Grade 8 Science Curriculum Pacing Guide 2018-2019
Transcript of Grade 8 Science Curriculum Pacing Guide 2018-2019
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Grade 8 Science– Curriculum Pacing Guide – 2018-2019
Anderson School District Two Page 1 2018-2019
Science 8 Pacing
Quarter Unit # Topic # of Days
1 FOUNDATIONS
Introduction to Science and Engineering 13
1 Force and Motion 32
2
Waves
32
2
3
Earth’s Place in the Universe
45
3
4
Earth’s Systems and Resources
49
4
5 Earth’s History and Diversity of Life 15
SC PASS Review
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Unit 1 - Force and Motion (approximately 32 days) Introduction to Science and Engineering Practices - Standard 5.S.1: The student will use the science and engineering practices, including the processes and skills of scientific inquiry, to develop understandings of science content.
Power Standard 8.P.2 The student will demonstrate an understanding of the effects of forces on the motion and stability of an object.
8.P.2A. Conceptual Understanding: Motion occurs when there is a change in position of an object with respect to a reference point. The final position of an object is determined by measuring the change in position and direction of the segments along a trip. While the speed of the object may vary during the total time it is moving, the average speed is the result of the total distance divided by the total time taken. Forces acting on an object can be balanced or unbalanced. Varying the amount of force
or mass will affect the motion of an object. Inertia is the tendency of objects to resist any change in motion. 8.P.2A.1: Plan and conduct controlled scientific investigations to test how varying the amount of force or mass of an object affects the motion (speed and direction), shape, or orientation of an object.
8.P.2A.2: Develop and use models to compare and predict the resulting effect of balanced and unbalanced forces on an object’s motion in terms of magnitude and direction. 8.P.2A.3: Construct explanations for the relationship between the mass of an object and the concept of inertia (Newton’s First
Law of Motion). 8.P.2A.4: Analyze and interpret data to support claims that for every force exerted on an object there is an equal force exerted in the opposite direction (Newton’s Third Law of Motion).
8.P.2A.5: Analyze and interpret data to describe and predict the effects of forces (including gravitational and friction) on the speed and direction of an object. 8.P.2A.6: Use mathematical and computational thinking to generate graphs that represent the motion of an object’s position and
speed as a function of time.
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Unit 1 – Force and Motion (approximately 32 days)
Essential Tasks/Key Concepts Science and Engineering
Practices and Cross Cutting
Concepts
Learning Targets Resources (Suggested
Activities)
The student will use the SEP’s including the processes and skills of scientific inquiry to develop
understandings of science content. Topic
● Scientific Method
● Lab Safety ● Scientific Tools of
Investigation
● Conduct density lab
S.1A.3: Plan and conduct controlled scientific investigations
to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable
hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or
instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate
safety procedures. S.1A.4 Analyze and interpret data from informational texts,
observations, measurements, or investigations using a range of methods to (1)reveal patterns and construct meaning or (2) support
hypothesis.
I can...understand the processes of scientific investigations - Scientific Method. I can...learn the importance of following
directions during scientific investigations and will identify appropriate safety procedures.
I can… identify appropriate tools/instruments used to collect qualitative/quantitative data.
● student-created Lab
Safety Poems/raps ● “Saving Fred” mind
spark for Scientific
Method ● mini-lab/instruction
using tools of investigation that
students will be using throughout the year
● lab on finding density
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8.P.2A.1: Plan and conduct controlled scientific investigations
to test how varying the amount of force or mass of an object affects the motion (speed and direction),
shape, or orientation of an object. Topic
Investigation to test how the force or mass of an object affects the motion (speed and direction)
S.1A.3: Plan and conduct controlled scientific investigations to answer
questions, test hypotheses, and develop explanations: (1) formulate scientific questions
and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or
instruments to collect qualitative and quantitative data, and (4) record and
represent data in an appropriate form. Use appropriate safety procedures.
Cross cutting Concepts Scale, Proportion, and Quantity
Stability and Change
I can… plan and conduct a controlled
investigation to test how changing the amount of force or the mass of the object affects the motion of the object.
● Paper Airplane Lab
8.P.2A.6: Use mathematical and computational thinking to generate graphs that
represent the motion of an object’s position and speed as a function of time.
8.P.2A.7: Use mathematical and computational thinking to describe the relationship between the speed and
velocity (including positive and negative expression of direction) of an object in
S.1A.5: Use mathematical and computational thinking to (1) use and manipulate
appropriate metric units, (2) collect and analyze data, (3) express relationships between
variables for models and investigations, or (4) use grade-level appropriate statistics to analyze data.
Cross cutting Concepts
I can...create graphs that represent the motion of an object’s position and speed
as a function of time. I can...calculate average speed.
● explorelearning .com (Gizmo)
● notes/powerpoint
● real-world speed problems/worksheets
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determining average speed (v=d/t).
Topic
● Distance-time graphs
● Speed ● Motion ● Position ● Slope
● Velocity
Scales, Proportions, and Quantity Systems and System Models
8.P.2A.2: Develop and use models to compare and predict the
resulting effect of balanced and unbalanced forces on an object’s motion in terms of magnitude and direction.
