8th Grade Science Map revised

8th
8th Grade Science Curriculum Map
Introduction
This document contains all mandated Arizona state standards for 8th grade science. The standards have been organized into units and clusters. The
units represent the major domain or field of scientific study under which the identified standards fall. The cluster represents the collection of similar
concepts within the larger domain. Within these units and clusters the performance objectives have been sequenced to represent a logical progression
of the content knowledge. It is expected that all teachers follow the sequence of units and clusters as described in the following document.

Organization
Approximate Time
Approximate times are based on a 60-minute instructional session for grades 6-8 and a 30-minute instructional session for grades 4 and 5. All
units and clusters must be taught prior to the third quarter benchmark assessments.

Essential Questions
Essential Questions are to be posed to the students at the beginning of the cluster and revisited throughout the cluster. They are designed to facilitate
conceptual development of the content and can be used as a tool for making connections, higher order thinking and inquiry. The students should be
able to answer these on their own by the end of the cluster.

Big Ideas
Big Ideas are the essential understandings that are critical for students’ learning. These are the enduring understandings we want students to carry
with them from grade level to grade level. Answering the Essential Questions is indicative of a student mastering the Big Idea, however they are not
always synonymous. Thus, in cases that the answer to the Essential Question does not include all components of the Big Idea, the Big Idea (for teacher
use) has been provided in italics.

Common Misconceptions
These are common misunderstandings students bring to the learning process. Being aware of such misconceptions allows us to plan for them during
instruction.

Content and Skill/Process Standards
This document has been organized by content standards and skill or process standard. The content standards are those that represent knowledge
specific to the scientific domain outlined in the unit (strands 4-6). The skill/process standards represent the skills involved in scientific inquiry, scientific
habits of mind and/or scientific advancements and opportunities (strands 1-3). The content and skill/process standards have been paired to represent
possible combinations of performance objectives from strands 1-3 with performance objectives from strands 4-6. As described in the Arizona state
standards, strands 1-3 are not intended to be taught in isolation; thus, the pairing of these performance objectives provides a possible context for
teaching these performance objectives. Each time, the performance objective should be taught to a deeper level of understanding and/or should be
connected to the other performance objectives in the cluster.

8/13/2012 1 Isaac Elementary School District

8th
Common Core/Cross Curricular
The standards in the Common Core/Cross Curricular column represent possible reading, writing, math and language standards that can be reinforced
or taught through the science standards with which they are paired. These standards will be added as the Common Core curriculum is developed for
4th-8th grade.

Priority
With input from grade level teachers, standards have been prioritized in two ways. The content standards have been prioritized using a three-point
scale. Essential standards represent those that are heavily weighted on state/national exams, foundational, and/or applicable in multiple contexts.
Important standards are those that are applicable in many contexts and less heavily weighted on state/national exams. Useful standards are those
with the least weight on state/national exams and are likely only useful in a specific scientific context. This is denoted in the priority column with the
codes E (essential), I (important) and U (useful). This label applies to the content standards only. The skill/process standards that are a priority for
this grade level are highlighted in blue and are expected to be mastered at this grade level.

Key Vocabulary
The key vocabulary that should be taught for each of the performance objectives is listed under key vocabulary. These vocabulary words are coded
as tier one (1), tier two (2) or tier three (3). Tier one words are those that are very common and should not be explicitly taught. Tier two words are
high utility words that can be used across content areas or contexts. Tier three words are content specific words.

Resources
The two types of resources listed are the Lab/Activity resources and the Web/Core Resources. All are suggestions that teachers may use to support
instruction. They are aligned to the performance objectives listed in the same row. The Web Resources are useful Internet links that can be used for
the teacher’s edification prior to instruction or as a tool during instruction. The core resources are suggested pages from the adopted texts. Similarly,
the Lab/Activity resources are possible labs or activities that support the performance objectives with which they are paired.

Unit/Cluster Project
The Unit/Cluster Projects are possible projects that teachers can use to support students in making connections, critical thinking, higher order thinking,
and/or spiraling curriculum. Unit projects support standards from all clusters within a unit while cluster project support the standards in a particular
cluster. While it is not required that a teacher do a project with every unit or cluster these resources will support project-based instruction and
practice should the teacher choose to implement them.

