Enduring Understanding # 1: Scientific inquiry affords all learners opportunities to make observations, pose questions, develop hypotheses, design and conduct investigations, and analyze data to draw conclusions.
Grade Seven Benchmarks
Students will understand	Essential Questions	Students will know the/that	Students will be able to		Notes
1.1 Questioning: Scientists use observations to pose questions about the world around them.	-How are the generated problem, knowledge and content relevant to me? -What do I need to inquire about? -What questions do my observations generate? -How do we move from observation to generating questions?	-Questions begin investigations. -Good questions are many and varied and should be edited as a common practice. -Questioning begins with observation and then generates research.	-Question for a purpose based on their observations. -Hypothesize reasonable outcomes based on observations. -Use Hypotheses to guide the investigation toward reasonable outcomes. -Classify, infer, analyze, & Generalize.		-Inquiry is a process that progresses from teacher-directed to learner self-directed. -Inquiry teamed with other practices results in a better understanding of science.
1.2 Investigating: Scientists use an inquiry process to find answers to questions.	-Why is this investigation important? What is in it for me? -What can I do with this knowledge? -What steps do I need to create new information	-Inquiry is an iterative process.	-Observe purposefully and independently in order to help design their own investigations. - Base their results and conclusions on their own data and observations.
1.3 Data Collection & Analyzing: Scientists collect, measure, analyze, and organize their data in logical ways as part of a scientific process.	-How do I assess what I know and what I need to find out? -What resources are applicable to answering the question?	-An answer leads to more questions. -Resources are available to help answer questions.	-Determine which information is relevant. -Evaluate resources. -Infer, analyze and interpret data to draw conclusions. -Measure and record accurate data. -Use appropriate measurement tools, tables, graphs, and charts
1.4 Communicating: Scientists routinely communicate and collaborate with others in an attempt to build knowledge and understanding.	-How do I collaborate with others? -What information is relevant to share with others?	-Collaboration takes place in all steps of the inquiry process. -Listening, thinking and sharing takes place in collaboration.	-Compare findings collaboratively. -Present findings in a variety of formats. -Accept suggestions from peers to improve investigations.
Enduring Understanding # 2: Exploring systems, order, and organizations in our natural and designed world are integral to understanding the scientific disciplines and their interdependence.
Grade Seven Benchmarks
Students will understand	Essential Questions	Students will know the/that		Students will be able to	Notes
Strand 1: Metric System of Measurement and Safety
2.1 The standard system of measurement in the scientific world is the metric system.	-How can we measure matter using the metric system?	-Prefixes used in the metric system. -Basic units of measurement in the metric system.		-Linear measure with meter stick. -Measure volume using graduated cylinders. -Measure mass using a balance. -Calculate volume by displacement. -Convert between units of measure. -Calculate density.
Strand 2: Biology - Cells: Structure and Function
2.2 Cells are the basic unit of structure.	-How does one determine if something is living or nonliving? -How are prokaryotic and eukaryotic cells similar and different?	-Characteristics of living things. -Components of the cell theory.		-Identify the characteristics of living things.
2.3 Plant and animal cells have distinct differences.	-How are plant and animals cells similar and different?	- Organelles in cells including: Nucleus, Mitochondria, Ribosomes, Endoplasmic Reticulum, Vacuoles, Centrioles, Lysosomes, Chloroplast, Cell Membrane, Plasma Membrane.		-Locate and name cell organelles. -Distinguish between plant and animal cells using a compound microscope.
2.4 Living things are systematically classified	-What is the importance of classification?	-Classification systems consist of kingdoms or domains. -Kingdoms consist of Moneran, Protisits, Fungi, Plant, and Animal.		-Identify and classify protists using a microscope. -Draw and label protists viewed under the microscope. -Use and construct a Dichotomous key.
2.5 Cells are the basic unit of function.	-Why is cellular function essential to life?	-Osmosis, diffusion, respiration, cellular reproduction. -Mitosis & meiosis.		-Explain the function of the organelles by observing its structure.

Enduring Understanding # 2: Exploring systems, order, and organizations in our natural and designed world are integral to understanding the scientific disciplines and their interdependence.