Topic Balanced/Unbalanced forces
Net force Vector Magnitude
S.1A.2: Develop and use models to (1) understand or
represent phenomena, processes, and relationships, (2) test devices or solutions,
or (3) communicate ideas to others.
Cross cutting Concepts
Cause and Effect Systems and System Models
I can...develop and use models to predict
the effects of balanced and unbalanced forces.
● BrainPop on Force ● student-created
demonstrations of net
force ● Net force packet ● worksheets on
calculating net force
8.P.2A.3: Construct explanations for the relationship between the mass of an object and the
concept of inertia (Newton’s First Law of Motion).
Topic
Newton’s First Law of Motion Inertia Mass
S.1A.6: Construct explanations of
phenomena using (1) primary or secondary scientific evidence and models, (2) conclusions from scientific
investigations, (3) predictions based on observations and measurements, or (4) data
communicated in graphs, tables, or diagrams.
Cross cutting Concepts
Cause and Effect
I can...explain Newton’s First Law of
Motion. I can... explain the relationship between
the mass of an object and its inertia.
● BrainPop on Newton’s
Laws of Motion ● Discovery education ● complete Y-chart ● worksheets
● labs
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8.P.2A.4: Analyze and interpret data to support claims that for
every force exerted on an object there is an equal force exerted in the opposite direction (Newton’s
Third Law of Motion). Topic
Newton’s Third Law of Motion
S.1A.4: Analyze and interpret data from informational texts, observations, measurements,
or investigations using a range of methods (such as tabulation, graphing, or
statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations,
claims, or designs. Cross cutting concepts Cause and Effect
Stability and Change
I can...demonstrate the effects of forces on the motion and stability of an object.
● Discovery education videos
● Gizmo on Newton’s Laws of Motion
● crossword puzzles/brain teasers
8.P.2A.5: Analyze and interpret data to describe and predict the effects of forces (including gravitational and friction) on the
speed and direction of an object. Topic
● Friction forces
● Gravitational forces
S.1A.4: Analyze and interpret data from informational texts, observations, measurements,
or investigations using a range of methods (such as tabulation, graphing, or
statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations,
claims, or designs. Cross cutting concepts Cause and Effect
Systems and System Models
I can...analyze and predict the effects of gravity and friction.
● Bill Nye video on
Friction ● real-world demos ● notes
Unit Review and Test
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Unit 2 - Waves (approximately 32 days)
Power Standard 8.P.3 The student will demonstrate an understanding of the properties and behaviors of waves.
8.P.3A. Conceptual Understanding Waves (including sound and seismic waves, waves on water, and light waves) have energy and transfer energy when they interact with matter. Waves are a repeating pattern of motion that transfers energy from place to
place without overall displacement of matter. All types of waves have some features in common. When waves interact, they superimpose upon or interfere with each other resulting in changes to the amplitude. Major modern technologies are based on waves and their interactions with matter.
8.P.3A.1: Construct explanations of the relationship between matter and energy based on the characteristics of mechanical and light waves. 8.P.3A.2: Develop and use models to exemplify the basic properties of waves (including frequency, amplitude, wavelength, and speed).
8.P.3A.3: Analyze and interpret data to describe the behavior of waves (including refraction, reflection, transmission, and absorption) as they interact with various materials. 8.P.3A.4: Analyze and interpret data to describe the behavior of mechanical waves as they intersect.
8.P.3A.5: Construct explanations for how humans see color as a result of the transmission, absorption, and reflection of light waves by various materials. 8.P.3A.6: Obtain and communicate information about how various instruments are used to extend human senses by transmitting and detecting waves (such as radio, television, cell phones, and wireless computer networks) to exemplify how technological
advancements and designs meet human needs.
Unit 2 – Waves (approximately 32 days)
Essential Tasks/Key Concepts Science and Engineering
Practices and Cross Cutting Concepts
Learning Targets Resources (Suggested Activities)
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8.P.3A.1: Construct explanations of the relationship between matter and energy based on the
characteristics of mechanical and light waves.
Topic
● Mechanical vs. Electromagnetic waves
● Light waves ● Matter/energy ● Medium
S.1A.6: Construct explanations of phenomena using (1) primary
or secondary scientific evidence and models, (2) conclusions from scientific investigations, (3) predictions
based on observations and measurements, or (4) data communicated in graphs,
tables, or diagrams. Cross cutting concepts Patterns
I can...explain the
differences between mechanical and electromagnetic (light)
waves. I can… explain the relationship between matter and energy
based on the characteristics of waves.
● Intro to Waves PPT
● BrainPop on Waves ● “Waves: Energy in Motion” video
8.P.3A.2: Develop and use models to exemplify the basic properties of waves (including frequency,
amplitude, wavelength, and speed).
Topic
● Frequency ● Amplitude
● Wavelength ● Waves speed
S.1A.2: Develop and use models
to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions,
or (3) communicate ideas to others
Crosscutting Concepts
Systems and System Models.
I can...develop and use
models to demonstrate the properties of waves.
