-
- Climate Science
- ClimeTime
- Food Waste
- Middle School Science
- Storyline
- wa-ela
- License:
- Creative Commons Attribution
- Language:
- English
Education Standards
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Learning Domain: Earth and Human Activity
Standard: Apply scientific principles to design a method for monitoring, evaluating, and managing a human impact on the environment.
Learning Domain: From Molecules to Organisms: Structure and Processes
Standard: Develop a model to describe how food molecules (sugar) are rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.
Learning Domain: Ecosystems: Interactions, Energy, and Dynamics
Standard: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
Learning Domain: Language
Standard: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Learning Domain: Language
Standard: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Learning Domain: Language
Standard: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Learning Domain: Language
Standard: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Learning Domain: Language
Standard: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Learning Domain: Language
Standard: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Learning Domain: Language
Standard: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Learning Domain: Language
Standard: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Learning Domain: Reading for Informational Text
Standard: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Learning Domain: Reading for Informational Text
Standard: By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Learning Domain: Reading for Informational Text
Standard: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
Learning Domain: Reading for Informational Text
Standard: Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
Learning Domain: Reading for Informational Text
Standard: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Learning Domain: Reading for Informational Text
Standard: By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Learning Domain: Reading for Informational Text
Standard: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
Learning Domain: Reading for Informational Text
Standard: By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently.
Learning Domain: Reading for Informational Text
Standard: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
Learning Domain: Reading for Literacy in Science and Technical Subjects
Standard: Cite specific textual evidence to support analysis of science and technical texts.
Learning Domain: Reading for Literacy in Science and Technical Subjects
Standard: 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 to grades 6–8 texts and topics.
Learning Domain: Writing
Standard: Write arguments to support claims with clear reasons and relevant evidence.
Learning Domain: Writing
Standard: Write routinely over extended time frames (time for research, 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.
Learning Domain: Writing
Standard: Introduce claim(s) and organize the reasons and evidence clearly.
Learning Domain: Writing
Standard: Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
Learning Domain: Writing
Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Learning Domain: Writing
Standard: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
Learning Domain: Writing
Standard: Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
Learning Domain: Writing
Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Learning Domain: Writing
Standard: Write arguments to support claims with clear reasons and relevant evidence.
Learning Domain: Writing
Standard: Write routinely over extended time frames (time for research, 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.
Learning Domain: Writing
Standard: Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
Learning Domain: Writing
Standard: Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
Learning Domain: Writing
Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Learning Domain: Writing
Standard: Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
Learning Domain: Writing
Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Learning Domain: Writing
Standard: Write arguments to support claims with clear reasons and relevant evidence.
Learning Domain: Writing
Standard: Write routinely over extended time frames (time for research, 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.
Learning Domain: Writing
Standard: Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
Learning Domain: Writing
Standard: Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
Learning Domain: Writing
Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Learning Domain: Writing
Standard: 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.
Learning Domain: Writing
Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Write arguments focused on discipline-specific content.
Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: 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.
Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: 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.
Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Draw evidence from informational texts to support analysis reflection, and research.
Learning Domain: Language
Standard: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Learning Domain: Language
Standard: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Learning Domain: Language
Standard: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Learning Domain: Language
Standard: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Learning Domain: Language
Standard: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Learning Domain: Language
Standard: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Learning Domain: Language
Standard: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Learning Domain: Language
Standard: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Learning Domain: Reading for Informational Text
Standard: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Maryland College and Career Ready English Language Arts Standards
Grade 6Learning Domain: Reading for Informational Text
Standard: By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Learning Domain: Reading for Informational Text
Standard: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
Learning Domain: Reading for Informational Text
Standard: Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
Learning Domain: Reading for Informational Text
Standard: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Maryland College and Career Ready English Language Arts Standards
Grade 7Learning Domain: Reading for Informational Text
Standard: By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Learning Domain: Reading for Informational Text
Standard: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
Maryland College and Career Ready English Language Arts Standards
Grade 8Learning Domain: Reading for Informational Text
Standard: By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently.
Learning Domain: Reading for Informational Text
Standard: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
Maryland College and Career Ready English Language Arts Standards
Grades 6-8Learning Domain: Reading for Literacy in Science and Technical Subjects
Standard: Cite specific textual evidence to support analysis of science and technical texts.
Maryland College and Career Ready English Language Arts Standards
Grades 6-8Learning Domain: Reading for Literacy in Science and Technical Subjects
Standard: 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 to grades 6���8 texts and topics.
Learning Domain: Writing
Standard: Write arguments to support claims with clear reasons and relevant evidence.
Learning Domain: Writing
Standard: Write routinely over extended time frames (time for research, 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.
Learning Domain: Writing
Standard: Introduce claim(s) and organize the reasons and evidence clearly.
Learning Domain: Writing
Standard: Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
Learning Domain: Writing
Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1���3 above.)
Learning Domain: Writing
Standard: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
Learning Domain: Writing
Standard: Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
Learning Domain: Writing
Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Learning Domain: Writing
Standard: Write arguments to support claims with clear reasons and relevant evidence.
Learning Domain: Writing
Standard: Write routinely over extended time frames (time for research, 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.
Learning Domain: Writing
Standard: Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
Learning Domain: Writing
Standard: Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
Learning Domain: Writing
Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1���3 above.)
