism or other organisms, whereas others are helpful.
L.EC.06.41:Describe how human beings are part of the ecosystem of the Earth and that human activity can purposefully, or accidentally, alter the balance in ecosystems.
L.EC.06.42: Predict possible consequences of overpopulation of organisms, including humans, (for example: species extinction, resource depletion, climate change, pollution).
L.OL.M.5 Producers, Consumers, and Decomposers- All animals, including humans, are consumers that meet their energy by eating other organisms or their products. Consumers break down the structures of the organisms they eat to make the materials they need to grow and function. Decomposers, including bacteria and fungi, use dead organisms or their products to meet their energy needs.
L.OL.06.51: Classify organisms (producers, consumers, and decomposers) based on their source of energy for growth and development.
L.OL.06.52: Distinguish between the ways in which consumers and decomposers obtain energy.
Solid Earth Standards
E.SE.M.1: Soil- Soils consist of weathered rocks and decomposed organic materials from dead plants, animals, and bacteria. Soils are often found in layers with each having a different chemical composition and texture.
E.SE.06.11: Explain how physical and chemical weathering lead to erosion and the formation of soils and sediments.
E.SE.06.12: Explain how waves, wind, water, and glacier movement, shape and reshape the land surface of the Earth by eroding rock in some areas and depositing sediments in other areas.
E.SE.06.13: Describe how soil is a mixture, made up of weather eroded rock and decomposed organic material.
E.SE.06.14: Compare different soil samples based on particle size and texture.
E.SE.M.4 Rock Formation- Rocks and rock formations bear evidence of the minerals, materials, temperature/pressure conditions, and forces that created them.
E.SE.06.41: Compare and contrast the formation of rock types (igneous, metamorphic, and sedimentary) and demonstrate the similarities and differences using the rock cycle model.
Science Common Core Reading Standards
Key Ideas and Details
- CCSS.ELA-Literacy.RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts.
- CCSS.ELA-Literacy.RST.6-8.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
- CCSS.ELA-Literacy.RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
- CCSS.ELA-Literacy.RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant togrades 6–8 texts and topics.
- CCSS.ELA-Literacy.RST.6-8.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.
- CCSS.ELA-Literacy.RST.6-8.6 Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.
- CCSS.ELA-Literacy.RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
- CCSS.ELA-Literacy.RST.6-8.8 Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
- CCSS.ELA-Literacy.RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
- CCSS.ELA-Literacy.RST.6-8.10 By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text complexity band independently and proficiently.
Science Common Core Writing Standards
Text Types and Purposes
- CCSS.ELA-Literacy.WHST.6-8.1 Write arguments focused on discipline-specific content.
- CCSS.ELA-Literacy.WHST.6-8.1a Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
- CCSS.ELA-Literacy.WHST.6-8.1b Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
- CCSS.ELA-Literacy.WHST.6-8.1c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
- CCSS.ELA-Literacy.WHST.6-8.1d Establish and maintain a formal style.
- CCSS.ELA-Literacy.WHST.6-8.1e Provide a concluding statement or section that follows from and supports the argument presented.
- CCSS.ELA-Literacy.WHST.6-8.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
- CCSS.ELA-Literacy.WHST.6-8.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
- CCSS.ELA-Literacy.WHST.6-8.2b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
- CCSS.ELA-Literacy.WHST.6-8.2c Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
- CCSS.ELA-Literacy.WHST.6-8.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.
- CCSS.ELA-Literacy.WHST.6-8.2e Establish and maintain a formal style and objective tone.
- CCSS.ELA-Literacy.WHST.6-8.2f Provide a concluding statement or section that follows from and supports the information or explanation presented.
- (See note; not applicable as a separate requirement)
- CCSS.ELA-Literacy.WHST.6-8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- CCSS.ELA-Literacy.WHST.6-8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
- CCSS.ELA-Literacy.WHST.6-8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.
- CCSS.ELA-Literacy.WHST.6-8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
- CCSS.ELA-Literacy.WHST.6-8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
- CCSS.ELA-Literacy.WHST.6-8.9 Draw evidence from informational texts to support analysis reflection, and research.
- CCSS.ELA-Literacy.WHST.6-8.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.