Download Eighth Grade

Eighth Grade
Rationale: Science education develops an understanding of the natural and physical worlds in which we live, the relationships among
the phenomena of those worlds, the effects of those worlds on human living and explains how human living affects the natural and
physical worlds. Science process are used to gather information, create and evaluate hypotheses, pose theories for understanding the
world in which we live, and communicate these theories to others. Students should come to understand that science is an intellectual
and social endeavor, a means by which we gain an understanding and control over real-world simulations, as well as part of our effort
to survive and flourish. Since technology is the application of science to solve everyday challenges, and technology is ever changing
and expanding, students nee to recognize that science and technology will play an increasingly important role in all aspects of our
society.
Description: The eighth grade science program is designed to enhance understanding of life, earth and physical science. Included in
this course is a study of the organisms, human body organs and their functions, plants and animals, plant structures and characteristics,
animal behaviors, meteorology, the earth and its resources, the universe, energy, machines, sound and vibration. Students will use the
scientific method in exploring basic concepts of elements, compounds and mixtures and measurement using appropriate instruments.
Unit 1
Unit Title: The Nature of Science
Essential Question: How can bias affect your observations?
GLEs/
Objective
National
Standards
(NSES)
7.1.A,
7.1.B
UCP, A, E,
F, G
8.1.A,
8.1.C,
8.2.B
UCP, A, E,
F, G
Lesson Activities
(Formative Assessment)
This unit describes the process of a scientific
experiment. An understanding of scientific
vocabulary will be an important foundation for the
course.
Students will;
1. Science All Around
 Describe scientific methods
 Define science and Earth science
 Distinguish among independent variables,
dependent variables, constants and controls
- class discussion and daily assignments
- Designing an Experiment mini-lab
2. Scientific Enterprise
 Explain why science is always changing
 Compare and contrast scientific theories and
scientific laws
 Discuss the limits of science
- class discussion and daily assignments
Assessment
DATES TAUGHT/NOTES
RESOURCES
Designing and Experiment mini-lab
CORRECTIVE ACTION
SPECIAL NEEDS ACCOMODATIONS
Unit 2
Unit Title: Matter
Essential Question: How can you change the state of matter?
GLEs/
Objective
National
Standards
(NSES)
Lesson Activities
(Formative Assessment)
This unit will introduce atoms and their basic
combinations. Properties of matter will also be an
important component.
Students will:
1. Matter
 Identify the states of matter
 Describe the internal structure of an atom
 Compare isotopes of an element
- class discussion and daily assignments
1.1.A
UCP, A, B
1.1.B
UCP, A, B
2. Combinations of Atoms
 Describe several ways atoms combine to form
compounds
 List differences between compounds and
mixtures
- class discussion and daily assignments
1.1.A,
1.1.G
UCP, A, B,
G
3. Properties of Matter
 Distinguish between chemical and physical
properties
 List the four states of matter
- class discussion and daily assignments
Assessment
DATES TAUGHT/NOTES
RESOURCES
CORRECTIVE ACTION
SPECIAL NEEDS ACCOMODATIONS
Unit 3
Unit Title: Minerals
Essential Question: How can you distinguish rock from minerals?
GLEs/
Objective
National
Standards
(NSES)
Lesson Activities
(Formative Assessment)
Students will be introduced to minerals. They will be
proficient in identifying minerals and knowing how
minerals are used.
Students will:
1. Minerals
 Describe characteristics that all minerals share
 Explain how minerals form
- class discussion and daily assignments
1.1.A
UCP, A, D
1.1.A
UCP, A, D
2. Mineral Identification
 Describe physical properties used to identify
minerals
 Identify minerals using physical properties
such as harness and streak
- class discussion and daily assignments
1.1.A,
5.2.C
UCP, A, D,
F, G
3. Uses of Minerals
 Describe characteristics of gems that make
them more valuable than other minerals
 Identify useful elements that are contained in
minerals
- class discussion and daily assignments
Assessment
DATES TAUGHT/NOTES
RESOURCES
CORRECTIVE ACTION
SPECIAL NEEDS ACCOMODATIONS
Unit 4
Unit Title: Rocks
Essential Question: What are rocks made of?
GLEs/
Objective
National
Standards
(NSES)
Lesson Activities
(Formative Assessment)
This unit will introduce students to the rock cycle.
Students will also learn to identify rocks by their
classifications.
Students will;
1. The Rock Cycle
 Distinguish between a rock and a mineral
 Describe the rock cycle and some changes
that a rock could undergo
- class discussion and daily assignments
5.2.C,
5.2.D
UCP, A, D
5.2.A,
5.2.B
UCP, A, D
2. Igneous Rocks
 Recognize magma and lava s the materials
that cool to form igneous rocks
 Contrast the formation of intrusive and
extrusive igneous rocks
 Contrast grantic and basltic igneous rocks
- class discussion and daily assignments
5.2.A,
5.2.B
UCP, A, D
3. Metamorphic Rocks
 Describe the conditions in Earth that cause
metamorphic rocks to form
 Classify metamorphic rocks as foliated or
Assessment
nonfoliated
- class discussion and daily assignments
5.2.A,
5.2.B
UCP, A, D,
F
4. Sedimentary Rocks
 Explain how sedimentary rocks form from
sediments
 Classify sedimentary rocks as detrital,
chemical or organic in origin
DATES TAUGHT/NOTES
RESOURCES
CORRECTIVE ACTION
SPECIAL NEEDS ACCOMODATIONS
Unit 5
Unit Title:
Essential Question:
GLEs/
Objective
National
Standards
(NSES)
DATES TAUGHT/NOTES
Lesson Activities
(Formative Assessment)
RESOURCES
Assessment
CORRECTIVE ACTION
SPECIAL NEEDS ACCOMODATIONS
Unit 6
Unit Title: Views of Earth
Essential Question:
GLEs/
Objective
National
Standards
(NSES)
Lesson Activities
(Formative Assessment)
Students will:
1. Landforms
 Discuss differences between plains and
plateaus
 Describe folded, upwarped, faultblocked and
volcanic mountains
- class discussion and daily assignments
- video – “Krakatoa”
6.1.B
UPC5, A1,
D1
6.1.B
UCP3, A1,
D1, F5
2. Viewpoints
 Define latitude and longitude
 Explain how latitude and longitude are used
to identify locations on Earth
 Determine the time and ate in different time
zones
- class discussion and daily assignments
6.1.B
UCP2, A1,
D1, E2, F5,
G3
3. Maps
 Explain the differences among Mercator,
Robinson, and conic projections.
 Describe features of topographic maps,
geological maps and satellite maps.
Assessment
-
class discussion and daily assignments
Lab on topographic maps
DATES TAUGHT/NOTES
RESOURCES
CORRECTIVE ACTION
SPECIAL NEEDS ACCOMODATIONS
Unit 7
Unit Title: Weathering and Soil
Essential Question:
GLEs/
Objective
National
Standards
(NSES)
Lesson Activities
(Formative Assessment)
Students will:
1. Weathering
 Describe the difference between mechanical
weathering and chemical weathering.
 Explain the effects of climate on weathering
- class discussion and daily assignments
5.1.A
UCP4, A1,
D1
5.1.A
UCP4, A1,
D1
2.



