What's New: Worksheets and Study Guides

Living and Nonliving Kindergarten Science
Living and Nonliving Kindergarten Science
Counting Syllables Kindergarten English Language Arts
Time Second Grade Math
Roles of the Citizens Third Grade Social Studies
Shapes Fourth Grade Math
Beginning and Ending Sounds Kindergarten English Language Arts

Minnesota Standards for Eighth Grade Science

Bones, muscles, and skinWorksheets: 3Study Guides: 1Vocabulary: 6Circulation and immunityWorksheets: 3Study Guides: 1Vocabulary: 7Forces in fluidsWorksheets: 3Study Guides: 1Vocabulary: 1Geologic timeWorksheets: 4Study Guides: 1Heat and heat technologyWorksheets: 3Study Guides: 1Vocabulary: 1LightWorksheets: 4Study Guides: 1Vocabulary: 2Mirrors and lensesWorksheets: 3Study Guides: 1Vocabulary: 2Modern GeneticsWorksheets: 4Study Guides: 1Vocabulary: 5Organic compoundsWorksheets: 3Study Guides: 1Vocabulary: 1Properties of atomsWorksheets: 4Study Guides: 1Vocabulary: 1Respiration and excretionWorksheets: 3Study Guides: 1Vocabulary: 4SoundWorksheets: 4Study Guides: 1Vocabulary: 1The endocrine system and ReproductionWorksheets: 3Study Guides: 1Vocabulary: 5The Evolution and interaction of Living ThingsWorksheets: 3Study Guides: 1Vocabulary: 2The nervous systemWorksheets: 3Study Guides: 1Vocabulary: 5

MN.6.13. Reading Benchmarks: Literacy in Science and Technical Subjects 6-12

Craft and Structure Determine the meaning of symbols, equations, graphical representations, tabular representations, 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.
The Digestive and nutritionWorksheets :3Study Guides :1Vocabularies :4Ecosystems, food chains and food websWorksheets :3Study Guides :1Vocabularies :5MotionWorksheets :4Study Guides :1Vocabularies :1Chemical bondingFreeWorksheets :3Study Guides :1Vocabularies :1Chemical reactionsWorksheets :4Study Guides :1Vocabularies :1Ecology IWorksheets :4Vocabularies :2Ecology IIWorksheets :3Vocabularies :2Chemical Formulas and BondingWorksheets :3Chemical ReactionsWorksheets :3Measurements and CalculationsWorksheets :3Protection, Reproduction and CooperationWorksheets :3Vocabularies :2Moving and Controlling the BodyWorksheets :3Vocabularies :3Providing Fuel and TransportationWorksheets :4Vocabularies :3Food Chains and Food WebsWorksheets :3Vocabularies :2Six Kingdoms of LifeWorksheets :3Vocabularies :3Plate TectonicsWorksheets :3Vocabularies :3Cell TransportWorksheets :2Vocabularies :2Work, Power & Simple MachinesWorksheets :3Vocabularies :2EarthquakesWorksheets :3Vocabularies :3Pond MicrolifeWorksheets :3Vocabularies :3Chromosomes, Genes and DNAWorksheets :3Vocabularies :3MitosisWorksheets :2Vocabularies :2The Study of HeredityWorksheets :2Vocabularies :2Our Solar SystemWorksheets :3Vocabularies :2Earth`s SurfaceWorksheets :3Vocabularies :3Properties and States of MatterWorksheets :4Vocabularies :3Earth`s ClimateWorksheets :3Vocabularies :3Photosynthesis and RespirationWorksheets :3Vocabularies :2RocksWorksheets :3Vocabularies :2VolcanoesWorksheets :3Vocabularies :3MeiosisWorksheets :3Vocabularies :3Forces and MotionWorksheets :3Vocabularies :2Energy: Forms and ChangesWorksheets :3Vocabularies :3SoundWorksheets :3Vocabularies :4Light and OpticsWorksheets :4Vocabularies :3Elements and the periodic tableWorksheets :3Vocabularies :2Chemical ReactionsWorksheets :3Vocabularies :3Atoms and Chemical BondingWorksheets :3Vocabularies :2

Integration of Knowledge and Ideas Compare and 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, table, map). Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

MN.6.14. Writing Benchmarks: Literacy in Science and Technical Subjects 6-12

Research to Build and Present Knowledge 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.

Text Types and Purposes Write arguments focused on discipline-specific content. Provide a concluding statement or section that follows from and supports the argument presented. Write informative/explanatory texts, as they apply to each discipline and reporting format, including the narration of historical events, of scientific procedures/ experiments, or description of technical processes. Provide a concluding statement or section that follows from and supports the information or explanation presented.

MN.8.1. The Nature of Science and Engineering

8.1.1. The Practice of Science The student will understand that science is a way of knowing about the natural world that is characterized by empirical criteria, logical argument and skeptical review. Evaluate the reasoning in arguments in which fact and opinion are intermingled or when conclusions do not follow logically from the evidence given. The student will understand that scientific inquiry uses multiple interrelated processes to investigate questions and propose explanations about the natural world. Use logical reasoning and imagination to develop descriptions, explanations, predictions and models based on evidence.

