STANDARDS COVERED:

Science:

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6-8-LS2-4 Construct an argument supported by empirical evidence that explains how changes to physical or biological components of an ecosystem affect populations. [Clarification Statement: Emphasis is on recognizing patterns in data and making inferences about changes in populations, defining the boundaries of the system, and on evaluating empirical evidence supporting arguments about changes to ecosystems.]

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6-8-LS2-1 Analyze and interpret data to provide evidence for the effects of resource availability on individual organisms and populations of organisms in an ecosystem. [Clarification Statement: Emphasis is on cause and effect relationships between resources and growth of individual organisms and the numbers of organisms in ecosystems during periods of abundant and scarce resources.].

 

6-8-LS2-2 Construct an explanation that predicts the patterns of interactions among and between the biotic and abiotic factors in a given ecosystem. [Clarification Statement: Relationships may include competition, predation, and symbiosis.]

 

6-8-LS2 -3 Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. [Clarification Statement: Emphasis is on describing the conservation of matter and flow of energy into and out of various ecosystems, including food chains and food webs.]

 

6-8-LS2-5. Evaluate benefits and limitations of differing design solutions for maintaining an ecosystem. [Clarification Statement: Examples of design solutions could include water, land, and species protection, and the prevention of soil erosion. Examples of design solution constraints could include scientific, economic, and social considerations.]

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6-8-ESS3-3 Analyze data to define the relationship for how increases in human population and per-capita consumption of natural resources impact Earth's systems. [Clarification Statement: Examples of data include grade-appropriate databases on human populations and the rates of consumption of food and natural resources (such as freshwater, mineral, and energy). Examples of impacts can include changes to the appearance, composition, and structure of Earth’s systems as well as the rates at which they change.]

 

6-8-ESS3-4 Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. [Clarification Statement: Examples of the design process include examining human environmental impacts, assessing the kinds of solutions that are feasible, and designing and evaluating solutions that could reduce that impact. Examples of human impacts can include water usage (such as the withdrawal of water from streams and aquifers or the construction of dams and levees), land usage (such as urban development, agriculture, or the removal of wetlands), and pollution (such as of the air, water, or land).]

 

6-8-ESS3-5 Analyze evidence of the factors that have caused the change in global temperatures over the past century. [Clarification Statement: Examples of factors include human activities (such as fossil fuel combustion, cement production, and agricultural activity) and natural processes (such as changes in incoming solar radiation or volcanic activity). Examples of evidence can include tables, graphs, and maps of global and regional temperatures, atmospheric levels of gases such as carbon dioxide and methane, and the rates of human activities.]

 

6-8-ETS-1 Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.

 

6-8-ETS-2 Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

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6-8-ETS-1 Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.

 

6-8-ETS-2 Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

 

6-8-ETS-3 Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.

 

6-8-ESTS-4 Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.​

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English Language Arts:

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RI.8.2.B Evaluate an author's argument, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

 

W.8.1.A Conduct research to answer a question (including a self generated question); gather relevant, credible sources, print and digital; integrate information using a standard citation system. 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.

 

W.8.2.A.c Argumentative: Develop argumentative writing by introducing and supporting a claim with clear reasons and relevant evidence; acknowledging counterclaims; and establishing relationships among claims, counterclaims, and supporting evidence.

 

W.8.3.A.c Conventions of standard English and usage: Demonstrate a command of the conventions of standard English grammar and usage, including spelling and punctuation.

 

SL.8.1.A  Follow rules for collegial discussions and decision making, track progress toward specific goals and deadlines, and define individual roles as needed.

 

SL.8.1.B Delineate a speaker’s argument and claims, evaluating reasoning and sufficiency of evidence in order to pose questions that connect the ideas of several speakers and respond to others' questions and comments with relevant evidence, observations, and ideas.

 

SL.8.2.A Speak audibly and to the point, using conventions of language as appropriate to task, purpose, and audience when presenting including appropriate volume, clear articulation, and accurate pronunciation at an understandable pace.

 

SL.8.2.B Make consistent eye contact with a range of listeners when speaking, using effective gestures to communicate a clear viewpoint and engage listeners. 

 

SL.8.2.C Plan and deliver appropriate presentations based on the task, audience, and purpose integrating multimedia into presentations to clarify information, strengthen claims and evidence, and add interest.

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Social Studies:

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4. Economic Concepts Theme 1

A. Using an American history lens, examine the opportunity costs and benefits of economic decisions on society as a whole as well as on individuals, prior to c. 1870. 

 

3. Geographical Study Theme 3

C. Compare major patterns of population distribution, demographics and migrations in the United States and the impact of those patterns on cultures and community life.

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Math:

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8.DSP.A.1 Construct and interpret scatter plots of bivariate measurement data to investigate patterns of association between two quantities.

 

8.DSP.A.2 Generate and use a trend line for bivariate data, and informally assess the fit of the line. 

 

8.DSP.A.4 Understand the patterns of association in bivariate categorical data displayed in a two-way table. a. Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. b. Use relative frequencies calculated for rows or columns to describe possible association between the two variables.