● Gizmo on Waves
● interpreting diagrams of waves
8.P.3A.3: Analyze and interpret
data to describe the behavior of waves (including refraction, reflection, transmission, and
absorption) as they interact with various materials. Topic
● Reflection ● Refraction
S.1A.4: Analyze and interpret data
from informational texts, observations, measurements, or investigations using a
range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct
meaning or (2) support hypotheses, explanations, claims, or designs.
I can...analyze and interpret data to
describe the behaviors of waves as they travel through different
mediums.
● Wave Behaviors PPT ● Bill Nye video - Waves ● Wave Concept Map
● Exploring Light Lab ● Instructional video on Light Absorption,
Reflection, and Transmission
● Sound and Pitch PPT ● Sound Lab
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● Transmission ● Absorption ● Light
● Sound
Cross cutting concepts Cause and Effect
Structure and Function
8.P.3A.5: Construct explanations for how humans see color as a result of the transmission,
absorption, and reflection of light waves by various materials.
Topic ● Color ● Light ● Reflection
● Transmission ● Absorption ● Opaque
● Translucent
S.1A.6: Construct explanations of phenomena using (1) primary
or secondary scientific evidence and models, (2) conclusions from scientific
investigations, (3) predictions based on observations and measurements, or (4) data communicated in graphs,
tables, or diagrams. Crosscutting concepts
Structure and Function
I can...explain how we
see certain colors because of the reflection, transmission, and absorption of light.
● Color Graphic Organizer ● BrainPop on Light and Color
● Informational text - “How do our eyes work?”
● Eye Diagram ● Newton’s Eye Poke experiment video
● Sheep’s Eye Dissection
8.P.3A.6: Obtain and communicate information about how various
instruments are used to extend human senses by transmitting and detecting waves (such as radio,
television, cell phones, and wireless computer networks) to exemplify how technological advancements and designs meet
human needs. Topic
● Electromagnetic Spectrum
S.1A.8: Obtain and evaluate scientific information to (1)
answer questions, (2) explain or describe phenomena, (3) develop models, (4) evaluate
hypotheses, explanations, claims, or designs or (5) identify and/or fill gaps in knowledge. Communicate
using the conventions and expectations of scientific writing or oral presentations by (1) evaluating grade-
I can...communicate how instruments (such as radios, televisions,
cell phones, wireless computer networks) are used by transmitting and detecting waves to meet
human needs.
● student created Electromagnetic
Radiation Chart ● Electromagnetic Spectrum song ● Discovery education video clips
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(radio, microwave, infrared, visible light, ultraviolet, x ray, gamma
radiation) ● Frequencies ● Wavelengths
● Energy
appropriate primary or secondary scientific literature, or (2) reporting the results of
student experimental investigations.
Crosscutting concepts Cause and effect
8.P.3A.4: Analyze and interpret data to describe the behavior of
mechanical waves as they intersect.
Topic Constructive Interference Destructive Interference
S.1A.4: Analyze and interpret data from informational texts,
observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or
statistical analysis) to (1) reveal patterns and construct meaning or (2) support
hypotheses, explanations, claims, or designs.
Crosscutting concepts
Patterns Cause and Effect Structure and Function
I can...analyze and interpret the result of the intersection of
mechanical waves.
● Wave Interference worksheet ● video
Unit Review and Test
END OF FIRST NINE WEEKS
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Unit 3 - Earth’s Place in the Universe ( approximately 45 days)
Power Standard 8.E.4: The student will demonstrate an understanding of the universe and the predictable patterns caused by
Earth’s movement in the solar system. 8.E.4A Conceptual Understanding: Earth’s solar system is part of the Milky Way Galaxy, which is one of many galaxies in the universe. The planet Earth is a tiny part of a vast universe that has developed over a span of time beginning with a period of extreme and rapid expansion.
8.E.4A.1: Obtain and communicate information to model the position of the Sun in the universe, the shapes and composition of galaxies, and the measurement unit needed to identify star and galaxy locations. 8.E.4A.2 Construct and analyze scientific arguments to support claims that the universe began with a period of extreme and rapid
expansion using evidence from the composition of stars and gases and the motion of galaxies in the universe. 8.E.4B Conceptual Understanding: Earth’s solar system consists of the Sun and other objects that are held in orbit around the Sun by its gravitational pull on them. Motions within the Earth-Moon-Sun system have effects that can be observed on Earth.
8.E.4B.1: Obtain and communicate information to model and compare the characteristics and movements of objects in the solar system (including planets, moons, asteroids, comets, and meteors). 8.E.4B.2: Construct explanations for how gravity affects the motion of objects in the solar system and tides on Earth. 8.E.4B.3: Develop and use models to explain how seasons, caused by the tilt of Earth’s axis as it orbits the Sun, affects the length
of the day and the amount of heating on Earth’s surface. 8.E.4B.4: Develop and use models to explain how motions within the Sun-Earth-Moon system cause Earth phenomena (including day and year, Moon phases, solar and lunar eclipses, and tides).
8.E.4B.5: Obtain and communicate information to describe how data from technologies (including telescopes, spectroscopes, satellites, space probes) provide information about objects in the solar system and the universe. 8.E.4B.6: Analyze and interpret data from the surface features of the Sun (including photosphere, corona, sunspots, prominences, and solar flares) to predict how these features may affect Earth.
