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Eight Grade Science Curriculum Map
 

Eight Grade Science Curriculum Map

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    Eight Grade Science Curriculum Map Eight Grade Science Curriculum Map Presentation Transcript

    • 8th Grade Science: Curriculum Map and Pacing Guide 2011/2012 University of Colorado Simulations Quarter 1: Strand 1: Science Inquiry/Matter and Energy http://www.wisc-online.com/ August 22 – October 14 Performance Objective Student Outcomes Core Resource Link Resources Assessment[SC08-S1C1-01] Formulate questions based on observations I can ask questions based on observations to develop a NOTE: Strand 1 will be Teaching the scientificthat lead to the development of a hypothesis. (See hypothesis. What makes a good scientific question? embedded throughout methodM08-S2C1-01) P.A.S.S. Priority Academic Student Skills your curriculum map. Use to teach the Scientific E McDougal Littell Science Method Activity[SC08-S1C1-03] Generate a hypothesis that can be tested. E I can generate a hypothesis that can be tested series - Student Resource Using a question to[SC08-S1C2-03] Conduct a controlled investigation to support I can conduct a controlled investigation to support or Handbook pp. R2-R8, generate a Hypothesesor reject a hypothesis. E reject a hypothesis. R10-R28[SC08-S1C2-05] Keep a record of observations, notes, I can record observations, notes, sketches, questions, and Bouncy Ball Lab act.sketches, questions, and ideas using tools such as written ideas using written and/or computer logs. Not tested but share AIMS practice testand/or computer logs. (See W08-S3C2-01 and with students:W08-S3C3-01) E Lab Safety Reliability and Validity[SC08-S1C3-05] Explain how evidence supports the validity I can explain how evidence supports the validity and Video on Reliability and Teachers Domain - validity (DE) Science startersand reliability of a conclusion. reliability of a conclusion.[SC08-S1C3-06] Identify the potential investigational error I can identify errors that may occur in an investigation Everything you need to for the PPT on Valid andthat may occur (e.g., flawed investigational design, including flawed design, inaccurate measurement, Scientific Method Reliable datainaccurate measurement, computational errors, unethical computational errors, and unethical reporting. Understating Validity andreporting). Reliability PPT[SC08-S1C4-01] Communicate the results of an I can communicate the results of an investigation. How to teach students to do an Quarter 1investigation. Experiment Benchmark How to teach students to do an Experiment[SC08-S5C1-01] Identify different kinds of matter based on Matter and Energy (8th Matter and Energy (DE)the following physical properties: • states • density • boiling I can identify different kinds of matter based on their physical Grade) - The Changing Earth states, density, boiling point, melting point, and solubility. Demonstration ofpoint • melting point • solubility Lesson 2.1 pp. 45-50 Density notes and chart Physical and Chemical changes Solubility Elements and compounds and atoms great ppt.[SC08-S5C1-04] Classify matter in terms of elements, I can classify matter as elements, compounds, or mixtures. Adaptive Curriculum How we classify Mattercompounds, or mixtures. (AO) How we classify Matter2 Classifying matter[SC08-S5C1-05] Classify mixtures as being homogeneous I can classify mixtures as homogeneous or heterogeneous. Classifying matter withor heterogeneous. Matter Classification Flowchart answers August 22 – October 14 Performance Objective Student Outcomes Core Resource Link Resources Assessment[SC08-S5C1-01] Identify different kinds of matter based on I can identify different kinds of matter based on their Chemical Interactions (8th Density Lab with lab reportthe following physical properties: • states • density • boiling physical states, density, boiling point, melting point, and Grade) - Lesson 1.2 pp.point • melting point • solubility solubility. Note guide for Physical/Chemical changes 17-23 Adaptive Curriculum (AO) Qtr 1 Demonstration of Solubility (Lab)Isaac School District Page 1 of 9 August 22, 2011