Assessment
The assessment section of the map has been left blank for teachers to plan the dates that they will give a formative assessment for the cluster. It is
expected that each cluster be assessed using a common formative assessment.

Other
Performance objectives may appear more than once. Each time they should be taught within the context of the cluster and/or revisited to a deeper
level of knowledge. Underlined segments of a PO indicate an additional piece of the PO that was likely not covered in previous clusters. [Brackets]
will occasionally appear though out the document and indicate clarification of the PO. Bracketed information is not a part of the PO itself.


8th

Unit: Matter
Cluster: Physical and Chemical Properties

Approximate Time: 17 days


8th
Essential Questions Big Ideas
 All matter can be categorized into three groups. What are they and  Matter can be classified by its chemical and physical
what is the difference between them? properties as well as its structural composition
(element, compound, mixture).

Matter can be classified as an element (a single type of
atom), a compound (two or more elements chemically
bonded together that cannot be separated by physical
means) or a mixture (two or more elements or
compounds that are in the same space but not bonded
together and can be separated by physical means).

 Mixtures can be heterogenous or homogeneous.
 Milk purchased at most stores says, “pasteurized and homogenized.”
What does that mean and why would we do it to our milk?
Pasteruized and homogenized means that the milk has
been processed to stay fresh longer and to prevent it
from separating.

 Matter has observable properties.
 Suppose I were to find an unknown liquid in the classroom. What tests
could I do to figure out what it is?
To identify the unknown liquid we could, among other
things, heat it to find its boiling point, cool it to find the
freezing point, test the pH, and leave it at room
temperature to find its common state. This data could
be compared to charts with data for various known
substances to identify the unknown substance.


8th
Priority Knowledge/Content Skill/Process Common Key Resources
Core/Cross Vocabulary Lab/Activity Web/Core
Curricular
E S5:C1:PO4 Classify matter in terms of (2) matter
elements, compounds, or mixtures (3) element
(3) compound
(2) mixture
(2) mass
(2) volume
I S5:C1:PO5 Classify mixtures as being S2:C2:PO1 Apply the (2)heterogeneous Mixture Centers
homogeneous or heterogeneous following scientific (2) homogeneous
processes to other
problem solving or
decision making
situations:
 observing
 predicting
 communicating
 comparing
 classifying
 organizing
data

S1:C3:PO8 Formulate
new questions based on
the results of a previous
investigation

S1:C3:PO6 Identify the
potential investigational
error that may occur
(e.g., flawed
investigational design,
inaccurate
measurement,
computational errors,
unethical reporting)
E S5:C1:PO1 Identify different kinds of (2) physical
matter based on the following physical property
properties: (2) state
 states (2) density
 density (3) boiling point
 boiling point (3) melting point
(3) solubility
 melting point

8th
Curricular
 solubility
E S5:C1:PO7 Investigate how the transfer S1:C1:PO1 Formulate M-S2:C1:PO1
of energy can affect the physical and questions based on
chemical properties of matter observations that lead
to the development of a
hypothesis

S1:C1:PO2 Use W-S3:C6:PO1
appropriate research R-S3:C1:PO6
information, not limited R-S3:C2:PO3
to a single source, to
use in the development
of a testable hypothesis

S1:C1:PO3 Generate a
hypothesis that can be
tested

S1:C2:PO1
Demonstrate safe
behavior and
appropriate procedures
(e.g., use and care of
technology, materials,
organisms) in all science
inquiry
E S5:C1:PO2 Identify different kinds of (3) reactivity
matter based on the following chemical (3) pH
properties: (3) pH scale
 reactivity (3) acid
 pH (3) base
 oxidation (corrosion) (2) neutral
(3) chemical
property


8th
Curricular
E S5:C1:PO3 Identify the following types (3) chemical
of evidence that a chemical reaction has change
occurred: (3) chemical
 formation of a precipitate reaction
 generation of a gas (3) precipitate
 color change (2) formation
(2) generation
 absorption or release of heat (2) solid
(2) liquid
(2) gas
(2) absorption
(2) release
(2) heat
U S2:C1:PO1 Identify how diverse people (3) Sir Frances
and/or cultures, past and present, have Bacon
made important contributions to scientific
innovations; Sir Frances Bacon
Unit
Project:

Assessment:

Unit: Periodic Table


8th
Cluster: Systematic Organization

 Why is it critical to understand the organization of the Periodic Table?  Understanding the organization of the Periodic
Table helps us to identify new matter based on its
characteristics and properties.

