8th science map revised


Published on

Published in: Education, Technology
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

8th science map revised

  1. 1. 8th 8th Grade Science Curriculum Map IntroductionThis document contains all mandated Arizona state standards for 8th grade science. The standards have been organized into units and clusters. Theunits represent the major domain or field of scientific study under which the identified standards fall. The cluster represents the collection of similarconcepts within the larger domain. Within these units and clusters the performance objectives have been sequenced to represent a logical progressionof the content knowledge. It is expected that all teachers follow the sequence of units and clusters as described in the following document. OrganizationApproximate TimeApproximate times are based on a 60-minute instructional session for grades 6-8 and a 30-minute instructional session for grades 4 and 5. Allunits and clusters must be taught prior to the third quarter benchmark assessments.Essential QuestionsEssential Questions are to be posed to the students at the beginning of the cluster and revisited throughout the cluster. They are designed to facilitateconceptual development of the content and can be used as a tool for making connections, higher order thinking and inquiry. The students should beable to answer these on their own by the end of the cluster.Big IdeasBig Ideas are the essential understandings that are critical for students’ learning. These are the enduring understandings we want students to carrywith them from grade level to grade level. Answering the Essential Questions is indicative of a student mastering the Big Idea, however they are notalways synonymous. Thus, in cases that the answer to the Essential Question does not include all components of the Big Idea, the Big Idea (for teacheruse) has been provided in italics.Common MisconceptionsThese are common misunderstandings students bring to the learning process. Being aware of such misconceptions allows us to plan for them duringinstruction.Content and Skill/Process StandardsThis document has been organized by content standards and skill or process standard. The content standards are those that represent knowledgespecific to the scientific domain outlined in the unit (strands 4-6). The skill/process standards represent the skills involved in scientific inquiry, scientifichabits of mind and/or scientific advancements and opportunities (strands 1-3). The content and skill/process standards have been paired to representpossible combinations of performance objectives from strands 1-3 with performance objectives from strands 4-6. As described in the Arizona statestandards, strands 1-3 are not intended to be taught in isolation; thus, the pairing of these performance objectives provides a possible context forteaching these performance objectives. Each time, the performance objective should be taught to a deeper level of understanding and/or should beconnected to the other performance objectives in the cluster.8/13/2012 1 Isaac Elementary School District
  2. 2. 8thCommon Core/Cross CurricularThe standards in the Common Core/Cross Curricular column represent possible reading, writing, math and language standards that can be reinforcedor taught through the science standards with which they are paired. These standards will be added as the Common Core curriculum is developed for4th-8th grade.PriorityWith input from grade level teachers, standards have been prioritized in two ways. The content standards have been prioritized using a three-pointscale. 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 thosewith 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 thecodes E (essential), I (important) and U (useful). This label applies to the content standards only. The skill/process standards that are a priority forthis grade level are highlighted in blue and are expected to be mastered at this grade level.Key VocabularyThe key vocabulary that should be taught for each of the performance objectives is listed under key vocabulary. These vocabulary words are codedas 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 arehigh utility words that can be used across content areas or contexts. Tier three words are content specific words.ResourcesThe two types of resources listed are the Lab/Activity resources and the Web/Core Resources. All are suggestions that teachers may use to supportinstruction. They are aligned to the performance objectives listed in the same row. The Web Resources are useful Internet links that can be used forthe 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 ProjectThe 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 particularcluster. While it is not required that a teacher do a project with every unit or cluster these resources will support project-based instruction andpractice should the teacher choose to implement them.AssessmentThe 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 isexpected that each cluster be assessed using a common formative assessment.OtherPerformance objectives may appear more than once. Each time they should be taught within the context of the cluster and/or revisited to a deeperlevel 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.8/13/2012 2 Isaac Elementary School District
