MD.1.0. Skills and Processes: Students will demonstrate the thinking and acting inherent in the practice of science.

1.A.1. Constructing Knowledge: Design, analyze, or carry out simple investigations and formulate appropriate conclusions based on data obtained or provided.

1.A.1.e. Explain that if more than one variable changes at the same time in an investigation, the outcome of the investigation may not be clearly attributable to any one of the variables.

1.B.1. Applying Evidence and Reasoning: Review data from a simple experiment, summarize the data, and construct a logical argument about the cause-and-effect relationships in the experiment.

1.B.1.a. Verify the idea that there is no fixed set of steps all scientists follow, scientific investigations usually involve the collection of relevant evidence, the use of logical reasoning, and the application of imagination in devising hypotheses and explanations to make sense of the collected evidence.

1.B.1.d. Describe the reasoning that lead to the interpretation of data and conclusions drawn.

1.C.1. Communicating Scientific Information: Develop explanations that explicitly link data from investigations conducted, selected readings and, when appropriate, contributions from historical discoveries.

1.C.1.e. Explain how different models can be used to represent the same thing. What kind of a model to use and how complex it should be depend on its purpose. Choosing a useful model is one of the instances in which intuition and creativity come into play in science, mathematics, and engineering

1.D.3. Technology: Analyze the value and the limitations of different types of models in explaining real things and processes.

1.D.3.a. Explain that the kind of model to use and how complex it should be depends on its purpose and that it is possible to have different models used to represent the same thing.

1.D.3.b. Explain, using examples that models are often used to think about processes that happen too slowly, too quickly, or on too small a scale to observe directly, or that are too vast to be changed deliberately, or that are potentially dangerous.

1.D.3.c. Explain that models may sometimes mislead by suggesting characteristics that are not really shared with what is being modeled.

MD.2.0. Earth/Space Science: Students will use scientific skills and processes to explain the chemical and physical interactions (i.e., natural forces and cycles, transfer of energy) of the environment, Earth, and the universe that occur over time.

2.A.2. Materials and Processes That Shape A Planet: Cite evidence to demonstrate and explain that physical weathering and chemical weathering cause changes to Earth materials.

2.A.2.b. Describe the changes in materials caused by each of the chemical weathering processes listed: Rusting/tarnishing; Dissolving by acid rain.

2.A.2.c. Compare physical and chemical weathering and provide examples if changes caused in Earth materials or features by each of these processes.

2.A.4. Materials and Processes That Shape A Planet: Differentiate among sedimentary, igneous, and metamorphic rocks based upon the processes by which they are formed.

2.A.4.a. Identify and describe the processes that form sedimentary rock: Deposition; Compaction; Cementation.

2.A.4.b. Identify and describe the processes that form igneous rocks: Volcanic eruptions; Igneous intrusions.

2.A.4.c. Identify and describe the processes that form metamorphic rocks: High Temperature; Pressure.

2.A.4.d. Cite features that can be used as evidence to distinguish among the three types of rocks and relate these features to the processes that form each rock type.

2.A.4.e. Describe the processes that change one form of rock into another (rock cycle).

2.C.1. Plate Tectonics: Recognize and describe the internal and external structure of the Earth.

2.C.1.c. Identify and describe the Earth's crust: The solid crust consists of separate plates; The plates constantly move at a slow pace in different directions; The plates interact with one another as a result of plate motion.

2.C.2. Plate Tectonics: Recognize and explain how major geologic events are a result of the movement of Earth's crustal plates.

2.C.2.a. Recognize and describe the evidence for plate movement: Shape of continents; Continuity of geologic features and fossils on the continents; Ocean rifts, seafloor spreading; Global patterns of earthquakes and volcanoes

2.D.1. Astronomy: Recognize that objects of our solar system are interrelated.

2.D.1.a. Recognize that Earth and its closest star, the sun, are part of a disk-shape galaxy of stars and that our galaxy is one of billions of galaxies.

