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- Climate Science
- ClimeTime
- Ecosystem
- Middle School Science
- Wetlands
- climetime
- 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: Ecosystems: Interactions, Energy, and Dynamics
Standard: Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
Learning Domain: Ecosystems: Interactions, Energy, and Dynamics
Standard: Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
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: 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: Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
Learning Domain: Reading for Informational Text
Standard: Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
Learning Domain: Reading for Informational Text
Standard: Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
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: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
Learning Domain: Reading for Literacy in Science and Technical Subjects
Standard: 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).
Learning Domain: Speaking and Listening
Standard: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
Learning Domain: Speaking and Listening
Standard: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
Learning Domain: Speaking and Listening
Standard: Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
Learning Domain: Speaking and Listening
Standard: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 on page 53 for specific expectations.)
Learning Domain: Speaking and Listening
Standard: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
Learning Domain: Speaking and Listening
Standard: Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
Learning Domain: Speaking and Listening
Standard: Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
Learning Domain: Speaking and Listening
Standard: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 on page 53 for specific expectations.)
Learning Domain: Speaking and Listening
Standard: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
Learning Domain: Speaking and Listening
Standard: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
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: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
Learning Domain: Writing
Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research.
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: 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: 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.
Learning Domain: Writing
Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research.
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: 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: 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.
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: 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: 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.
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: 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: 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: Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
Learning Domain: Reading for Informational Text
Standard: Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
Learning Domain: Reading for Informational Text
Standard: Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
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: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
Maryland College and Career Ready English Language Arts Standards
Grades 6-8Learning Domain: Reading for Literacy in Science and Technical Subjects
Standard: 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).
Learning Domain: Speaking and Listening
Standard: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others�۪ ideas and expressing their own clearly.
Learning Domain: Speaking and Listening
Standard: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
Learning Domain: Speaking and Listening
Standard: Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
Learning Domain: Speaking and Listening
Standard: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 on page 53 for specific expectations.)
Learning Domain: Speaking and Listening
Standard: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others�۪ ideas and expressing their own clearly.
Learning Domain: Speaking and Listening
Standard: Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
Learning Domain: Speaking and Listening
Standard: Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
Learning Domain: Speaking and Listening
Standard: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 on page 53 for specific expectations.)
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Speaking and Listening
Standard: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Speaking and Listening
Standard: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
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: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
Learning Domain: Writing
Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research.
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: 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: 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.
Learning Domain: Writing
Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research.
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: 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: 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.
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: 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: 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.
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: Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. [Clarification Statement: Emphasis is on recognizing patterns in data and making warranted inferences about changes in populations, and on evaluating empirical evidence supporting arguments about changes to ecosystems.]
Science Domain: Life Sciences
Topic: Interdependent Relationships in Ecosystems
Standard: Evaluate competing design solutions for maintaining biodiversity and ecosystem services.* [Clarification Statement: Examples of ecosystem services could include water purification, nutrient recycling, and prevention of soil erosion. Examples of design solution constraints could include scientific, economic, and social considerations.]
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: 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: 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: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Cluster: Comprehension and Collaboration.
Standard: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
Cluster: Presentation of Knowledge and Ideas.
Standard: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
Cluster: Presentation of Knowledge and Ideas.
Standard: Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
Cluster: Presentation of Knowledge and Ideas.
Standard: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 on page 53 for specific expectations.)
Cluster: Key Ideas and Details.
Standard: Cite specific textual evidence to support analysis of science and technical texts.
Cluster: Key Ideas and Details.
Standard: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
Cluster: Integration of Knowledge and Ideas.
Standard: 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).
Cluster: Text Types and Purposes.
Standard: Write arguments focused on discipline-specific content.
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: 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.
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: Key Ideas and Details.
Standard: Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
Cluster: Key Ideas and Details.
Standard: Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
Cluster: Craft and Structure.
Standard: Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
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: 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: 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.
Cluster: Research to Build and Present Knowledge.
Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Cluster: Comprehension and Collaboration.
Standard: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
Cluster: Presentation of Knowledge and Ideas.
Standard: Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
Cluster: Presentation of Knowledge and Ideas.
Standard: Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
Cluster: Presentation of Knowledge and Ideas.
Standard: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 on page 53 for specific expectations.)
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: 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: 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.
Cluster: Research to Build and Present Knowledge.
Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Cluster: Presentation of Knowledge and Ideas.
Standard: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
PEI SOLS Middle School Wetlands: Ecosystem Services
Overview
Coastal wetlands bring many benefits to ecosystems including their ability to sequester carbon and mitigate fluctuations in sea levels. Students will understand the ecosystem benefits of coastal wetlands with a focus on the potential of estuaries for climate related planning.