    • 8th Grade Science: Curriculum Map and Pacing Guide 2011/2012 Quarter 1 August 22 – October 14 Performance Objective Student Outcomes Core Resource Link Resources Assessment[SC08-S5C1-02] Identify different kinds of matter based on I can identify different kinds of matter based on their Chemical Interactions (8th Adaptive Curriculum (AO)the following chemical properties: • reactivity • pH • chemical reactivity, pH, and oxidation (corrosion). Grade) - Lesson 1.2 pp.oxidation (corrosion) 17-23 Adaptive Curriculum (AO)[SC08-S5C1-06] Explain the systematic organization of the I can explain the systematic organization of the periodic table. Intro to the Periodic Table Pre and Post test onperiodic table. the Periodic Table Quarter 1 pH Factor Benchmark Intro to the Periodic Table Wisconsin Find a good periodic table to link Quarter 1 August 22 – October 14 Performance Objective Student Outcomes Core Resource Link Resources Assessment[SC08-S5C1-03] Identify the following types of evidence that I can identify the formation of a precipitate, generation of Chemical Reactiona chemical reaction has occurred: • formation of a precipitate gas, color change, and absorption or release of heat as Chemical Interactions (8th Video on Chemical• generation of gas • color change • absorption or release of evidence that a chemical reaction has occurred. Grade) - Lesson 2.2 pp. reactionsheat 47-55[SC08-S5C1-07] Investigate how the transfer of energy can I can investigate how the transfer of energy can affect the Exothermic andaffect the physical and chemical properties of matter. physical and chemical properties of matter. Polyatomic Ion Chart to identify Endothermic reaction lab substancesIsaac School District Page 2 of 9 August 22, 2011
    • 8th Grade Science: Curriculum Map and Pacing Guide 2011/2012 Quarter 2 October 24 – January 6 Performance Objective Student Outcomes Core Resource Link Resources Assessment[SC08-S5C2-01] Demonstrate velocity as the rate of change I can demonstrate velocity as the rate of change of Motion and Forces (8th Teacher source to motionof position over time. position over time. Teaching Vectors and Scalars Grade) - Lesson 1.1 pp. Understanding Vectors 9-15[SC08-S5C2-05] Create a graph devised from measurements I can create a graph devised from measurements of Graphic representation of Position and timeof moving objects and their interactions, including: • moving objects and their interactions, including position-position-time graphs • velocity-time graphs time graphs and velocity-time graphs. Forces and motion[SC08-S3C2-04] Compare risks and benefits of the following I can compare risks and benefits of radiation treatments, Motion and Forces (8th Clips/Great Introtechnological advances: • radiation treatments • genetic genetic engineering, and airbags. Grade) - Lesson 2.1 pp.engineering (See Strand 4 Concept 2) • airbags (See Strand 5 41-48Concept 2) Quarter 2 Newtons Laws of Motion Benchmark[SC08-S5C2-02] Identify the conditions under which an I can identify the conditions under which an object willobject will continue in its state of motion (Newton’s 1st Law continue in its state of motion (Newton’s 1st Law of Newton’s 1st Law videoof Motion). Motion). Wisconsin[SC08-S5C2-03] Describe how the acceleration of a body is I can describe how the acceleration of a body isdependent on its mass and the net applied force (Newton’s dependent on its mass and the net applied force Newtons 2nd law - video Wisconsin2nd Law of Motion). (Newton’s 2nd Law of Motion). 2nd Law - scroll down to see[SC08-S5C2-04] Describe forces as interactions between I can describe forces as interactions between bodies Lab on Frictionbodies (Newton’s 3rd Law of Motion). (Newton’s 3rd Law of Motion).Isaac School District Page 3 of 9 August 22, 2011
    • 8th Grade Science: Curriculum Map and Pacing Guide 2011/2012 Strand 1: Science Inquiry embedded throughout Curriculum Map October 24 – January 6 Performance Objective Student Outcomes Core Resource Link Resources Assessment[SC08-S1C1-01] Formulate questions based on observations I can ask questions based on observations to develop a Supplemental resources Science Inquiry Processthat lead to the development of a hypothesis. (See hypothesis. and materials for science WisconsinM08-S2C1-01) fair - These standards will be addressed during preparation for the science fair. Developing a hypothesis[SC08-S1C1-03] Generate a hypothesis that can be tested. I can generate a hypothesis that can be tested.