 When a new element is discovered where do scientists place it on the  The Periodic Table is organized by predictable
Periodic Table and how do they make that decision? patterns and identifiable trends.

New elements are placed on the Periodic Table with
those elements most similar to it. The scientists are able
to choose where the new element belongs based on its
characteristics and properties. They also use the
number of protons, neutrons and electrons in an
element to determine where to place a new element
on the Periodic Table.


8th
Core/Cross Vocabulary Lab/Activity Web & Core
Curricular
E S5:C1:PO6 Explain the systematic (3) periodic table
organization of the periodic table of elements
(2) systematic
(2) organization
(3) atomic number
(3) atomic mass
number
(3) reactivity
(3) electro
negativity
(3) atomic mass
(3) atomic radius
(3) Noble Gasses
(2) metals
(2) nonmetals
(3) group
(3) period
U S2:C1:PO1 Identify how diverse people
and/or cultures, past and present, have
made important contributions to scientific
innovations; Joseph Priestly
Unit
Project:

Assessment:

Unit: Physics
Cluster: Motion and Forces



8th
 Is it possible to have speed but no velocity?  Both speed and velocity can be measured.

No. If something is moving it is moving in a given direction
therefore, it will have speed and velocity. We can however, only
choose to measure speed without the direction.

 Velocity-time graphs and distance-time graphs show motion.
 What does a flat line on a velocity-time graph mean? What
does a flat line on a distance-time graph mean? On a velocity-time graph, a flat line represents a constant
velocity but on a distance-time graph, the flat line represents no
motion or an object at rest.

Priority Knowledge/Content Skill/Process Key Vocabulary Resources
Lab/Activity Web & Core


8th
E S5:C2:PO1 Demonstrate velocity as the S1:C4:PO4 Write clear, (2) Speed Paper Airplane Lab
rate of change of position over time. step-by-step instructions (2) Velocity
for conducting (2) Position The Way We Move
investigations or (3) Relative position Lab
operating equipment (3) Relative motion
(without the use of
personal pronouns)

S1:C3:PO4 Formulate a
future investigation
based on the data
collected

S1:C4:PO2 Chose an
appropriate graphic
representation for
collected data
 Line graph
 Double bar
graph
 Stem and leaf
plot
 histogram

S1:C4:PO5
Communicate the results
and conclusion of the
investigation


8th
E S5:C2:PO5 Create a graph devised S2:C1:PO4 Evaluate (3) Position-time graph
from measurements of moving objects career opportunities (3) Velocity-time graph
and their interactions, including: related to life and (2) Interaction
 position-time graphs physical sciences (2) Independent
 velocity-time graphs variable
S2:C2:PO1 Apply the (2) Dependent variable
following scientific
processes to other
problem solving or
decision making
situations:
 identifying
variables

S1:C4:PO4 Write clear,
step-by-step instructions
for conducting
investigations or
operating equipment
(without the use of
personal pronouns)

S1:C2:PO4 Perform
measurements using
appropriate scientific
tools (e.g., balances,
microscopes, probes,
micrometers)
Assessment

Unit: Physics
Cluster: Newton’s Laws


8th
 In the Northern United States, it gets very cold and sometimes the  Newton’s First Law of Motion: objects in motion will
ground is covered with snow and ice. In scientific terms, why is it remain in motion and objects at rest will remain at
dangerous to drive on icy roads? rest until an unbalanced force acts on them.

It is dangerous to drive on icy roads because even if
they brake, the moving cars are likely to continue
moving. The ice creates less friction between the
wheels, giving the car more inertia, making it difficult
to stop.