Grade Seven Benchmarks
Students will understand	Essential Questions		Students will know the/that			Students will be able to			Notes
Strand 3: Force, Motion, and Energy
2.6 Matter moves in predictable ways.	-What is motion? -How do Newton’s laws of motion apply to our everyday lives?		-The difference between a motion and force. -Newton’s Laws of Motion -Balanced and unbalanced forces.				-Calculate and/or graph speed, acceleration, & force of an object. -Give real life examples for Newton’s laws of motion.
2.7 There is a relationship between force and motion using simple machines.	-Can a machine increase both force and distance? Why or why not? -What is the advantage of using a simple machine?		-Machines make work easier by changing force, distance and/or direction. -Machines do not change the amount of work being done.				-Calculate mechanical advantages of varied simple machines. -Design and/or build a compound machine. -Identify types of simple machines. -Measure input and output forces with a spring scale.
2.8 Energy comes in many forms and allows work to be done.	-How are energy and work related? -How can energy be transformed from one form to another?		-Energy is ability to do work. -Law of conservation of energy. -Some forms: mechanical, electromagnetic, chemical, thermal, potential and kinetic. -Heat is transferred via conduction, convection, and radiation.				-Trace and identify the flow of energy through a system. -Graph changes in temperature over time. -Give real live examples of energy transfer.
Strand 4: Earth Science-Weather and Climate
2.9 Weather and climate affect all living things on earth.	-How do weather and climate affect life on Earth? -How does weather affect your community? -How can one climate region be distinguished from another?		-Weather affects life in different ways. -There are extreme patterns of weather that affect each community differently. -Three main regions are polar, tempera and tropical. -Characteristics of the five climate regions.				-Explain which types of storms usually occur in Montana. -Explain all types of storms (hurricane, tornadoes, floods, blizzards). -Interpret a map that illustrates the temperature regions on Earth. -Explain the important differences in each climate.
2.10 Meteorologists collect and analyze and interpret weather conditions.	-How do meteorologists obtain and analyze data to predict weather?		-Thermometers, barometers, anemometers, psychomotors, and weather vanes are scientific instruments. -Include: pressure, relative humidity, wind speed, and direction.				-Read a thermometer using Celsius. -Distinguish between and describe the use of weather vane and an anemometer. -Interpret the reading of a barometer by explaining the likely results of an increase or decrease of barometric pressure. -collect and analyze data using meteorologist’s tools.
Enduring Understanding # 3: Both contemporary and historical scientific understandings inform technological, ethical, cultural and life decisions.
Grade Seven Benchmarks
Students will understand		Essential Questions		Students will know the/that	Students will be able to			Notes
3.1 Scientific observations and interpretations are influenced by culture and diversity.		-How does your cultural background affect the way you interpret the world around you?		-Ethnicity, religion and gender are a few factors that influence our perspectives.	-Listen and consider varying perspectives.
3.2 Scientific knowledge and technological advances occur in response to natural inquiry.		-How have advances in technology led to a greater understanding of atomic theory and cell theory?		-Our understanding of atomic structure may continue to change. -Technology of the microscope has allowed us to observe and understand structure and function of cells.	-Create a historical time line of our understanding of structure of an atom. -Discuss the connection between improved technology, renewed models, and depth of understanding of cells.
3.3 Past and present scientific discoveries have ethical implications.		-What ethical questions have surfaced as a result of advances in science?		-Why stem cell research, cloning, and genetic counseling have become controversial topics.	-Take a position on a controversial topic and support your position using scientific findings.

Enduring Understanding # 1: Scientific inquiry affords all learners opportunities to make observations, pose questions, develop hypotheses, design and conduct investigations, and analyze data to draw conclusions.
Grade Eight Benchmarks
Students will understand	Essential Questions	Students will know the/that	Students will be able to	Notes
1.1 Questioning: Scientists use observations to pose questions about the world around them.	-How are the generated problem, knowledge and content relevant to me? -What do I need to inquire about? -What questions do my observations generate? -How do we move from observation to generating questions?	-Questions begin investigations. -Good questions are many and varied and should be edited as a common practice. -Questioning begins with observation and then generates research.	-Question for a purpose based on their observations. -Hypothesize reasonable outcomes based on observations. -Use Hypotheses to guide the investigation toward reasonable outcomes. -Classify, infer, analyze & generalize.
