Science Worksheets and Study Guides Eighth Grade. Earthquakes

The resources above correspond to the standards listed below:

Louisiana Standards

LA.CC.RST.6-8. Reading Standards for Literacy in Science and Technical Subjects
Craft and Structure
RST.6-8.4. 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.
Integration of Knowledge and Ideas
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).
LA.ESS-M. Earth and Space Science: The students will develop an understanding of the properties of earth materials, the structure of the Earth system, the Earth's history, and the Earth's place in the universe.
ESS-M-A2. Structure of the Earth: understanding that the Earth's crust and solid upper mantle are dividing plates that move in response to convection currents (energy transfers) in the mantle. (1)
ESS-M-A3. Structure of the Earth: investigating the characteristics of earthquakes and volcano's and identifying zones where they may occur. (2, 3, 4)
ESS-M-A7. Structure of the Earth: modeling how landforms result from the interaction of constructive and destructive forces. (1, 2, 3, 4)
ESS-M-A9. Structure of the Earth: compare and contrast topographic features of the ocean floor to those formed above sea level. (2, 3, 4)
GLE-M-11. Grade Level Expectation: Structure of Earth: Illustrate the movements of lithospheric plates as stated in the plate tectonics theory (ESS-M-A2)
GLE-M-12. Grade Level Expectation: Structure of Earth: Identify the edges of plate boundaries as likely areas of earthquakes and volcanic action (ESS-M-A3)
GLE-M-13. Grade Level Expectation: Structure of Earth: Describe the processes responsible for earthquakes and volcanoes and identify the effects of these processes (e.g., faulting, folding) (ESS-M-A3)
LA.SI-M. Science as Inquiry: The students will do science by engaging in partial and full inquiries that are within their developmental capabilities.
GLE-M-11. Grade Level Expectation: The Abilities Necessary to Do Scientific Inquiry: Construct, use, and interpret appropriate graphical representations to collect, record, and report data (e.g., tables, charts, circle graphs, bar and line graphs, diagrams, scatter plots, symbols) (SI-M-A4)
GLE-M-13. Grade Level Expectation: The Abilities Necessary to Do Scientific Inquiry: Identify patterns in data to explain natural events (SI-M-A4)
GLE-M-17. Grade Level Expectation: The Abilities Necessary to Do Scientific Inquiry: Recognize that there may be more than one way to interpret a given set of data, which can result in alternative scientific explanations and predictions (SI-M-A6)
GLE-M-19. Grade Level Expectation: The Abilities Necessary to Do Scientific Inquiry: Communicate ideas in a variety of ways (e.g., symbols, illustrations, graphs, charts, spreadsheets, concept maps, oral and written reports, equations) (SI-M-A7)
GLE-M-26. Grade Level Expectation: Understanding Scientific Inquiry: Use and describe alternate methods for investigating different types of testable questions (SI-M-B1)
GLE-M-27. Grade Level Expectation: Understanding Scientific Inquiry: Recognize that science uses processes that involve a logical and empirical, but flexible, approach to problem solving (SI-M-B1)
GLE-M-29. Grade Level Expectation: Understanding Scientific Inquiry: Explain how technology can expand the senses and contribute to the increase and/or modification of scientific knowledge (SI-M-B3)
GLE-M-38. Grade Level Expectation: Understanding Scientific Inquiry: Explain that, through the use of scientific processes and knowledge, people can solve problems, make decisions, and form new ideas (SI-M-B6)
SI-M-A2. The Abilities Necessary to do Scientific Inquiry: designing and conducting a scientific investigation. (1, 2, 3, 4, 5)
SI-M-A4. The Abilities Necessary to do Scientific Inquiry: developing descriptions, explanations, and graphs using data. (1, 2, 3, 4)
SI-M-B2. Understanding Scientific Inquiry: communicating that current scientific knowledge guides scientific investigations. (1, 3, 4)
SI-M-B4. Understanding Scientific Inquiry: using data and logical arguments to propose, modify, or elaborate on principles and models. (1, 2, 3, 4)

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