MD.3.0. Life Science: The students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time.

3.D.1. Evolution: Explain that in any particular environment, the growth and survival of organisms and species depend on the physical conditions.

3.D.1.b. Explain that in all environments-freshwater, marine, forest, desert, grassland, mountain, and others-organisms with similar needs may compete with one another for resources, including food, space, water, air, and shelter.

3.D.1.e. Describe ways in which changes in environmental conditions can affect the survival of individual organisms and entire species.

3.F.1. Ecology: Give reasons supporting the fact that the number of organisms an environment can support depends on the physical conditions and resources available.

3.F.1.c. Explain that within any environment organisms with similar needs may compete with one another for resources.

3.F.1.d. Cite examples to illustrate that competition is reduced when organisms use different sets of resources, such as birds in a forest eat different kinds and sizes of seeds.

MD.4.0. Chemistry: Students will use scientific skills and processes to explain the composition, structure, and interactions of matter in order to support the predictability of structure and energy transformations.

4.C.1. States of Matter: Provide evidence and examples illustrating that many substances can exist as a solid, liquid, or gas depending on temperature.

4.C.1.a. Use evidence from investigations to describe the effect that adding heat energy to different types of matter has on the rate at which the matter changes from one state to another.

4.C.1.b. Based on data from investigations describe the effect that removing heat energy from different types of matter has on the rate at which the matter changes from one state to another.

4.C.1.c. Analyze data gathered and formulate a conclusion on the effects of temperature change on most substances.

4.D.1. Physical and Chemical Changes: Cite evidence to support the fact that some substances can be separated into the original substances from which they were made.

4.D.1.a. Investigate and identify ways to describe and classify mixtures using the observable and measurable properties of their components: Magnetism; Boiling Point; Solubility in water.

4.D.1.c. Use data gathered to provide a reasonable explanation for the idea that the mass of a mixture is equal to the sum of the masses of its components.

MD.5.0. Physics: Students will use scientific skills and processes to explain the interactions of matter and energy and the energy transformations that occur

5.D.2. Wave Interactions: Provide evidence to demonstrate the relationship among the properties of waves using sound.

5.D.2.a. Investigate and describe that the pitch of sounds can be varied by changing the rate of vibration.

5.D.2.b. Identify and describe the relationship among frequency, wavelength, and pitch.

5.D.2.c. Observe and describe the relationship between amplitude and loudness.

5.D.3. Wave Interactions: Investigate and cite the rules that govern behaviors of light.

5.D.3.c. Based on observations predict the change in the direction (refraction) of light as it travels from one material to another.

MD.6.0. Environmental Science: Students will use scientific skills and processes to explain the interactions of environmental factors (living and non-living) and analyze their impact from a local to a global perspective.

6.A.1. Natural Resources and Human Needs: Recognize and compare how different parts of the world have varying amounts and types of natural resources and how the use of those resources impacts environmental quality.

6.A.1.a. Identify and describe natural resources as: Land; Fossil Fuels; Forests; Water; Wind; Minerals; Wildlife.

6.A.1.b. Identify and describe the distribution of natural resources around the Earth

MD.RST. Reading Standards for Literacy in Science and Technical Subjects

Integration of Knowledge and Ideas

RST7.CCR. Anchor Standard: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

RST.6-8.7. 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).

MD.WHST. Writing Standards for Literacy in Science and Technical Subjects

Text Types and Purposes

WHST1.CCR. Anchor Standard: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

WHST.6-8.1. Write arguments focused on discipline-specific content.

WHST.6-8.1e. Provide a concluding statement or section that follows from and supports the argument presented.

WHST2.CCR. Anchor Standard: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

WHST.6-8.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

WHST.6-8.2d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

WHST.6-8.2f. Provide a concluding statement or section that follows from and supports the information or explanation presented.

Production and Distribution of Writing

WHST4.CCR. Anchor Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

WHST.6-8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.