Volcanoes

and

Mt Saint Helens

6-8 ES3D

Earth has been shaped by many natural catastrophes, including earthquakes, volcanic eruptions, glaciers, floods, storms, tsunami, and the impacts of asteroids.

What you need to know to get the badge: Volcanoes - explain how the five different volcano types are formed from the four different lava types.

Mt Saint Helens - describe how the 1980 eruption changed the land and how the topography of the area affected the blast and the pyroclastic mudflows. Describe how the volcano destroys yet makes it so that life can return. Also be able to describe how the eruptions after the main 1980 eruption are shaping the mountain.

Cispus Badge!

Energy!

6-8 PS3A

Energy exists in many forms which include: 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).

Energy Transformations

6-8 PS3E

Energy from a variety of sources can be transformed into electrical energy, and then to almost any other form of energy. Electricity can also be distributed quickly to distant locations.

Illustrate the transformations of energy in an electric circuit when heat, light, and sound are produced. Describe the transformation of energy in a battery within an electric circuit.

Friction

6-8 PS1B

Friction is a force that can help objects start moving, stop moving, slow down or can change the direction of the object’s motion.

Demonstrate and explain the frictional force acting on an object with the use of a physical model.

Unbalanced Forces

6-8 PS1C

Unbalanced forces will cause changes in the speed or direction of an object's motion. The motion of an object will stay the same when forces are balanced.

Determine whether forces on an object are balanced or unbalanced and justify with observational evidence.

Given a description of forces on an object, predict the object’s motion.

Unbalanced Forces on Objects with Different Masses

6-8 PS1D

The same unbalanced force will change the motion of an object with more mass more slowly than an object with less mass.

Given two different masses that receive the same unbalanced force, predict which will move more quickly.

Water Cycle

6-8 ES2C

In the water cycle, water evaporates from Earth’s surface, rises and cools, condenses to form clouds 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.

System/Subsystem

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).

Input/Output

6-8 SYSC

The output of one system can become the input 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).

Represent a problem situation, describe the process used to solve the problem, and verify the reasonableness of the solution.

Communicate the answer(s) to the question(s) in a problem, using appropriate representations, including symbols and informal and formal mathematical language.

Open System/Closed System

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.

Input/Output Matter/Energy

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).

Make and test conjectures based on data (or information) collected from explorations and experiments.

Complex? Use Systems.

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.

Questioning/Investigating

6-8 INQA

Scientific inquiry involves asking and answering questions and comparing the answer with what scientists already know about the world.

Generate a question that can be answered through scientific investigation. This may involve refining or refocusing a broad and ill-defined question.

Best Solution?

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 as necessary.

Present the recommended design using models or drawings and an engaging presentation.

Communicate the answer(s) to the question(s) in a problem, using appropriate representations, including symbols and informal and formal mathematical language.

Investigate Environmental Issues

6-8 LS2E

Investigate a local environmental issue by defining the problem, researching possible causative factors, understanding the underlying science, and evaluating the benefits and risks of alternative solutions.

Identify resource uses that reduce the capacity of ecosystems to support various populations (e.g., use of pesticides, construction).

Life

Microscopy

Cells

6-8 LS1A

All organisms are composed of cells, which carry on the many functions needed to sustain life.

Draw and describe observations made with a microscope showing that plants and animals are made of cells, and explain that cells are the fundamental unit of life.

Describe the functions performed by cells to sustain a living organism (e.g., division to produce more cells, taking in nutrients, releasing waste, using energy to do work, and producing materials the organism needs).

One-celled Organisms

6-8 LS1B

One-celled organisms must contain parts to carry out all life functions.

Draw and describe observations made with a microscope showing that a single-celled organism (e.g., paramecium) contains parts used for all life functions.

Multicellular Organisms

6-8 LS1C

Multicellular organisms have specialized cells that perform different functions. These cells join together to form tissues that give organs their structure and enable the organs to perform specialized functions within organ systems.

Relate the structure of a specialized cell (e.g., nerve and muscle cells) to the function that the cell performs.

Explain the relationship between tissues that make up individual organs and the functions the organ performs (e.g., valves in the heart control blood flow, air sacs in the lungs maximize surface area for transfer of gases).

Describe the components and functions of the digestive, circulatory, and respiratory systems in humans and how these systems interact.

Plant vs Animal Cells

6-8 LS1D

Both plant and animal cells must carry on life functions, so they have parts in common, such as nuclei, cytoplasm, cell membranes, and mitochondria. But plants have specialized cell parts, such as chloroplasts for photosynthesis and cell walls, which provide plants their overall structure.