[SC08-S1C2-03] Conduct a controlled investigation to support I can conduct a controlled investigation to support or Gel Air freshener labor reject a hypothesis. reject a hypothesis. Middle School Science Activities[SC08-S1C2-05] Keep a record of observations, notes, I can record observations, notes, sketches, questions, andsketches, questions, and ideas using tools such as written ideas using written and/or computer logs. Creating a Lab Bookand/or computer logs. (See W08-S3C2-01 and Example of a Lab bookW08-S3C3-01)[SC08-S1C3-05] Explain how evidence supports the validity I can explain how evidence supports the validity and 7th and 8th grade resourcesand reliability of a conclusion. reliability of a conclusion. Data Analysis & Graphs[SC08-S1C3-06] Identify the potential investigational error I can identify errors that may occur in an investigationthat may occur (e.g., flawed investigational design, inaccurate including flawed design, inaccurate measurement,measurement, computational errors, unethical reporting). computational errors, and unethical reporting[SC08-S1C4-01] Communicate the results of an investigation. I can communicate the results of an investigation.Isaac School District Page 4 of 9 August 22, 2011
    • 8th Grade Science: Curriculum Map and Pacing Guide 2011/2012 Strand 1: Science Inquiry embedded throughout Curriculum Map January 16 –March 9 Performance Objective Student Outcomes Core Resource Link Resources Assessment[SC08-S1C1-01] Formulate questions based on observations I can ask questions based on Supplemental resource forthat lead to the development of a hypothesis. (See observations to develop a hypothesis. science fair experiments - See Link aboveM08-S2C1-01) These standards will be addressed as students prepare experiments for the science fair See Link above[SC08-S1C1-03] Generate a hypothesis that can be tested. I can generate a hypothesis that can be tested.[SC08-S1C2-01] Demonstrate safe behavior and appropriate I can demonstrate safe behavior and appropriate See Link aboveprocedures (e.g., use and care of technology, materials, procedure in all science activities.organisms) in all science inquiry.[SC08-S1C2-02] Design a controlled investigation to support I can design a controlled investigation to support or See Link aboveor reject a hypothesis. reject a hypothesis.[SC08-S1C2-03] Conduct a controlled investigation to support I can conduct a controlled investigation to support or See Link aboveor reject a hypothesis. reject a hypothesis.[SC08-S1C2-04] Perform measurements using appropriate I can make measurements using balances, microscopes, Measuring in Sciencescientific tools (e.g., balances, microscopes, probes, probes, and micrometers.micrometers).[SC08-S1C2-05] Keep a record of observations, notes, I can record observations, notes, sketches, questions, and Quarter 3sketches, questions, and ideas using tools such as written ideas using written and/or computer logs. See Link above Benchmarkand/or computer logs. (See W08-S3C2-01 andW08-S3C3-01)[SC08-S1C3-01] Analyze data obtained in a scientific I can analyze data from an investigation to identify trends.investigation to identify trends. (See M08-S2C1-08)[SC08-S1C3-02] Form a logical argument about a correlation I can make a logical argument about how a cause- and-between variables or sequence of events (e.g., construct a effect chain explains a sequence of events.cause-and-effect chain that explains a sequence of events).[SC08-S1C3-03] Interpret data that show a variety of possible I can explain that two variables have positiverelationships between two variables, including: • positive relationships, negative relationships, or no relationships.relationship • negative relationship • no relationship[SC08-S1C3-04] Formulate a future investigation based on the I can use the data I collect in an investigation to design adata collected. future investigation.[SC08-S1C3-05] Explain how evidence supports the validity I can explain how evidence supports the validity and See Link aboveand reliability of a conclusion. reliability of a conclusion.Isaac School District Page 5 of 9 August 22, 2011
