Download 8th Sciene Map - Sisseton School District 54-2

First Quarter Sisseton Middle School Curriculum Map
Grade:
8th
Subject:
Science
Content Standards
Nature of Science Indicator 1: Understand the nature
and origin of scientific knowledge.
Standard - 8.N.1.1 (Comprehension) Students are able to
differentiate among facts, predictions, theory, and
law/principles in scientific investigations.
Nature of Science Indicator 2: Apply the skills
necessary to conduct scientific investigations.
Standard - 8.N.2.1 (Synthesis) Students are able to
design a replicable scientific investigation.
Physical Science Indicator 1: Describe structures and
properties of, and changes in, matter
Standard - 8.P.1.1 (Analysis) Students are able to
classify matter as elements, compounds, or mixtures.
Standard - 8.P.1.2 (Application) Students are able to use
the Periodic Table to compare and contrast families of
elements and to classify elements as metals, metalloids,
or non-metals.
Learning Targets
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Define fact, predictions, theories & laws
Compare & Contrast fact, predictions, theories &
laws
 Discuss how scientific principles change over time
 Differentiate between fact, prediction, theory and law
in scientific investigations
 Evaluate important contributions to the advancement
of science from people of differing cultures, genders,
and ethnicity
 Interpret results printed in graphs and charts
• Use appropriate supportive technologies.
• Assess the limits of accuracy in a particular measuring
device or procedure.
• Control variables to test hypotheses by repeated trials
and by identifying sources of experimental error.
• Interpret data to justify predictions or conclusions.
• Use research methods to investigate practical and/or
personal scientific problems and questions.
• Select appropriate scientific equipment and technologies
for investigations and experiments.
• Use proper safety procedures in all investigations.
• Wear appropriate attire.
 Evaluate the benefits and potential of scientific
investigations.
 Compare and contrast atoms and elements
 Evaluate and illustrate the formation of compounds
and mixtures
 Write chemical formulas
 Compare & contrast differences between chemical &
physical changes
 Describe the relationship between the organization
and the predictive nature of the Periodic Table
 Use the Bohr model to show the arrangement of the
subatomic particles of atomic numbers 1 through 18
 Compare and contrast other atomic models
 Illustrate Periodic Table Organization
 Chart Differences/Similarities between metals,
metalloids & nonmetals and where each is found on
the periodic table.
Assessments
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Achievement Series Assessment 8.N.1.1 Forms A &
B
o Fact, Predictions & Theories
“What is Science?” Unit Assessment
Achievement Series Assessment 8.N.2.1 Forms A &
B
Science Fair Project
Observe accuracy of lab procedures
Achievement Series Assessment 8.P.1.1 Forms A &
B
o Elements, Compounds, Mixtures
Achievement Series Assessment 8.P.1.2 Forms A &
B
o Families of Elements
Introduction to Chemistry Unit Assessment
Second Quarter Sisseton Middle School Curriculum Map
Grade:
8th
Subject: Science
Content Standards
Nature of Science Indicator 2: Apply the skills
necessary to conduct scientific investigations.
Standard - 8.N.2.1 (Synthesis) Students are able to
design a replicable scientific investigation.
Physical Science Indicator 1: Describe structures and
properties of, and changes in, matter
Standard - 8.P.1.3 (Comprehension) Students are able to
compare properties of matter resulting from physical and
chemical changes.
Earth/Space Science Indicator 1: Analyze the various
structures and processes of the Earth system.
Standard - 8.E.1.1 (Application) Students are able to
identify and classify minerals and rocks.
Learning Targets
• Use appropriate supportive technologies.
• Assess the limits of accuracy in a particular measuring
device or procedure.
• Control variables to test hypotheses by repeated trials
and by identifying sources of experimental error.
• Interpret data to justify predictions or conclusions.
• Use research methods to investigate practical and/or
personal scientific problems and questions.
• Select appropriate scientific equipment and technologies
for investigations and experiments.
• Use proper safety procedures in all investigations.
• Wear appropriate attire.
 Evaluate the benefits and potential of scientific
investigations.