 In football, the linemen are typically very big. Why are the biggest  Newton’s Second Law of Motion: the force required
players usually the blockers? to accelerate an object is proportional to the mass
of the object (F=m x a)

The linemen are usually the biggest because they are
there to protect the quarterback. They need to be
very difficult to move so that other players cannot get
to the quarterback and he has time to throw the ball.

 Two children standing on skateboards face one another and push on  Newton’s Third Law of Motion: all forces occur in
each other’s hands. Neither child falls. What happens to both children? equal and opposite pairs.

Both children will be pushed away from one another
on their skateboards.

 Newton’s Laws affect daily life in a variety of ways.
 How have Newton’s Laws of Motion influenced daily human life?
These laws are the basis for most engineering and
evidence of them can be found everywhere. Door
hinges, airbags, seatbelts, airplanes, trampolines,
and helmets are just a few examples of how the
Laws of Motion have influenced daily human life.


8th
Core/Cross Vocabulary Lab/Activity Core
Curricular
E S2:C1:PO1 Identify how diverse people (3) Isaac BrainPop- Isaac Newton
and/or cultures, past and present, have Newton
made important contributions to scientific (2) contribution
innovations: Sir Isaac Newton
E S5:C2:PO2 Identify the conditions under S3:C2:PO4 Compare (2) state
which an object will continue in its state of risks and benefits of (3) inertia
motion (Newton’s 1st Law of Motion) the following (2) property
technological
advances:
 airbags
E S5:C2:PO3 Describe how the acceleration S1:C3:PO2 Form a (2) accelerate
of a body is dependent on its mass and logical argument (2) independent
the net applied force (Newton’s 2nd Law about a correlations variable
of Motion) between variables or (2) dependent
sequence of events variable
(e.g., construct a (2) correlation
cause-and-effect chain (3) net force
that explains a (2) positive
sequence of events) relationship
(2) negative
S1:C3:PO5 Explain relationship
how evidence supports (2) no relationship
the validity and
reliability of a
conclusion

S1:C3:PO3 Interpret
data that show a
variety of possible
relationships between
two variables,
including: positive,
negative and no
relationship

S1:C2:PO2 Design a
controlled
investigation to
support or reject a
hypothesis

S1:C2:PO3 Conduct a

8th
Curricular
controlled
investigation to
support or reject a
hypothesis

S1:C4:PO3 Present
analyses and
conclusions in clear,
concise formats

S1:C4:PO1
Communicate the
results of an
investigation

S2:C2:PO1 Apply the
processes to other
problem solving or
decision making
situations:
 Questioning
 Measuring
 Inferring
 Generating
hypotheses
 Identifying
variables
E S5:C2:PO4 Describe forces as interactions S3:C2:PO4 Compare (3) Newton’s 3rd
between bodies (Newton’s 3rd Law of risks and benefits of Law of Motion
Motion) the following (2) interaction
technological (2) bodies
advances: (3) action force
 Radiation (3) reaction force
treatments (3) normal force
 Genetic (3) net force
engineering
 Airbags


8th
Curricular
S2:C1:PO2 Evaluate (3) Sir Isaac
the effects of the Newton
following major
scientific milestones on
society: Newton’s Laws
Unit S2:C2:PO1 Apply the
Project: processes to other
problem solving or
Egg Drop Students will design and test a vehicle decision making
Physics that will prevent an egg from breaking situations:
when sustaining a fall.  Questioning
 Observing
 Predicting
 Identifying
variables

S3:C2:PO1 Propose
viable methods of
responding to an
identified need or
problem

S3:C2:PO2 Compare
solutions to best
address an identified
need or problem

S3:C2:PO3 Design
and construct a
solution to an
identified need or
problem using simple
classroom materials
Assessment:

Unit: Genetics
Cluster: Cell Division


8th
 How are mitosis and meiosis alike and different?  Both mitosis and meiosis are cell division but mitosis
facilitates growth, development and repair while
meiosis facilitates reproduction.

Mitosis and meiosis are alike in that they are both
forms of cell division. They are different in that mitosis
produces two cells that are exact copies of one another
while meiosis produces four cells that each only contains
half a set of chromosomes.
 What would occur if all mitosis stopped?
 Mitosis produces exact copies of cells, allowing
organisms to grow, develop and repair.