1.2 Investigating: Scientists use an inquiry process to find answers to questions.	-Why is this investigation important? What is in it for me? -What can I do with this knowledge? -What steps do I need to create new information	-Inquiry is an iterative process.	-Observe purposefully and independently in order to help design their own investigations. - Base their results and conclusions on their own data and observations.
1.3 Data Collection & Analyzing: Scientists collect, measure, analyze, and organize their data in logical ways as part of a scientific process.	-How do I assess what I know and what I need to find out? -What resources are applicable to answering the question?	-The answer leads to more questions. -Know which resources are available to help answer the question.	-Determine which information is relevant. -Evaluate resources. -Infer, analyze and interpret data to draw conclusions. -Measure and record accurate data -Use appropriate measurement tools, tables, graphs, and charts
1.4 Communicating: Scientists routinely communicate and collaborate with others in an attempt to build knowledge and understanding.	-How do I collaborate with others? -What information is relevant to share with others?	-Collaboration takes place in all steps of the inquiry process. -Listening, thinking and sharing takes place in collaboration.	-Compare findings collaboratively. -Present findings in a variety of formats. -Accept suggestions from peers to improve investigations.

Enduring Understanding # 2: Exploring systems, order, and organizations in our natural and designed world are integral to understanding the scientific disciplines and their interdependence.
Grade Eight Benchmarks
Students will understand:	Essential Questions	Students will know the/that	Students will be able to	Notes
Strand One: Electricity and Magnetism
2.1 Electricity and magnetism are caused by the behavior of atomic particles.	-How does the behavior of electrons produce different kinds of electricity? -How do we classify materials based on their ability to allow electron flow? -What do magnetic materials have in common? -How are electricity and magnetism related?	-Current is the flow of charges. -Magnetism is the alignment of atoms in material. -Electric current in a wire creates a magnetic field. -Moving a magnet in a coil of wire creates an electric current. -A compass depends on the Earth’s magnetic field. -Difference between electric current and static electricity.	-Categorize materials as insulators or conductors. -Explain how a compass works and use it. -Illustrate a magnetic field.
2.2 Electrons flow in a predictable path.	-How do electrons flow? -How can I use relationships between voltage, current, and resistance to make predictions?	-Current flows from high potential to low potential in a closed circuit. -A circuit can either be opened or closed. -Two types of circuits are series and parallel. -Resistance is a measure of the tendency to convert electrical energy to heat energy. -Amperes are units of current, volts are units of potential difference, and Ohm are units of resistance. -Voltage is constant.	-Indicate directions of electron flow on a circuit. -Explain how a battery produces current. -Construct the two types of circuits. -Use of Volmeter to measure voltage. -Use an Ammeter to measure current. -Calculate current voltage and resistance. -Use the formula V=IR, which explains Ohm’s Law. -Identify factors affecting resistance.

Grade Eight Benchmarks
Students will understand:		Essential Questions	Students will know the/that		Students will be able to		Notes
Strand Two: Chemistry
2.3 The atom is the fundamental unit of structure and function of matter.		-How do we know atoms exist?	-Atoms are composed of protons, neutrons, and electrons. -Atomic theory is ever changing as scientists have discovered new information about the atom. +ED#3		-Construct a model of an atom.
2.4 Matter can be classified as an element, compound or mixture.		-How do I know the difference between an element, compound and mixture?	-Elements consist of one type of atom whereas compounds consist of two or more elements that are chemically combined. -A mixture is composed of two or more pure substances that are not chemically combined.		-Describe the difference between an element and a compound. -Identify an unknown substance. -Separate a simple mixture into its component substances.