    • 8th Grade Science: Curriculum Map and Pacing Guide 2011/2012 Strand 1: Science Inquiry embedded throughout Curriculum Map January 16 –March 9 Performance Objective Student Outcomes Core Resource Link Resources Assessment[SC08-S1C3-06] Identify the potential investigational error I can identify errors that may occur in an investigation Supplemental resource forthat may occur (e.g., flawed investigational design, inaccurate including flawed design, inaccurate measurement, science fair experiments - Investigational errors - worksheetmeasurement, computational errors, unethical reporting). computational errors, and unethical reporting. These standards will be addressed as students prepare experiments for the science fair[SC08-S1C3-07] Critique scientific reports from periodicals, I can critique scientific reports from periodicals, televisiontelevision, or other media. or other media.[SC08-S1C3-08] Formulate new questions based on the results I can use the results of an investigation to develop newof a previous investigation. questions.[SC08-S1C4-01] Communicate the results of an investigation. I can communicate the results of an investigation. Exercise to help develop a conclusion[SC08-S1C4-02] Choose an appropriate graphic representation I can choose whether to use a line graph, double bar Choosing the appropriatefor collected data: • line graph • double bar graph • stem and graph, stem and leaf plot, or histogram to show data. graph Practicing Graphingleaf plot • histogram (See M08-S2C1-03) Choosing an appropriate graph[SC08-S1C4-03] Present analyses and conclusions in clear, I can present data analyses and conclusions clearly and Various graphsconcise formats. (See W08-S3C6-02) concisely. resource[SC08-S1C4-04] Write clear, step-by-step instructions for I can write clear, step-by-step instructions for conducting Quarter 3conducting investigations or operating equipment (without the investigations or operating equipment Benchmarkuse of personal pronouns). (See W08-S3C3-01)[SC08-S1C4-05] Communicate the results and conclusion of I can communicate the results and conclusion of the Build a car - problemthe investigation. (See W08-S3C6-02) investigation. solve[SC08-S2C2-01] Apply the following scientific processes to I can solve problems or make decisions byother problem solving or decision making situations: • • observingobserving • questioning • communicating • comparing • • questioningmeasuring • classifying • predicting • organizing data • • communicatinginferring • generating hypotheses • identifying variables • comparing • measuring • classifying • predicting • organizing data • inferring • generating hypotheses • identifying variables[SC08-S2C2-02] Describe how scientific knowledge is subject I can describe how scientific knowledge may change whento change as new information and/or technology challenges there is new information or new technology.prevailing theories.Isaac School District Page 6 of 9 August 22, 2011
    • 8th Grade Science: Curriculum Map and Pacing Guide 2011/2012 Quarter 3 January 16 –March 9 Performance Objective Student Outcomes Core Resource Link Resources Assessment[SC08-S2C2-03] Defend the principle that accurate record I can defend the importance of accurate record keeping, Supplemental resource forkeeping, openness, and replication are essential for maintaining openness, and replication for a scientist to keep the science fair experiments -an investigator’s credibility with other scientists and society. respect of other scientists and society. These standards will be addressed as students N prepare experiments for the science fair[SC08-S2C2-04] Explain why scientific claims may be I can explain why scientific claims may be questionable ifquestionable if based on very small samples of data, biased based on very small samples of data, biased samples, orsamples, or samples for which there was no control. samples for which there was no control. February Performance Objective Student Outcomes Core Resource Link Resources Assessment[SC08-S3C2-04] Compare risks and benefits of the following I can compare risks and benefits of radiation treatments, Cells and Heredity (8th Regeneration of Skin -technological advances: • radiation treatments • genetic genetic engineering, and airbags. Grade) - Lessons 1.1, 1.2, Stem Cellsengineering (See Strand 4 Concept 2) • airbags (See Strand 5 1.3, 3.1, 3.2, 3.3, 4.1, 4.2,Concept 2) 4.3[SC08-S4C2-01] Explain the purposes of cell division: • I can explain why cells divide for growth, repair, and Cell Division Notesgrowth and repair • reproduction reproduction.[SC08-S4C2-02] Explain the basic principles of heredity using I can explain the basic principles of heredity using the Understanding Punnettthe human examples of: • eye color • widow’s peak • blood human examples of: Human Traits -Take a look Squarestype • eye color Dominant/Recessive Characteristics Heredity Notes • widow’s peak Traits Lab • blood type[SC08-S4C2-03] Distinguish between the nature of dominant Distinguish between the nature of dominant and recessive Teacher source on Quarter 3 Heredityand recessive traits in humans. traits in humans. Benchmark Understanding Heredity and TraitsIsaac School District Page 7 of 9 August 22, 2011