 Illustrate and explain the creation of Ionic Bonds
 Illustrate and explain the creation of Covalent Bonds
 Summarize and illustrate the differences between
states of matter
 Compare & contrast the differences between physical
and chemical properties
 Compare & contrast the differences between physical
and chemical changes
 Predict properties of matter after physical or
chemical changes
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Explain & illustrate chemical and physical
composition of minerals
Identify minerals using common mineral
identification methods
o Luster
o Streak
o Fracture
o Cleavage
o Hardness (Mohs Scale)
o Color
o Magnetism
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Assessments
Science Fair Project
Observe accuracy of lab procedures
Achievement Series Assessment 8.P.1.1 Forms A &
B
o Elements, Compounds, Mixtures
Achievement Series Assessment 8.P.1.2 Forms A &
B
o Families of Elements
Achievement Series Assessment 8.P.1.3 Forms A &
B
o Chemical & Physical Properties
Introduction to Chemistry Unit Assessment
Properties of Matter Unit Assessment
Achievement Series Assessment 8.E.1.1 Forms A &
B
o Minerals & Rocks
Mineral Classification Unit Assessment
Third Quarter Sisseton Middle School Curriculum Map
Grade:
8th
Subject:
Science
Content Standards
Nature of Science Indicator 2: Apply the skills
necessary to conduct scientific investigations.
Standard - 8.N.2.1 (Synthesis) Students are able to
design a replicable scientific investigation.
Earth/Space Science Indicator 1: Analyze the various
structures and processes of the Earth system.
Standard - 8.E.1.1 (Application) Students are able to
identify and classify minerals and rocks.
Earth/Space Science Indicator 1: Analyze the various
structures and processes of the Earth system.
Standard - 8.E.1.1 (Application) Students are able to
identify and classify minerals and rocks.
Earth/Space Science Indicator 1: Analyze the various
structures and processes of the Earth system.
Learning Targets
• Use appropriate supportive technologies.
• Assess the limits of accuracy in a particular measuring
device or procedure.
• Control variables to test hypotheses by repeated trials
and by identifying sources of experimental error.
• Interpret data to justify predictions or conclusions.
• Use research methods to investigate practical and/or
personal scientific problems and questions.
• Select appropriate scientific equipment and technologies
for investigations and experiments.
• Use proper safety procedures in all investigations.
• Wear appropriate attire.
 Evaluate the benefits and potential of scientific
investigations.
 Explain & illustrate chemical and physical
composition of minerals
 Identify minerals using common mineral
identification methods
o Luster
o Streak
o Fracture
o Cleavage
o Hardness (Mohs Scale)
o Color
o Magnetism
• Classify Rocks as sedimentary,
Igneous, or metamorphic.
• Illustrate and outline steps in the
Rock Cycle
 Compare & contrast sedimentary, igneous, &
metamorphic rocks
 Summarize Law of Conservation of Energy and
Matter
 Identify and classify common rocks using rock
characteristics
o Name
o Rock type
o Formation
 Chart major continental and oceanic plates
 Outline and illustrate common features and
Assessments
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Science Fair Project
Observe accuracy of lab procedures
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Achievement Series Assessment 8.E.1.1 Forms A &
B
o Minerals & Rocks
Mineral Classification Unit Assessment
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Achievement Series Assessment 8.E.1.1 Forms A &
B
o Minerals & Rocks
Rock Cycle Unit Assessment
Achievement Series Assessment 8.E.1.2 Forms A &
B
Standard - 8.E.1.2 (Analysis) Students are able to
explain the role of plate tectonics in shaping Earth.
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Earth/Space Science Indicator 1: Analyze the various
structures and processes of the Earth system.
Standard - 8.E.1.4 (Application) Students are able to
examine the chemical and physical properties of the
ocean to determine causes and effects of currents and
waves.
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Earth/Space Science Indicator 1: Analyze the various
structures and processes of the Earth system.
Standard - 8.E.1.5 (Analysis) Students are able to
explain the impact of weathering and erosion on the
Earth.
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movement for convergent and divergent boundaries
Compare and contrast types of volcanoes based on
how they were created
Explain plate movement and its effect on earthquakes
Predict destruction caused by different types of
seismic waves
Investigate major mountain ranges & their creation
Summarize rock cycle’s role in plate tectonics
(convection currents in mantle)
Evaluate changes in Earth’s surface as a result of
plate movement (Pangea, adaptations, organism
extinction, fossils, surface features, etc.)