  3. 3. 8th Unit: Matter Cluster: Physical and Chemical Properties Approximate Time: 17 days8/13/2012 3 Isaac Elementary School District
  4. 4. 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.8/13/2012 4 Isaac Elementary School District
  5. 5. 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 point8/13/2012 5 Isaac Elementary School District
  6. 6. 8th Priority Knowledge/Content Skill/Process Common Key Resources Core/Cross Vocabulary Lab/Activity Web/Core 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 property8/13/2012 6 Isaac Elementary School District
  7. 7. 8th Priority Knowledge/Content Skill/Process Common Key Resources Core/Cross Vocabulary Lab/Activity Web/Core 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 BaconUnitProject:Assessment:Unit: Periodic Table8/13/2012 7 Isaac Elementary School District
  8. 8. 8th Cluster: Systematic Organization Approximate Time: 7 days Essential Questions Big Ideas  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.8/13/2012 8 Isaac Elementary School District
  9. 9. 8th Priority Knowledge/Content Skill/Process Common Key Resources 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: PhysicsCluster: Motion and ForcesApproximate Time: 13 days8/13/2012 9 Isaac Elementary School District
  10. 10. 8th Essential Questions Big Ideas  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 & Core8/13/2012 10 Isaac Elementary School District
  11. 11. 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 investigation8/13/2012 11 Isaac Elementary School District
  12. 12. 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 Approximate Time: 18 days8/13/2012 12 Isaac Elementary School District
  13. 13. 8th Essential Questions Big Ideas  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.8/13/2012 13 Isaac Elementary School District
  14. 14. 8th Priority Knowledge/Content Skill/Process Common Key Resources 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 a8/13/2012 14 Isaac Elementary School District
  15. 15. 8th Priority Knowledge/Content Skill/Process Common Key Resources Core/Cross Vocabulary Lab/Activity Core 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 following scientific 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  Airbags8/13/2012 15 Isaac Elementary School District
  16. 16. 8th Priority Knowledge/Content Skill/Process Common Key Resources Core/Cross Vocabulary Lab/Activity Core 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 following scientific 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 Division8/13/2012 16 Isaac Elementary School District
  17. 17. 8th Approximate Time: 7 days Essential Questions Big Ideas  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.8/13/2012 17 Isaac Elementary School District
  18. 18. 8th Priority Knowledge/Content Skill/Process Common Key Resources Core/Cross Vocabulary Lab/Activity Web/Core 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 logsAssessment:Unit: GeneticsCluster: HeredityApproximate Time: 15 days8/13/2012 18 Isaac Elementary School District
  19. 19. 8th Essential Questions Big Ideas  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.8/13/2012 19 Isaac Elementary School District
  20. 20. 8th Priority Knowledge/Content Skill/Process Common Key Resources Core/Cross Vocabulary Lab/Activity Web/Core 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) genetic8/13/2012 20 Isaac Elementary School District
  21. 21. 8th Priority Knowledge/Content Skill/Process Common Key Resources Core/Cross Vocabulary Lab/Activity Web/Core 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 GeneticsAssessment:Unit: Adaptation and BehaviorCluster: AdaptationsApproximate Time: 9 days8/13/2012 21 Isaac Elementary School District
  22. 22. 8th Essential Questions Big Ideas  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.8/13/2012 22 Isaac Elementary School District
  23. 23. 8th Priority Knowledge/Content Skill/Process Common Key Resources Core/Cross Vocabulary Lab/Activity Web/Core 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 CarverUnitProject:Assessment:Unit: Adaptation and BehaviorCluster: BehaviorApproximate Time: 9 days8/13/2012 23 Isaac Elementary School District
  24. 24. 8th Essential Questions Big Ideas  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.8/13/2012 24 Isaac Elementary School District
  25. 25. 8th Priority Knowledge/Content Skill/Process Common Key Resources Core/Cross Vocabulary Lab/Activity Web/Core 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) hostAssessment:8/13/2012 25 Isaac Elementary School District