    • 8th Grade Science: Curriculum Map and Pacing Guide 2011/2012 Quarter 3 March Performance Objective Student Outcomes Core Resource Link Resources Assessment[SC08-S4C4-01] Explain how an organism’s behavior allows I can explain how an organism’s behavior allows it to Supplemental resource forit to survive in an environment. survive in an environment. diversity and adaptation - Animals Behavior for Supplemental resource Survival needed (Life Over Time)[SC08-S4C4-02] Describe how an organism can maintain a I can describe how an organism can maintain a stablestable internal environment while living in a constantly internal environment while living in a constantly changingchanging external environment. external environment.[SC08-S4C4-03] Determine characteristics of organisms that I can identify and give examples of adaptations that allowcould change over several generations. survival of various organisms in their environment.[SC08-S4C4-04] Compare the symbiotic and competitive I can compare and contrast symbiotic/competitiverelationships in organisms within an ecosystem (e.g., lichen, relationships in organisms of an ecosystem such as:mistletoe/tree, clownfish/sea anemone, native/non-native Commensalismspecies). (Lichens), Parasitism (Mistletoe/tree), Mutualism (clownfish/sea anemone), competition (native/non native[SC08-S4C4-05] Analyze the following behavioral cycles of I can identify the benefits of certain behavioral cycles of Adaptations of Animalsorganisms: • hibernation • migration • dormancy (plants) organisms and give examples, such as: hibernation, migration, and dormancy. PPT on Animal[SC08-S4C4-06] Describe the following factors that allow for I can describe protective coloration, beak design, seed Adaptations Bird beak and feetthe survival of living organisms: • protective coloration • beak dispersal, and pollination as ways living organisms adaptations worksheetdesign • seed dispersal • pollination survive. Life Cycle of a Plant April Performance Objective Student Outcomes Core Resource Link Resources Assessment[SC08-S3C1-01] Analyze the risk factors associated with I can explain the risks of waste disposal of industrial Ecology (8th Grade) -natural, human induced, and/or biological hazards, including: chemicals and greenhouse gases. Lesson 3.1 pp. 81-88• waste disposal of industrial chemicals • greenhouse gases[SC08-S3C1-02] Analyze possible solutions to address the I can analyze solutions to environmental risks associated Current Smog Conditionsenvironmental risks associated with chemicals and biological with chemicals and biological systems.systems. Interactive Smog City[SC08-S3C2-01] Propose viable methods of responding to an I can propose possible methods of solving a need oridentified need or problem. problem. Student handout for Smog[SC08-S3C2-02] Compare solutions to best address an I can compare solutions that best solve a need or problem. cityidentified need or problem. See above link[SC08-S3C2-03] Design and construct a solution to an I can design and build a solution to a need or problemidentified need or problem using simple classroom materials. using simple classroom materials.Isaac School District Page 8 of 9 August 22, 2011
    • 8th Grade Science: Curriculum Map and Pacing Guide 2011/2012 Quarter 3 May Performance Objective Student Outcomes Core Resource Link Resources Assessment[SC08-S2C1-03] Evaluate the impact of a major scientific I can evaluate the impact of a major scientific Supplemental resource fordevelopment occurring within the past decade. development of the past ten years. science in society - Supplemental resources needed (Biographies of famous scientists)[SC08-S2C1-04] Evaluate career opportunities related to life I can evaluate career opportunities related to life andand physical sciences. physical sciences.Isaac School District Page 9 of 9 August 22, 2011