1. 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 scientific
that lead to the development of a hypothesis. (See hypothesis. What makes a good scientific question? embedded throughout method
M08-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 Hypotheses
or 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 test
and/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
Teacher's Domain - validity (DE) Science starters
and 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 and
that may occur (e.g., flawed investigational design, including flawed design, inaccurate measurement, Scientific Method Reliable data
inaccurate measurement, computational errors, unethical computational errors, and unethical reporting. Understating Validity and
reporting). 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 1
investigation.
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 of
point • 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 Matter
compounds, 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 with
or 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
report
the 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

2. 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 on
periodic 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 Reaction
a 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. reactions
heat 47-55
[SC08-S5C1-07] Investigate how the transfer of energy can I can investigate how the transfer of energy can affect the Exothermic and
affect the physical and chemical properties of matter. physical and chemical properties of matter. Polyatomic Ion Chart to identify Endothermic reaction lab
substances
Isaac School District Page 2 of 9 August 22, 2011

3. 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 motion
of 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 time
of 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 Intro
technological advances: • radiation treatments • genetic genetic engineering, and airbags. Grade) - Lesson 2.1 pp.
engineering (See Strand 4 Concept 2) • airbags (See Strand 5 41-48
Concept 2)
Quarter 2
Newton's Laws of Motion Benchmark
[SC08-S5C2-02] Identify the conditions under which an I can identify the conditions under which an object will
object 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 video
of Motion). Motion). Wisconsin
[SC08-S5C2-03] Describe how the acceleration of a body is I can describe how the acceleration of a body is
dependent on its mass and the net applied force (Newton’s dependent on its mass and the net applied force Newton's 2nd law - video
Wisconsin
2nd 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 Friction
bodies (Newton’s 3rd Law of Motion). (Newton’s 3rd Law of Motion).
Isaac School District Page 3 of 9 August 22, 2011

4. 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 Process
that lead to the development of a hypothesis. (See hypothesis. and materials for science Wisconsin
M08-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 lab
or 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, and
sketches, questions, and ideas using tools such as written ideas using written and/or computer logs. Creating a Lab Book
and/or computer logs. (See W08-S3C2-01 and Example of a Lab book
W08-S3C3-01)
[SC08-S1C3-05] Explain how evidence supports the validity I can explain how evidence supports the validity and 7th and 8th grade resources
and 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 investigation
that 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

5. 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 for
that lead to the development of a hypothesis. (See observations to develop a hypothesis. science fair experiments - See Link above
M08-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 above
procedures (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 above
or 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 above
or reject a hypothesis. reject a hypothesis.
[SC08-S1C2-04] Perform measurements using appropriate I can make measurements using balances, microscopes, Measuring in Science
scientific 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 3
sketches, questions, and ideas using tools such as written ideas using written and/or computer logs. See Link above Benchmark
and/or computer logs. (See W08-S3C2-01 and
W08-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 positive
relationships 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 a
data collected. future investigation.
[SC08-S1C3-05] Explain how evidence supports the validity I can explain how evidence supports the validity and See Link above
and reliability of a conclusion. reliability of a conclusion.
Isaac School District Page 5 of 9 August 22, 2011

6. 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 for
that may occur (e.g., flawed investigational design, inaccurate including flawed design, inaccurate measurement, science fair experiments - Investigational errors -
worksheet
measurement, 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, television
television, 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 new
of 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 appropriate
for collected data: • line graph • double bar graph • stem and graph, stem and leaf plot, or histogram to show data. graph
Practicing Graphing
leaf 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 graphs
concise 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 3
conducting investigations or operating equipment (without the investigations or operating equipment Benchmark
use 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 - problem
the investigation. (See W08-S3C6-02) investigation. solve
[SC08-S2C2-01] Apply the following scientific processes to I can solve problems or make decisions by
other problem solving or decision making situations: • • observing
observing • questioning • communicating • comparing • • questioning
measuring • classifying • predicting • organizing data • • communicating
inferring • 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 when
to 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

7. 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 for
keeping, 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 if
questionable if based on very small samples of data, biased based on very small samples of data, biased samples, or
samples, 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 Cells
engineering (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 Notes
growth 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 Punnett
the human examples of: • eye color • widow’s peak • blood human examples of: Human Traits -Take a look Squares
type • 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
Heredity
and recessive traits in humans. traits in humans. Benchmark
Understanding Heredity
and Traits
Isaac School District Page 7 of 9 August 22, 2011

8. 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 for
it to survive in an environment. survive in an environment. diversity and adaptation - Animal's 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 stable
stable internal environment while living in a constantly internal environment while living in a constantly changing
changing external environment. external environment.
[SC08-S4C4-03] Determine characteristics of organisms that I can identify and give examples of adaptations that allow
could 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/competitive
relationships in organisms within an ecosystem (e.g., lichen, relationships in organisms of an ecosystem such as:
mistletoe/tree, clownfish/sea anemone, native/non-native Commensalism
species). (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 Animals
organisms: • 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 feet
the survival of living organisms: • protective coloration • beak dispersal, and pollination as ways living organisms adaptations worksheet
design • 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 Conditions
environmental 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 or
identified 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. city
identified 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 problem
identified need or problem using simple classroom materials. using simple classroom materials.
Isaac School District Page 8 of 9 August 22, 2011

9. 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 for
development 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 and
and physical sciences. physical sciences.
Isaac School District Page 9 of 9 August 22, 2011