Learning Domain: Writing
Standard: Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
Learning Domain: Writing
Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Learning Domain: Writing
Standard: Write arguments to support claims with clear reasons and relevant evidence.
Learning Domain: Writing
Standard: Write routinely over extended time frames (time for research, 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.
Learning Domain: Writing
Standard: Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
Learning Domain: Writing
Standard: Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
Learning Domain: Writing
Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1���3 above.)
Learning Domain: Writing
Standard: 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.
Learning Domain: Writing
Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Maryland College and Career Ready English Language Arts Standards
Grades 6-8Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Write arguments focused on discipline-specific content.
Maryland College and Career Ready English Language Arts Standards
Grades 6-8Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: 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.
Maryland College and Career Ready English Language Arts Standards
Grades 6-8Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
Maryland College and Career Ready English Language Arts Standards
Grades 6-8Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Maryland College and Career Ready English Language Arts Standards
Grades 6-8Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: 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.
Maryland College and Career Ready English Language Arts Standards
Grades 6-8Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Draw evidence from informational texts to support analysis reflection, and research.
Science Domain: Earth and Space Sciences
Topic: Human Impacts
Standard: 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).]
Science Domain: Life Sciences
Topic: Matter and Energy in Organisms and Ecosystems
Standard: Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. [Clarification Statement: Emphasis is on describing that molecules are broken apart and put back together and that in this process, energy is released.] [Assessment Boundary: Assessment does not include details of the chemical reactions for photosynthesis or respiration.]
Science Domain: Life Sciences
Topic: Matter and Energy in Organisms and Ecosystems
Standard: 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, and on defining the boundaries of the system.] [Assessment Boundary: Assessment does not include the use of chemical reactions to describe the processes.]
Cluster: Key Ideas and Details.
Standard: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Cluster: Range of Reading and Level of Text Complexity.
Standard: By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Cluster: Craft and Structure.
Standard: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
Cluster: Integration of Knowledge and Ideas.
Standard: Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
Cluster: Text Types and Purposes.
Standard: Write arguments to support claims with clear reasons and relevant evidence.
Cluster: Range of Writing.
Standard: Write routinely over extended time frames (time for research, 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.
Cluster: Text Types and Purposes.
Standard: Introduce claim(s) and organize the reasons and evidence clearly.
Cluster: Text Types and Purposes.
Standard: Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
Cluster: Production and Distribution of Writing.
Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Cluster: Research to Build and Present Knowledge.
Standard: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
Cluster: Research to Build and Present Knowledge.
Standard: Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
Cluster: Research to Build and Present Knowledge.
Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Cluster: Knowledge of Language.
Standard: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Cluster: Vocabulary Acquisition and Use.
Standard: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Cluster: Key Ideas and Details.
Standard: Cite specific textual evidence to support analysis of science and technical texts.
Cluster: Craft and Structure.
Standard: 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 to grades 6–8 texts and topics.
Cluster: Text Types and Purposes.
Standard: Write arguments focused on discipline-specific content.
Cluster: Text Types and Purposes.
Standard: 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.
Cluster: Text Types and Purposes.
Standard: Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
Cluster: Production and Distribution of Writing.
Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Cluster: Research to Build and Present Knowledge.
Standard: 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.
Cluster: Research to Build and Present Knowledge.
Standard: Draw evidence from informational texts to support analysis reflection, and research.
Cluster: Key Ideas and Details.
Standard: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Cluster: Range of Reading and Level of Text Complexity.
Standard: By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Cluster: Craft and Structure.
Standard: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
Cluster: Text Types and Purposes.
Standard: Write arguments to support claims with clear reasons and relevant evidence.
Cluster: Range of Writing.
Standard: Write routinely over extended time frames (time for research, 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.
Cluster: Text Types and Purposes.
Standard: Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
Cluster: Text Types and Purposes.
Standard: Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
Cluster: Production and Distribution of Writing.
Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Cluster: Research to Build and Present Knowledge.
Standard: Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
Cluster: Research to Build and Present Knowledge.
Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Cluster: Conventions of Standard English.
Standard: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Cluster: Knowledge of Language.
Standard: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Cluster: Vocabulary Acquisition and Use.
Standard: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Cluster: Range of Reading and Level of Text Complexity.
Standard: By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently.
Cluster: Craft and Structure.
Standard: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
Cluster: Text Types and Purposes.
Standard: Write arguments to support claims with clear reasons and relevant evidence.
Cluster: Range of Writing.
Standard: Write routinely over extended time frames (time for research, 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.
Cluster: Text Types and Purposes.
Standard: Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
Cluster: Text Types and Purposes.
Standard: Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
Cluster: Production and Distribution of Writing.
Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Cluster: Research to Build and Present Knowledge.
Standard: 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.
Cluster: Research to Build and Present Knowledge.
Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Cluster: Conventions of Standard English.
Standard: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Cluster: Knowledge of Language.
Standard: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Cluster: Vocabulary Acquisition and Use.
Standard: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
PEI SOLS MS Food Waste
Overview
Food waste is a major contributor to greenhouse gas. Wasted food and the resources to produce that food are responsible for approximately 8% of global greenhouse gas emissions. In this storyline, students learn about the resources required to produce food through following the carbon cycle and discover how food waste contributes to climate change. They will also learn the farm to table transport chain as well as how to conduct a food waste audit. Finally, the students will research solutions to the problem of food waste that can be applicable to their own lives, their school, and their community.