Unit 3 – Earth’s Place in the Universe ( approximately 45 days)
Essential Tasks/Key Concepts
Science and Engineering
Practices and Cross Cutting Concepts
Learning Targets Resources (Suggested Activities)
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8.E.4B.3: Develop and use models to explain how seasons, caused by the tilt of Earth’s axis as it orbits
the Sun, affects the length of the day and the amount of heating on Earth’s surface.
Topic
● Seasons ● Solstice
● Equinox ● Equator ● Axis
● Tilt
S.1A.2: Develop and use models
to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions,
or (3) communicate ideas to others.
Crosscutting concepts Patterns Cause and Effect
I can...develop and use
models to explain how and why we have different seasons.
● Seasons in 3D Gizmo ● BrainPop on Seasons, Equinox and
Solstice ● Discovery education video clip
● Seasons PPT ● “Complete the Story” cloze ● student-created diagram showing
Earth and Sun location throughout year
8.E.4B.4: Develop and use models to explain how motions within the Sun-Earth-Moon system cause
Earth phenomena (including day and year, Moon phases, solar and lunar eclipses, and tides).
Topic
● Day and Year
● Solar Eclipse/Lunar eclipse ● Tides - Spring/Neap ● Gravity ● Moon phases -
waxing/waning, crescent. gibbous, quarter
● Sun-Earth-Moon system
S.1A.2: Develop and use models to (1) understand or represent phenomena,
processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others.
Crosscutting concepts Patterns
Cause and Effect
I can...develop and use models to explain why we have different moon phases, tides, and
eclipses.
● “A Closer Look at the Moon” -
Discovery education ● Moon PPT ● Moon Phases Gizmo ● “What Moon Phase is It?” - interactive
whiteboard activity ● Tide Diagrams/Eclipse Diagrams ●
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8.E.4B.1: Obtain and communicate information to model and compare the characteristics and movements
of objects in the solar system (including planets, moons, asteroids, comets, and meteors).
Topic
● Planets
● Moons ● Asteroids ● Comets
● Meteors/meteorites
S.1A.8: Obtain and evaluate scientific information to (1) answer questions, (2) explain
or describe phenomena, (3) develop models, (4) evaluate hypotheses, explanations,
claims, or designs or (5) identify and/or fill gaps in knowledge. Communicate using the conventions and
expectations of scientific writing or oral presentations by (1) evaluating grade-
appropriate primary or secondary scientific literature, or (2) reporting the results of student experimental
investigations. Crosscutting concepts
Systems and System Models
I can...make models and compare the
characteristics and movements of objects in the solar system.
● Planets PPT ● Research lab - Finding Information
About the Planets ● BrainPop on Asteroids and Comets ● Graphic organizer//Venn Diagram
8.E.4B.2: Construct explanations for how gravity affects the motion
of objects in the solar system and tides on Earth. Topic
● Gravity ● Mass ● Tides - spring tides, neap
tides, high tides, low tides
S.1A.6: Construct explanations of phenomena using (1) primary or secondary scientific
evidence and models, (2) conclusions from scientific investigations, (3) predictions based on observations and
measurements, or (4) data communicated in graphs, tables, or diagrams.
Crosscutting concepts Patterns Cause and Effect
I can...explain how gravity affects the motion of objects in the solar system.
I can...explain how gravity affects the tides
on Earth.
● Weight and Mass Gizmo ● Gravity Challenge from BrainPop
● notes ● Gravity Exploration Lab
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8.E.4B.6: Analyze and interpret data from the surface features of
the Sun (including photosphere, corona, sunspots, prominences, and solar flares) to predict how
these features may affect Earth. Topic
● Photosphere
● Corona ● Sunspots ● Prominences
● Solar flares ● Earth’ magnetic field ● Auroras
S.1A.4: Analyze and interpret data from informational texts, observations, measurements,
or investigations using a range of methods (such as tabulation, graphing, or
statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations,
claims, or designs. Crosscutting Concepts
Patterns Energy and matter Structure and function Cause and effect
I can...analyze and
interpret the surface features of the Sun to make predictions of how
these features may affect the Earth.
● “The Savage Sun” video from Discovery education
● “Why Does the Sun Shine?” song ● student-created model of the Sun ● complete chart using informational
text on the Sun ● Sun’s Features PPT ● The Sun worksheet
8.E.4A.1: Obtain and communicate information to model the position
of the Sun in the universe, the shapes and composition of galaxies, and the measurement unit needed to identify star and
galaxy locations.
Topic
● light-year ● Galaxies - spiral,
irregular, elliptical ● stars ● Milky Way galaxy
● universe
S.1A.8: Obtain and evaluate scientific information to (1) answer questions, (2) explain
or describe phenomena, (3) develop models, (4) evaluate hypotheses, explanations, claims, or designs or (5)
identify and/or fill gaps in knowledge. Communicate using the conventions and expectations of scientific
writing or oral presentations by (1) evaluating grade-appropriate primary or
secondary scientific literature, or (2) reporting the results of student experimental investigations.