If all mitosis stopped, organisms could not grow,
develop or repair.

 What would occur if all meiosis stopped?  Meiosis produces haploid cells that allow organisms
to reproduce.

If meiosis stopped, organisms could not reproduce.


8th
Curricular
E S4:C2:PO1 Explain the purposes of cell S1:C3:PO7 Critique (2) cell division Strawberry DNA
division scientific reports from (3) mitosis
periodicals, television, (3) meiosis
and other media (2) growth
(2) repair
S1:C2:PO4 Perform (2) healing
measurements using (2) reproduction
appropriate scientific (3) chromosomes
tools (e.g., balances, (2) genetic
microscopes, probes, material
micrometers) (3) haploid/1n
(3) diploid /2n
S1:C2:PO5 Keep a
record of
observations, notes,
sketches, questions,
and ideas using tools
such a written and/or
computer logs
Assessment:

Unit: Genetics
Cluster: Heredity



8th
 Suppose two people want to marry and have children but both know  Recessive traits are not always visible in an
that there is a history Tay-Sachs Disease in their families. Why might the organism’s phenotype. They can be carriers of a
couple undergo genetic counseling? recessive trait that should they reproduce with
another carrier could result in the phenotypic
expression of the trait in the offspring.
 Suppose a chemical plant is unsafely dumping industrial chemical waste
into the community. You do not live near this community. Why should The couple may want to know if they are both carriers
you still be very concerned about this? of the recessive Tay-Sach’s allele. If this is the case there
is a ¼ chance that the couple will have a child with
Tay-Sach’s Disease.

 Industrial chemical waste can cause genetic
mutations. Genetic mutations in any given species
can be dangerous to the balance of an ecosystem.
Additionally, they can be dangerous to the entire
species if the mutation is unfavorable and passed
on to other generations.

Everyone should be concerned with practices such as
this for many reasons. First of all, the contaminants can
enter the water system and spread to other
communities. Second, the contaminants can cause
genetic mutations in organisms in the environment. If
mutations occur this will negatively affect the whole
ecosystem.


8th
Curricular
E S4:C2:PO3 Distinguish between the nature S2:C1:PO3 Evaluate (2) dominant
of dominant and recessive traits in humans the impact of a major (2) recessive
scientific development (3) allele
occurring within the (3) genotype
past decade (3) phenotype
(3) punnett
S2:C2:PO3 Defend square
the principle that (2) gene
accurate record (3) Gregor
keeping, openness, Mendell
and replication are
essential for
maintaining an
investigator’s
credibility with other
scientists and society

S2:C2:PO4 Explain
why scientific claims
may be questionable
if based on very small
samples of data,
biased samples, or
samples for which
there was no control
E S4:C2:PO2 Explain the basic principles of (3) widow’s peak
heredity using the human examples of: (2) blood type
 eye color
 widow’s peak
 blood type
U S2:C1:PO1 Identify how diverse people (3) Rosalind
and/or cultures, past and present, have Franklin
made important contributions to scientific (3) Watson and
innovations; Rosalind Franklin and Watson Crick
and Crick
U S3:C2:PO4 Compare risks and benefits of S2:C1:PO4 Evaluate (3) radiation
the following technological advances: career opportunities treatment
 radiation treatments related to life and (3) genetic
 genetic engineering physical sciences; engineering
genetic therapist, (3) genetic
genetic engineer, therapist
biochemist (3) genetic

8th
Curricular
engineer
(3) biochemist
I S3:C1:PO1 Analyze the risk factors S3:C1:PO2 Analyze (2) industrial
associated with natural, human induced, possible solutions to chemical
and/or biological hazards, including: address the
 waste disposal of industrial environmental risks
chemicals associated with
chemicals and
biological systems
E S2:C1:PO2 Evaluate the effects of the (3) Gregor
following major scientific milestones on Mendell
society:
 Mendillian Genetics
Assessment:

Unit: Adaptation and Behavior
Cluster: Adaptations



8th
 Suppose a genetic mutation caused a few offspring in the Arizona  Favorable traits increase the likelihood that an
Monarch butterfly population to turn brown. Over time, what is likely organism will survive in an environment. With
to happen to the Monarch population in Arizona? these traits, the organism will survive and pass the
desirable trait to its offspring. Over several
generations, the species will reflect the adaptation.