The Nature of Soil
Explain how soil develops from rock.
Describe soil by comparing soil horizons.
Describe factors that affect the development
of soils.
- class discussion and daily assignments
5.1.A
UCP4, A1,
D1, E2, F2,
G1
3.



Soil Erosion
Explain why soil is important.
Identify human activities that lead to soil loss.
Describe ways to reduce soil loss.
- class discussion and daily assignments
Assessment
DATES TAUGHT/NOTES
RESOURCES
CORRECTIVE ACTION
SPECIAL NEEDS ACCOMODATIONS
Unit 8
Unit Title: Erosional Forces
Essential Question:
GLEs/
Objective
National
Standards
(NSES)
Lesson Activities
(Formative Assessment)
Students will:
1. Erosion by Gravity
 Explain the differences between erosion and
deposition.
 Compare and contrast slumps, creep,
rockfalls, rock slides and mudflows.
 Explain why building on steep slopes might
not be wise.
- class discussion and daily assignments
5.2.C
UCP2, A1,
D1, E2, F3
5.2.C
UCP2, A1,
D1, D2
2. Glaciers
 Explain how glaciers move.
 Describe evidence of glacial erosion and
deposition.
 Compare and contrast till and outwash
- class discussion and daily assignments
5.2.C
UCP2, A1,
D1, F4
3. Wind
 Explain how wind causes deflation and
abrasion
 Recognize how loess and dunes form
- class discussion and daily assignments
Assessment
DATES TAUGHT/NOTES
RESOURCES
CORRECTIVE ACTION
SPECIAL NEEDS ACCOMODATIONS
Unit 9
Unit Title: Water Erosion and Deposition
Essential Question:
GLEs/
Objective
National
Standards
(NSES)
Lesson Activities
(Formative Assessment)
Students will:
1. Surface Water
 Identify the causes of runoff
 Compare rill, gully, sheet, and stream erosion.
 Identify three different stages of stream
development.
 Explain how alluvial fans and deltas form.
- class discussion and daily assignments
- lab activity
5.2.E
UCP1, A1,
D1
5.2.E
UCP1, A1,
D1, F1
2. Groundwater
 Recognize the importance of groundwater.
 Describe the effect that soil and rock
permeability have on groundwater movement.
 Explain how groundwater dissolves and
deposits minerals.
- class discussion and daily assignments
- lab activity
5.2.E
UCP1, A1,
D1, F5
3. Ocean Shoreline
 Identify the different causes of shoreline
erosion.
Assessment


Compare and contrast different types of
shorelines.
Describe some origins of sand.
- class discussion and daily assignments
DATES TAUGHT/NOTES
RESOURCES
CORRECTIVE ACTION
SPECIAL NEEDS ACCOMODATIONS
Unit 10
Unit Title: Plate Tectonics
Essential Question:
GLEs/
Objective
National
Standards
(NSES)
Lesson Activities
(Formative Assessment)
Students will:
1. Continental Drift
 Describe the hypothesis of continental drift.
 Identify evidence supporting continental drift.
- class discussion and daily assignments
5.2.B
UCP2,
UCP3, A1,
A2, D1, D2,
G1, G3
5.2.B
UCP2,
UCP3, A1,
D1, D2, G1,
G3
2. Seafloor Spreading
 Explain seafloor spreading.
 Recognize how age and magnetic clues
support seafloor spreading.
- class discussion and daily assignments
5.2.B
UCP2,
UCP3, A1,
A2, D1, D2,
G1, G3
3. Theory of Plate Tectonics
 Compare and contrast different types of plate
boundaries.
 Explain how heat inside Earth causes plate
tectonics.
 Recognize features caused by plate tectonics.
- class discussion and daily assignments
Assessment
DATES TAUGHT/NOTES
RESOURCES
CORRECTIVE ACTION
SPECIAL NEEDS ACCOMODATIONS