Crosscutting concepts Patterns
I can...model the position of the Sun in the universe.
I can...communicate information about the
shapes and composition of different types of galaxies.
I can… explain what a light year is.
● student-created Quizlet of Vocabulary terms
● Galaxies Graphic organizer
● video clips on types of galaxies from Discovery education
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Scale, Proportion and Quantity
8.E.4A.2 Construct and analyze scientific arguments to support claims that the universe began
with a period of extreme and rapid expansion using evidence from the composition of stars and gases
and the motion of galaxies in the universe. Topic
● Big Bang theory ● stars
● nebula ● supernova ● black hole
S.1A.7: Construct and analyze scientific arguments to support claims, explanations,
or designs using evidence from observations, data, or informational texts.
Crosscutting concepts Stability and Change Scale, Proportion and Quantity
I can...analyze and construct scientific
arguments for the origin of the universe using evidence from the
composition of stars and the motion of galaxies
● The Life Cycle of Stars - video from Discovery education
● BrainPop on Big Bang theory with accompanying activities
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8.E.4B.5: Obtain and communicate
information to describe how data from technologies (including telescopes, spectroscopes,
satellites, space probes) provide information about objects in the solar system and the universe.
Topic
● refracting telescopes
● reflecting telescopes ● spectroscopes ● satellites ● space probes
S.1A.8: Obtain and evaluate scientific information to (1) answer questions, (2) explain
or describe phenomena, (3) develop models, (4) evaluate hypotheses, explanations,
claims, or designs or (5) identify and/or fill gaps in knowledge. Communicate using the conventions and
expectations of scientific writing or oral presentations by (1) evaluating grade-
appropriate primary or secondary scientific literature, or (2) reporting the results of student experimental
investigations. Crosscutting concepts
Structure and Function
I can...communicate information to describe how data from space
technologies provide information about the objects in the solar
system and the universe.
● notes on Space Tools/Technology
● research activity on Space exploration ● Vocabulary Match with Space Tools
Unit Review and Test
END OF SECOND NINE WEEKS
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Unit 4 - Earth’s Systems and Resources (49 days)
Power Standard 8.E.5: The student will demonstrate an understanding of the processes that alter the structure of Earth and
provide resources for life on the planet. 8.E.5A Conceptual Understanding : All Earth processes are the result of energy flowing and matter cycling within and among Earth’s systems. Because Earth’s processes are dynamic and interactive in nature, the surface of Earth is constantly changing. Earth’s hot interior is a main source of energy that drives the cycling and moving of materials. Plate tectonics is the unifying
theory that explains the past and current crustal movements at the Earth’s surface. This theory provides a framework for understanding geological history. 8.E.5A.1: Develop and use models to explain how the process of weathering, erosion, and deposition change surface features in
the environment. 8.E.5A.2: Use the rock cycle model to describe the relationship between the processes and forces that create igneous, sedimentary, and metamorphic rocks. 8.E.5A.3: Obtain and communicate information about the relative position, density, and composition of Earth’s layers to describe
the crust, mantle, and core. 8.E.5A.4: Construct explanations for how the theory of plate tectonics accounts for (1) the motion of lithospheric plates, (2) the geologic activities at plate boundaries, and (3) the changes in landform areas over geologic time. 8.E.5A.5: Construct and analyze scientific arguments to support claims that plate tectonics accounts for (1) the distribution of
fossils on different continents, (2) the occurrence of earthquakes, and (3) continental and ocean floor features (including mountains, volcanoes, faults and trenches).
8.E.5B Conceptual Understanding: Natural processes can cause sudden or gradual changes to Earth’s systems. Some may adversely affect humans such as volcanic eruptions or earthquakes. Mapping the history of natural hazards in a region, combined with an understanding of related geological forces can help forecast the locations and likelihoods of future events.
8.E.5B.1: Analyze and interpret data to describe patterns in the location of volcanoes and earthquakes related to tectonic plate boundaries, interactions, and hot spots. 8.E.5B.2: Construct explanations of how forces inside Earth result in earthquakes and volcanoes.
8.E.5B.3: Define problems that may be caused by a catastrophic event resulting from plate movements and design possible devices or solutions to minimize the effects of that event on Earth’s surface and/or human structures. 8.E.5C Conceptual Understanding: Humans depend upon many Earth resources – some renewable over human lifetimes and
some nonrenewable or irreplaceable. Resources are distributed unevenly around the planet as a result of past geological processes. 8E.5C.1: Obtain and communicate information regarding the physical and chemical properties of minerals, ores, and fossil fuels to
describe their importance as Earth resources.
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Unit 4 – Earth’s Systems and Resources (49 days)
Essential Tasks/Key Concepts Science and Engineering
Practices and Cross Cutting
Concepts
Learning Targets Resources (Suggested Activities)
8.E.5A.3: Obtain and communicate information about the relative position, density, and composition
of Earth’s layers to describe the crust, mantle, and core. Topic
● crust ● mantle
● inner core ● outer core ● density ● pressure
S.1A.8: Obtain and evaluate scientific information to (1) answer questions, (2) explain
or describe phenomena, (3) develop models, (4) evaluate hypotheses, explanations,
claims, or designs or (5) identify and/or fill gaps in knowledge. Communicate using the conventions and
expectations of scientific writing or oral presentations by (1) evaluating grade-
appropriate primary or secondary scientific literature, or (2) reporting the results of student experimental
investigations. Crosscutting concepts Structure and Function
I can...communicate the
relative position, density, and composition of each of the layers of the Earth.
