8th Grade
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8/15/182018-2019 MIDDLE SCHOOL TRANSITION PLAN
Use this plan for 2018-2019 ONLY
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8th Grade Standards
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Caddo Science Symbaloo
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8-MS-PS1-1 (Matter and Its Interactions)
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Develop models to describe the atomic composition of simple molecules and extended structures.
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Clarification Statement
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Emphasis is on developing models of molecules that vary in complexity. Examples of extended structures could include minerals such as but not limited to halite (NaCl), agate (SiO2), calcite (CaF2), or sapphire (Al2O3). Examples of molecular-level models could include drawings, 3-D models, or computer representations showing different molecules with different types of atoms.
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Science and Engineering PracticeDisciplinary Core Idea
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Developing and using models:
Modeling in 6–8 builds on K–5 experiences and progresses to developing, using and revising models to describe, test, and predict more abstract phenomena and design systems.

• Develop and/or use a model to predict and/or describe phenomena.
STRUCTURE AND PROPERTIES OF MATTER
Substances are made from different types of atoms, which combine with one another in various ways. Atoms form molecules that range in size from two to thousands of atoms. (MS.PS1A.a)

Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals). (MS.PS1A.e)
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Crosscutting Concepts
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SCALE, PROPORTION, AND QUANTITY
Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small.
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2018-2019 MIDDLE SCHOOL TRANSITION PLAN
Use this plan for 2018-2019 ONLY
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8-MS-PS1-3 (Matter and Its Interactions)
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Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.
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Clarification Statement
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Emphasis is on natural resources that undergo a chemical process to form synthetic materials. These natural resources may or may not be pure substances. Examples of new materials could include new medicine, foods, or alternative fuels, and focus is on qualitative as opposed to quantitative information.
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Science and Engineering PracticeDisciplinary Core Idea
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Obtaining, evaluating, and communicating information:
Obtaining, evaluating, and communicating information in 6–8 builds on K–5 experiences and progresses to evaluating the merit and validity of ideas and methods.

• Gather, read, and synthesize information from multiple appropriate sources and assess the credibility, accuracy, and possible bias of each publication and methods used, and describe how they are supported or not supported by evidence.
STRUCTURE AND PROPERTIES OF MATTER
Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) under normal conditions that can be used to identify it. (MS.PS1A.b)

CHEMICAL REACTIONS
Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. (MS.PS1B.a)
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Crosscutting Concepts
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STRUCTURE AND FUNCTION
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Structures can be designed to serve particular functions by taking into account properties of different materials, and how materials can be shaped and used.
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2018-2019 MIDDLE SCHOOL TRANSITION PLAN
Use this plan for 2018-2019 ONLY
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8-MS-PS1-6 (Matter and Its Interactions)
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Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.
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Clarification Statement
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Emphasis is on the design, controlling the transfer of energy to the environment, and modification of a device using factors such as type and concentration of a substance. Examples of designs could involve chemical reactions such as dissolving ammonium chloride, calcium chloride or a citric acid and baking soda (sodium bicarbonate) reaction in order to warm or cool an object.
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Science and Engineering PracticeDisciplinary Core Idea
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Constructing explanations and designing solutions:
Constructing explanations and designing solutions in 6–8 builds on K– 5 experiences and progresses to include designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories.

• Undertake a design project, engaging in the design cycle, to construct and/or implement a solution that meets specific design criteria and constraints.
CHEMICAL REACTIONS
Some chemical reactions release energy (exothermic reactions), others store energy (endothermic reactions). (MS.PS1B.c)

OPTIMIZING THE DESIGN SOLUTION
Although one design may not perform the best across all tests, identifying the characteristics of the design that performs best in each test can provide useful information for the redesign process-that is, some of those characteristics may be incorporated into the new design. (MS.ETS 1.C.a)
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Crosscutting Concepts
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ENERGY AND MATTER: FLOWS, CYCLES,AND CONSERVATION
The transfer of energy can be tracked as energy flows through a designed or natural system.
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