2.5 Matter exists in various states which are determined by the movement of the matter’s particles.		-What causes the differences in states of matter? -What happens to the volume of a balloon that is taken outside on a cold winter day?	-Movement of molecules determine the state of matter (kinetic molecular theory) -Relationship between volume, temperature and pressure of a gas.		-Describe how energy is involved in changes of state. -Demonstrate and describe changing states of matter. -Apply gas laws (Boyle’s and Charles) to real life situations.
2.6 The Periodic Table of elements is a tool to show the relationships among elements.		-How is the Periodic Table organized? -How does the Periodic Table of Elements help us predict the behavior of atoms? -How do you know that a chemical reaction has occurred?	-Periodic Table is organized by increasing atomic numbers. -Periodic Table can be used to identify behaviors of metals, nonmetals, metalloids, groups, periods, and valence. -In a chemical change, a new substance is formed with different properties (i.e.: color change, temperature change, bubbling). -Know the Law of Conservation of Mass.		-Create an organizational system from a random set of objects. -Predict reactivity of elements based on atomic number and/or atomic mass. -Perform a variety of chemical reactions demonstrating that chemical reactions conserve mass.
Grade Eight Benchmarks
Students will understand:		Essential Questions	Students will know the/that		Students will be able to		Notes
Strand Three: Biology-Human Body
2.7 Humans are composed of cells, tissues, organs, and organ systems.	-How are all the systems of the body interrelated and interdependent on each other? -What are common misconceptions about reproduction? -How does exercise affect cardiovascular fitness? How are nutrients processed and waste removed from the body?		-Levels of cellular organization within a complex organism. -Importance of cellular communication within levels. -The interrelationship between blood and oxygen in the circulatory & respiration systems. -The structure and function of the male and female reproductive systems. -How nutrients are utilized by the body and waste eliminated.		-Illustrate the path blood takes through the circulatory system. -Create a model of the lungs to demonstrate how breathing occurs. -Simulate the path of food through the digestive and excretory systems.
2.8 Genetics is the study of how traits are passed on.	-How can you predict what your children may look like? -Are professional athletes genetically gifted or is their talent environmentally influenced?		-Traits are governed by dominant and recessive genes (Mendel #3). 0Mendel principles of heredity while studying pea plants + ED #3		-Use a Punnett square to determine specific characteristics such as color. -Provide support for nature vs. nurture.
Strand Four: Ecology
2.9 All living systems are interdependent and can be altered by natural events and cycles as well as human “footprints.”	-How could you provide evidence for your position on whether global warming is impacted by human activity, earth’s natural cycle, or a combination of both? -Why does the destruction of a native species or the introduction of a non-native species impact and ecosystem? -How does a forest fire affect an ecosystem, and how would the ecosystem repair itself? -How has the “Let it burn” policy affected Montana ecology?		-That biotic and a biotic factors affect an ecosystem and are interrelated. -The components of the water, nitrogen, and carbon cycles -How fire is beneficial to a forest.		-Relate how heating and cooling of ocean affects climate. -Predict the outcome of altering any part within the water, nitrogen, or carbon cycles. -Give support for or against the “Let it burn” policy.
Enduring Understanding # 3: Both contemporary and historical scientific understandings inform technological, ethical, cultural and life decisions.
Grade Eight Benchmarks
Students will understand:		Essential Questions	Students will know the/that	Students will be able to		Notes
3.1 Scientific observations and interpretations are influenced by culture and diversity.		-How does your cultural background affect the way you interpret the world around you?	- Ethnicity, religion and gender are a few factors that influence our perspectives.	-Listen and consider varying perspectives.
3.2 Scientific knowledge and technological advances occur in response to natural inquiry.		-How have advances in technology led to a greater understanding of atomic theory and cell theory?	-Our understanding of atomic structure may continue to change - Technology of the microscope has allowed us to observe and understand structure and function of cells.	-Create a historical time line of our understanding of structure of an atom. -Discuss the connection between improved technology, renewed models, and depth of understanding of cells.
3.3 Past and present scientific discoveries have ethical implications.		-What ethical questions have surfaced as a result of advances in science?	-Why stem cell research, cloning, and genetic counseling have become controversial topics.	-Take a position on a controversial topic and support your position using scientific findings.