● Voyage Through the Center of the Earth activity
● Layers of the Earth PPT ● BrainPop on Earth’s Structure ● Four Layers of the Earth’s Interior
video from Discovery education
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8.E.5A.4: Construct explanations for how the theory of plate tectonics accounts for (1) the
motion of lithospheric plates, (2) the geologic activities at plate boundaries, and (3) the changes
in landform areas over geologic time. Topic
● plate tectonics ● lithosphere
● asthenosphere ● convection currents ● rift valley ● subduction
● seafloor spreading ● plate boundaries -
convergent, divergent,
and transform
S.1A.6: Construct explanations of phenomena using (1) primary
or secondary scientific evidence and models, (2) conclusions from scientific
investigations, (3) predictions based on observations and measurements, or (4) data communicated in graphs,
tables, or diagrams. Crosscutting concepts
Cause and Effect Stability and Change
I can...construct explanations for the Theory of Plate Tectonics
based on geologic activities and landform changes.
I can...explain what happens at each type of plate boundary
● notes on Continental Drift theory
● Continental Drift Theory and Alfred Wegener video from Discovery education
● BrainPop on Plate Tectonics
● Vocabulary Match activity ● Dive and Discover Plate Movements
webquest
● Seafloor Spreading activity,video, and worksheet
● Graham Cracker Plate Tectonics Lab ● Convection Currents demo
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8.E.5A.5: Construct and analyze scientific arguments to support claims that plate tectonics
accounts for (1) the distribution of fossils on different continents, (2) the occurrence of earthquakes,
and (3) continental and ocean floor features (including mountains, volcanoes, faults and trenches).
Topic
● Pangaea ● earthquakes ● seismic waves ● mountains
● volcanoes ● faults ● trenches
S.1A.7: Construct and analyze
scientific arguments to support claims, explanations, or designs using evidence
from observations, data, or informational texts.
Crosscutting concepts
Patterns Cause and Effect
I can...explain how plate
tectonics accounts for the distribution of the same fossils on different continents.
I can...explain how plate tectonics accounts for the
occurrence of earthquakes. I can...explain how plate
tectonics accounts for continental and ocean floor features
(mountains, volcanoes, faults and trenches).
● Earthquakes Graphic Organizer ● notes on Seismic Waves ● Earthquakes Webquest
● Earthquake PPT ● Earthquake Features sheet
8.E.5B.2: Construct explanations of how forces inside Earth result in earthquakes and volcanoes.
Topic
● tension, compression,
shearing forces ● normal, reverse, strike-slip
faults
S.1A.6: Construct explanations of phenomena using (1) primary or secondary scientific evidence and models, (2)
conclusions from scientific investigations, (3) predictions based on observations and
measurements, or (4) data communicated in graphs, tables, or diagrams.
Crosscutting concepts Patterns Cause and Effect
I can...explain how the forces inside of the Earth cause earthquakes and volcanoes.
● Name It, Claim It, Draw it - faults activity
● Types of Faults lab ● Parts and Types of Volcanoes ● notes on Volcanoes and Mountains
● Mountains Informational text
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Stability and Change
8.E.5B.1: Analyze and interpret data to describe patterns in the
location of volcanoes and earthquakes related to tectonic plate boundaries, interactions, and hot spots.
Topic ● earthquakes ● epicenter
● focus ● triangulation ● San Andreas fault ● hot spots
● volcanoes ● Pacific Ring of Fire
S.1A.4: Analyze and interpret data from informational texts, observations, measurements,
or investigations using a range of methods (such as tabulation, graphing, or
statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations,
claims, or designs. Crosscutting concepts
Patterns Cause and effect
● How to Find the Epicenter of an
Earthquake - Gizmo ● Ring of Fire activity
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8E.5C.1: Obtain and communicate information regarding the physical and chemical properties of
minerals, ores, and fossil fuels to describe their importance as Earth resources.
Topic
● Minerals ● Physical properties of
minerals ● Chemical properties of
minerals
● Ores ● Fossil Fuels
S.1A.8: Obtain and evaluate scientific information to (1) answer questions, (2) explain
or describe phenomena, (3) develop models, (4) evaluate hypotheses, explanations,
claims, or designs or (5) identify and/or fill gaps in knowledge. Communicate using the conventions and
expectations of scientific writing or oral presentations by (1) evaluating grade-
appropriate primary or secondary scientific literature, or (2) reporting the results of student experimental
investigations.
Crosscutting concepts Structure and Function
I can...describe how the
physical and chemical properties of minerals, ores, and fossil fuels make them important
Earth resources.