8.1.3. Interactions Among Science, Technology, Engineering, Mathematics and Society The student will understand that men and women throughout the history of all cultures, including Minnesota American Indian tribes and communities, have been involved in engineering design and scientific inquiry. Describe examples of important contributions to the advancement of science, engineering and technology made by individuals representing different groups and cultures at different times in history. The student will understand that science and engineering operate in the context of society and both influence and are influenced by this context. Understand that scientific knowledge is always changing as new technologies and information enhance observations and analysis of data. Provide examples of how advances in technology have impacted the ways in which people live, work and interact. The student will understand that current and emerging technologies have enabled humans to develop and use models to understand and communicate how natural and designed systems work and interact. Use maps, satellite images and other data sets to describe patterns and make predictions about local and global systems in Earth science contexts. Determine and use appropriate safety procedures, tools, measurements, graphs and mathematical analyses to describe and investigate natural and designed systems in Earth and physical science contexts.

MN.8.2. Physical Science

8.2.1. Matter The student will understand that pure substances can be identified by properties which are independent of the sample of the substance and can be explained by a model of matter that is composed of small particles. Distinguish between a mixture and a pure substance and use physical properties including color, solubility, density, melting point and boiling point to separate mixtures and identify pure substances. Use physical properties to distinguish between metals and non-metals. The student will understand that substances can undergo physical and/or chemical changes which may change the properties of the substance but do not change the total mass in a closed system. Recognize that acids are compounds whose properties include a sour taste, characteristic color changes with litmus and other acid/base indicators, and the tendency to react with bases to produce a salt and water.

8.2.3. Energy The student will understand that waves involve the transfer of energy without the transfer of matter. Explain how seismic waves transfer energy through the Earth and across its surfaces.

MN.8.3. Earth and Space Science

8.3.1. Earth Structure and Processes The student will understand that the movement of tectonic plates results from interactions among the lithosphere, mantle and core. Recognize that the Earth is composed of layers, and describe the properties of the layers, including the lithosphere, mantle and core. Correlate the distribution of ocean trenches, mid-ocean ridges and mountain ranges to volcanic and seismic activity. Recognize that major geological events, such as earthquakes, volcanic eruptions and mountain building, result from the slow movement of tectonic plates. The student will understand that landforms are the result of the combination of constructive and destructive processes. Explain how landforms result from the processes of crustal deformation, volcanic eruptions, weathering, erosion and deposition of sediment. Explain the role of weathering, erosion and glacial activity in shaping Minnesota's current landscape. The student will understand that rocks and rock formations indicate evidence of the materials and conditions that produced them. Interpret successive layers of sedimentary rocks and their fossils to infer relative ages of rock sequences, past geologic events, changes in environmental conditions, and the appearance and extinction of life forms. Classify and identify rocks and minerals using characteristics including, but not limited to, density, hardness and streak for minerals; and texture and composition for rocks. Relate rock composition and texture to physical conditions at the time of formation of igneous, sedimentary and metamorphic rock.

8.3.2. Interdependence Within the Earth System The student will understand that the sun is the principal external energy source for the Earth. Explain how the combination of the Earth's tilted axis and revolution around the sun causes the progression of seasons. Recognize that oceans have a major effect on global climate because water in the oceans holds a large amount of heat. Explain how heating of the Earth's surface and atmosphere by the sun drives convection within the atmosphere and hydrosphere producing winds, ocean currents and the water cycle, as well as influencing global climate. The student will understand that patterns of atmospheric movement influence global climate and local weather. Describe how the composition and structure of the Earth's atmosphere affects energy absorption, climate and distribution of particulates and gases. Analyze changes in wind direction, temperature, humidity and air pressure and relate them to fronts and pressure systems. Relate global weather patterns to patterns in regional and local weather. The student will understand that the water cycle is an open system with many inputs. Describe the location, composition and use of major water reservoirs on the Earth, and the transfer of water among them. Describe how the water cycle distributes materials and purifies water.

8.3.3. The Universe The student will understand that the Earth is the third planet from the sun in a system that includes the moon, the sun, seven other planets and their moons, and smaller objects. Recognize that the sun is a medium-sized star, one of billions of stars in the Milky Way galaxy, and the closest star to Earth. Describe how gravity and inertia keep most objects in the solar system in regular and predictable motion. Compare and contrast the planets and the moons of our solar system in terms of their size, location and composition. Use the predictability of the motions of the Earth, sun and moon to explain day length, the phases of the moon, and eclipses.

8.3.4. Human Interactions with Earth Systems The student will understand that in order to maintain and improve their existence, humans interact with and influence Earth systems. Describe how mineral and fossil fuel resources have formed over millions of years, and explain why these resources are finite and non-renewable over human time frames. Recognize that land and water use practices in specific areas affect natural processes and that natural processes interfere and interact with human systems.

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