Over time, it is likely that all the Monarch butterflies in
Arizona will become brown. The brown butterflies
 Suppose a group of Cactus Wrens were released into the area have a greater chance at survival and therefore a
surrounding a lake. What is likely to happen to the Cactus Wrens? higher likelihood to reproduce. As the change was a
Why? genetic mutation it is in the genes of the butterflies and
will be passed from parents to offspring.

 Without the proper characteristics, it is unlikely that
an organism will survive in an environment. Thus,
these characteristics are unlikely to be passed to
offspring or to become an adaptation of the species.

It is likely that the Cactus Wrens will die. They do not
have the adaptations to survive in a watery
environment therefore they would struggle to obtain
enough food, to stay warm and to be protected from
predators.


8th
Curricular
E S4:C4:PO3 Determine characteristics of (3) heritable
organisms that could change over several (2) trait
generations (2) adapt
E S4:C4:PO6 Describe the following factors (2) adaptation
that allow for the survival of living (2) survival
organisms: (3) survival of the
 protective coloration fittest
 beak design (2) evolve
 seed dispersal (2) protective
coloration
 pollination (2) camouflage
(2) beak design
(2) seed dispersal
(2) pollination
I S3:C1:PO1 Analyze the risk factors S3:C1:PO2 Analyze
associated with natural, human induced, possible solutions to
and/or biological hazards, including: address the
 waste disposal of industrial environmental risks
chemicals associated with
 greenhouse gasses chemicals and
biological systems
U S2:C1:PO1 Identify how diverse people S2:C2:PO2 Describe (3) Charles
and/or cultures, past and present, have how scientific Darwin
made important contributions to scientific knowledge is subject (3) Jean-Baptiste
innovations; Charles Darwin and George to change as new Lamarck
Washington Carver information and/or (3) George
technology challenges Washington
prevailing theories Carver
Unit
Project:

Assessment:

Unit: Adaptation and Behavior
Cluster: Behavior



8th
 Why do people sweat when it is hot outside?  Sweating is just one example of the body
attempting to maintain homeostasis. Homeostasis
is achieved by modifying either the external or
internal conditions to keep them in balance.

By externally cooling the body, the internal
temperature is stabilized and the organism maintains
homeostasis.

 What is the relationship between a flea and a dog? Between an  All relationships can be categorized as competitive
oxpecker or tickbird and an ox? Between a barnacle and a scallop? or symbiotic.
Between zebra mussels and other Great Lakes mussels?
The flea and dog have a competitive, parasite/host
relationship. The flea is a parasite that lives off of and
harms the host dog. The zebra mussel has a
competitive relationship with other Great Lakes
mussels in that it is an invasive, nonnative species that is
wiping out many of the other Great Lakes mussels. The
oxpecker and ox have a symbiotic, mutualistic
relationship in which both benefit. The oxpecker gets
food and the ox is freed from parasites. The barnacle
and scallop have a symbiotic, commensal relationship
in which the barnacle benefits by having a place to
stay and the scallop is unaffected.


8th
Curricular
I S4:C4:PO2 Describe how an organism (3) homeostasis
can maintain a stable internal environment
while living in a constantly changing
external environment
I S4:C4:PO1 Explain how an organism’s
behavior allows it to survive in an
environment
E S4:C4:PO5 Analyze the following (3) hibernation
behavioral cycles of organisms: (3) migration
 hibernation (3) dormancy
 migration (3) behavioral
 dormancy (plants) cycle
E S4:C4:PO4 Compare the symbiotic and (3) symbiotic
competitive relationships in organisms relationship
within an ecosystem (e.g., lichen, (3) symbiosis
mistletoe/tree, clownfish/sea anemone, (3) mutualism
native/non-native species) (3) commensalism
(3) competitive
relationship
(2) ecosystem
(3) lichen
(3) native species
(3) nonnative
species
(3) invasive
species
(2) predator
(2) prey
(2) parasite
(2) host
Assessment:


8th Grade Science Map revised

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