● Minerals PPT
● BrainPop on Mineral Identification ● What is a Mineral? sheet ● Mineral identification Lab
● notes on Minerals, Ores, and Fossil Fuels
8.E.5A.2: Use the rock cycle model
to describe the relationship between the processes and forces that create igneous, sedimentary, and metamorphic rocks.
Topic
● Rock cycle ● Igneous rock ● Metamorphic rock ● Sedimentary rock
● Magma ● Heat and pressure ● Weathering and erosion
S.1A.2: Develop and use models to (1) understand or represent phenomena,
processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others.
Crosscutting concepts Patterns
Cause and Effect Stability and Change
I can...describe the relationship between the
processes and forces that create igneous, sedimentary, and
metamorphic rocks. I can...explain the rock cycle.
● Rock cycle notes ● Rock cycle diagrams ● Rock Cycle Gizmo
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● Cementation and compaction
8.E.5A.1: Develop and use models
to explain how the process of weathering, erosion, and deposition change surface features in the environment.
Topic
● Weathering ● Erosion ● Deposition
S.1A.2: Develop and use models
to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions,
or (3) communicate ideas to others.
Crosscutting concepts Cause and Effect Stability and Change
I can...develop and use models to explain how the processes of weathering,
erosion, and deposition change the surface features of the
environment.
● Shape it Up! interactive
● Weathering, Erosion, and Deposition PPT
8.E.5B.3: Define problems that may be caused by a catastrophic event resulting from plate
movements and design possible devices or solutions to minimize the effects of that event on Earth’s
surface and/or human structures. Topic
● Earthquake Effects ● Volcanic eruption Effects
S.1B.1: Construct devices or design solutions using scientific knowledge to solve
specific problems or needs: (1) ask questions to identify problems or needs, (2) ask
questions about the criteria and constraints of the device or solutions, (3) generate and communicate ideas for
possible devices or solutions, (4) build and test devices or solutions, (5) determine if the
I can...define problems that are the result of
catastrophic events, which are caused by plate movements. (earthquakes, volcanic
eruptions) I can...design possible
solutions to minimize the effects of catastrophic events.
● Notes on Problems Caused by Catastrophic Events
● Videos of Earthquakes, Volcanic
Eruptions ● Building Earthquake -proof structures
lab
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devices or solutions solved the problem and refine the design if needed, and (6)
communicate the results. Crosscutting concepts
Cause and Effect Structure and Function
Unit Review and Test
END OF THIRD NINE WEEKS
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Unit 5 - Earth’s History and Diversity of Life (approximately 15 days)
Power Standard 8.E.6: The student will demonstrate an understanding of Earth’s geologic history and its diversity of life over
time. 8.E.6A: Conceptual Understanding: The geologic time scale interpreted from rock strata provides a way to organize major historical events in Earth’s history. Analysis of rock strata and the fossil record, which documents the existence, diversity, extinction, and change of many life forms throughout history, provide only relative dates, not an absolute scale. Changes in life
forms are shaped by Earth’s varying geological conditions. 8.E.6A.1: Develop and use models to organize Earth’s history (including era, period, and epoch) according to the geologic time scale using evidence from rock layers.
8.E.6A.2: Analyze and interpret data from index fossil records and the ordering of rock layers to infer the relative age of rocks and fossils. 8.E.6A.3: Construct explanations from evidence for how catastrophic events (including volcanic activities, earthquakes, climatic changes, and the impact of an asteroid/comet) may have affected the conditions on Earth and the diversity of its life forms.
8.E.6A.4: Construct and analyze scientific arguments to support claims that different types of fossils provide evidence of (1) the diversity of life that has been present on Earth, (2) relationships between past and existing life forms, and (3) environmental changes that have occurred during Earth’s history. 8.E.6A.5: Construct explanations for why most individual organisms, as well as some entire taxonomic groups of organisms, that
lived in the past were never fossilized. 8.E.6B Conceptual Understanding: Adaptation by natural selection acting over generations is one important process by which
species change in response to changes in environmental conditions. The resources of biological communities can be used within sustainable limits, but if the ecosystem becomes unbalanced in ways that prevent the sustainable use of resources, then ecosystem degradation and species extinction can occur. 8.E.6B.1: Construct explanations for how biological adaptations and genetic variations of traits in a population enhance the
probability of survival in a particular environment. 8.E.6B.2: Obtain and communicate information to support claims that natural and human-made factors can contribute to the extinction of species.
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Unit 5 – Earth’s History and Diversity of Life (approximately 15 days)
Essential Tasks/Key Concepts
Science and Engineering
Practices and Cross Cutting Concepts
Learning Targets Resources (Suggested Activities)
8.E.6A.1: Develop and use models to organize Earth’s history
(including era, period, and epoch) according to the geologic time scale using evidence from rock
layers. Topic
● Geologic Time Scale ● eons, eras, periods,
epochs
● Cenozoic, Mesozoic, Paleozoic eras
● fossils ● rock layers (strata)
S.1A.2: Develop and use models to (1) understand or
represent phenomena, processes, and relationships, (2) test devices or solutions,
or (3) communicate ideas to others.
Crosscutting concepts
Patterns
I can...develop and use models to to break down
Earth’s history using fossil evidence.