Use labeled diagrams or models to illustrate similarities and differences between plant and animal cell structures and describe their functions (e.g., both have nuclei, cytoplasm, cell membranes, and mitochondria, while only plants have chloroplasts and cell walls).

Classifying Organisms

6-8 LS1E

In classifying organisms, scientists consider both internal and external structures and behaviors.

Use a classification key to identify organisms, noting use of both internal and external structures as well as behaviors.

Ecosystems

6-8 LS2A

An ecosystem consists of all the populations living within a specific area and the nonliving factors they interact with. One geographical area may contain many ecosystems.

Explain that an ecosystem is a defined area that contains populations of organisms and nonliving factors.

Give examples of ecosystems (e.g., Olympic National Forest, Puget Sound, one square foot of lawn) and describe their boundaries and contents.

Energy Flows Through Ecosystems

6-8 LS2B

Energy flows through an ecosystem from producers (plants) to consumers to decomposers. These relationships can be shown for specific populations in a food web.

Analyze the flow of energy in a local ecosystem, and draw a labeled food web showing the relationships among all of the ecosystem’s plant and animal populations.

Photosynthesis

6-8 LS2C

The major source of energy for ecosystems on Earth’s surface is sunlight. Producers transform the energy of sunlight into the chemical energy of food through photosynthesis. This food energy is used by plants, and all other organisms to carry on life processes. Nearly all organisms on the surface of Earth depend on this energy source.

Explain how energy from the Sun is transformed through photosynthesis to produce chemical energy in food.

Explain that producers are the only organisms that make their own food. Animals cannot survive without producers because animals get food by eating producers or other animals that eat producers.

Ecosystems Change

6-8 LS2D

Ecosystems are continuously changing. Causes of these changes include nonliving factors such as the amount of light, range of temperatures, and availability of water, as well as living factors such as the disappearance of different species through disease, predation, habitat destruction and overuse of resources or the introduction of new species.

Predict what may happen to an ecosystem if nonliving factors change (e.g., the amount of light, range of temperatures, or availability of water or habitat), or if one or more populations are removed from or added to the ecosystem.

Investigate Environmental Issues

6-8 LS2E

Investigations of environmental issues should uncover factors causing the problem and relevant scientific concepts and findings that may inform an analysis of different ways to address the issue.

Investigate a local environmental issue by defining the problem, researching possible causative factors, understanding the underlying science, and evaluating the benefits and risks of alternative solutions.

Identify resource uses that reduce the capacity of ecosystems to support various populations (e.g., use of pesticides, construction).

Diversity of Life

6-8 LS3A

The scientific theory of evolution underlies the study of biology and explains both the diversity of life on Earth and similarities of all organisms at the chemical, cellular, and molecular level. Evolution is supported by multiple forms of scientific evidence.

Explain and provide evidence of how biological evolution accounts for the diversity of species on Earth today.

Mendelian Genetics

6-8 LS3B

Every organism contains a set of genetic information (instructions) to specify its traits. This information is contained within genes in the chromosomes in the nucleus of each cell.

Explain that information on how cells are to grow and function is contained in genes in the chromosomes of each cell nucleus and that during the process of reproduction the genes are passed from the parent cells to offspring.

Reproduction

6-8 LS3C

Reproduction is essential for every species to continue to exist. Some plants and animals reproduce sexually while others reproduce asexually. Sexual reproduction leads to greater diversity of characteristics because offspring inherit genes from both parents.

Identify sexually and asexually reproducing plants and animals.

Explain why offspring that result from sexual reproduction are likely to have more diverse characteristics than offspring that result from asexual reproduction.

Half and Half

6-8 LS3D

In sexual reproduction the new organism receives half of its genetic information from each parent, resulting in offspring that are similar but not identical to either parent.

In asexual reproduction just one parent is involved, and genetic information is passed on nearly unchanged.

Describe that in sexual reproduction the offspring receive genetic information from both parents, and therefore differ from the parents.

Predict the outcome of specific genetic crosses involving one characteristic (using principles of Mendelian genetics).

Explain the survival value of genetic variation.

Adaptations

6-8 LS3E

Adaptations are physical or behavioral changes that are inherited and enhance the ability of an organism to survive and reproduce in a particular environment.

Give an example of a plant or animal adaptation that would confer a survival and reproductive advantage during a given environmental change.

Complex? Use Systems.

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.

Questioning/Investigating

6-8 INQA

Scientific inquiry involves asking and answering questions and comparing the answer with what scientists already know about the world.

Generate a question that can be answered through scientific investigation. This may involve refining or refocusing a broad and ill-defined question.

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