● Geologic Time PPT/notes ● Geologic time video (song) ● student-created Quizlet of important
terms ● EEPE! sheet ● BrainPop on Geologic Time
8.E.6A.2: Analyze and interpret data from index fossil records and the ordering of rock layers to infer
the relative age of rocks and fossils.
Topic
● index fossils
● Law of Superposition
S.1A.4: Analyze and interpret data from informational texts, observations, measurements,
or investigations using a range of methods (such as tabulation, graphing, or
statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations,
claims, or designs.
I can...analyze and interpret data from index fossils to infer the relative
age of rocks and fossils. I can...analyze and
interpret data from the ordering of rock layers to infer the relative age of rocks and fossils.
● “Who Dun It?” activity ● Law of Superposition Challenge ● video clips on Relative vs. Absolute
Dating from Discovery education ● Fossils and Relative Dating PPT
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● trilobites ●
Crosscutting concepts Patterns
8.E.6A.3: Construct explanations from evidence for how catastrophic events (including
volcanic activities, earthquakes, climatic changes, and the impact of an asteroid/comet) may have
affected the conditions on Earth and the diversity of its life forms. Topic
● Asteroid impact ● Climate changes
● Volcanic activity
S.1A.6: Construct explanations of
phenomena using (1) primary or secondary scientific evidence and models, (2) conclusions from scientific
investigations, (3) predictions based on observations and measurements, or (4) data
communicated in graphs, tables, or diagrams.
Crosscutting concepts Stability and Change Cause and Effect
I can...explain how
catastrophic events and the impact of an asteroid may have affected the
environment/conditions of Earth, resulting in the diversity of life forms.
● “The Day the Mesozoic Died” video
8.E.6A.4: Construct and analyze scientific arguments to support
claims that different types of fossils provide evidence of (1) the diversity of life that has been present on Earth, (2) relationships
between past and existing life forms, and (3) environmental changes that have occurred during Earth’s history.
S.1A.2: Construct and analyze scientific arguments to
support claims, explanations, or designs using evidence from observations, data, or informational texts.
Crosscutting concepts Patterns Cause and Effect
I can…explain how different types of fossils
provide evidence of the diversity of life. I can...explain how
different types of fossils provide evidence of the relationships between past and present life
● students work with fossils/identify types ● Fossils PPT/notes
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Topic
● Fossils ● Permineralization ● Preserved fossils
● Cast/mold fossils ● Carbonized fossils ● Trace fossils
Stability and Change forms. I can...explain how
different types of fossils provide evidence of the environmental changes
that have occurred.
8.E.6A.5: Construct explanations
for why most individual organisms, as well as some entire taxonomic groups of organisms, that lived in
the past were never fossilized. Topic
Conditions necessary for fossilization
S.1A.6: Construct explanations of phenomena using (1) primary
or secondary scientific evidence and models, (2) conclusions from scientific investigations, (3) predictions
based on observations and measurements, or (4) data communicated in graphs,
tables, or diagrams. Crosscutting concepts Cause and Effect
Structure and Function
I can...explain why most organisms that lived in the past never fossilized.
● BrainPop on Fossils ● video clips on Fossils ● Fossil Lab
8.E.6B.1: Construct explanations for how biological adaptations and
genetic variations of traits in a population enhance the probability of survival in a particular
environment. Topic
● Natural Selection ● Adaptation
S.1A.6: Construct explanations of phenomena using (1) primary or secondary scientific
evidence and models, (2) conclusions from scientific investigations, (3) predictions
based on observations and measurements, or (4) data communicated in graphs, tables, or diagrams.
Crosscutting concepts Cause and Effect
I can...explain how adaptations and trait
variations increase the probability of survival in a particular environment.
● Natural Selection Gizmo ● Adaptation Lab
● videos of the lyre bird and mudskipper
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Stability and Change
8.E.6B.2: Obtain and communicate
information to support claims that natural and human-made factors can contribute to the extinction of
species. Topic Extinction
Mass Extinction
S.1A.8: Obtain and evaluate scientific information to (1) answer questions, (2) explain
or describe phenomena, (3) develop models, (4) evaluate hypotheses, explanations,
claims, or designs or (5) identify and/or fill gaps in knowledge. Communicate using the conventions and
expectations of scientific writing or oral presentations by (1) evaluating grade-
appropriate primary or secondary scientific literature, or (2) reporting the results of student experimental
investigations. Crosscutting concepts
Cause and Effect
I can... communicate how natural and man-made
factors can contribute to the extinction of a species.
Notes on Extinction
BrainPop on Extinction Informational text on extinction of the White
Rhinoceros
Unit Review and Test
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Unit - ( days)
**STANDARDS**
Unit – ( days)
Essential Tasks/Key Concepts Science and Engineering
Practices and Cross Cutting
Concepts
Learning Targets Resources (Suggested Activities)
●
Unit Review and Test
Unit - ( days)
**STANDARDS**
Unit – ( days)
Essential Tasks/Key Concepts Science and Engineering
Practices and Cross Cutting Concepts
Learning Targets Resources (Suggested Activities)
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Unit Review and Test
END OF FOURTH NINE WEEKS