Simulate ocean density regions (salinity &
temperature)
Summarize density’s role in ocean currents
Explain the effect of El Niño on ocean climates and
currents
Compare and contrast ocean zones
Illustrate common ocean floor features
Examine wave’s role in ocean movement
Investigate oceanic & costal climates & identify
factors related to the formation of specific climates.
Identify processes involved in weathering
Compare & contrast physical and chemical
weathering
Summarize processes involved in soil formation
Illustrate process of soil deposition
Summarize major (common) areas of land
transformation
Outline process of glacial formation and retreat
Identify uses for Geospatial technologies in natural
phenomena investigations
Outline & summarize factors that attribute to
weathering & erosion
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o Rocks
Plate Tectonics Unit Assessment
Achievement Series Assessment 8.E.1.4 Forms A &
B
o Currents & Waves
Ocean Motion Unit Assessment
Achievement Series Assessment 8.E.1.5 Forms A &
B
o Weathering & Erosion
Weathering & Erosion Unit Assessment
Fourth Quarter Sisseton Middle School Curriculum Map
Grade:
8th
Subject:
Science
Content Standards
Nature of Science Indicator 2: Apply the skills necessary to
conduct scientific investigations.
Standard - 8.N.2.1 (Synthesis) Students are able to design a
replicable scientific investigation.
Earth/Space Science Indicator 2: Analyze essential principles
and ideas about the composition and structure of the universe.
Standard - 8.E.2.1 (Analysis) Students are able to compare
celestial bodies within the solar system using composition, size,
and orbital motion.
Earth/Space Science Indicator 2: Analyze essential principles
and ideas about the composition and structure of the universe.
Standard – 8.E.2.2 (Analysis) Students are able to differentiate
the influences of the relative positions of the Earth, Moon, and
Sun.
Earth/Space Science Indicator 1: Analyze the various
structures and processes of the Earth system.
Standard – 8.E.1.3 (Analysis) Students are able to explain the
factors that create weather and the instruments and technologies
that assess it.
Learning Targets
• Use appropriate supportive technologies.
• Assess the limits of accuracy in a particular measuring device
or procedure.
• Control variables to test hypotheses by repeated trials and by
identifying sources of experimental error.
• Interpret data to justify predictions or conclusions.
• Use research methods to investigate practical and/or personal
scientific problems and questions.
• Select appropriate scientific equipment and technologies for
investigations and experiments.
• Use proper safety procedures in all investigations.
• Wear appropriate attire.
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Evaluate the benefits and potential of scientific
investigations.
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Compare and contrast the composition of the Sun, the
planets, asteroids, and comets to one another
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Investigate essential environments of celestial bodies
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Evaluate distances between objects in space and identify
specific types of measurement
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Identify common constellations and write a historical
report on a specific constellation
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Illustrate, compare and contrast types of galaxies
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Compare, contrast and outline steps in the formation and
death of large and small stars
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Investigate the Law of Gravitation on Earth and daily life,
(to include its impact on the solar system)
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Debate steps involved in the Big Bang Theory
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Demonstrate the Doppler Effect and Identify its use in
daily activities
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Compare and contrast lunar and solar eclipses
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Illustrate moon phases & outline changes happening at
each stage
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Investigate influence of tides in daily activities
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Illustrate and investigate Earth’s tilt in relation to Earth’s
changing seasons
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Investigate purpose and functions of NOAA and the AMS
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Investigate and compare factors influencing different
climates and climate zones
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Identify types of air masses
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Compare factors that control air mass formation and
movement
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Identify types of fronts and outline weather associated with
each
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Compare factors that control front formation and
movement
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Identify types of pressure systems and outline weather
Assessments
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Observe accuracy of lab procedures
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Achievement Series Assessment 8.E.2.1 Forms A &
B
o Solar System Composition
The Solar System & Beyond Unit Assessment
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Achievement Series Assessment 8.E.2.2 Forms A &
B
o Earth, Moon, Sun
Our Place in Space Unit Assessment
Achievement Series Assessment 8.E.1.3 Forms A &
B
o Weather
Wonderful Weather Unit Assessment
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Science, Technology, Environment, and Society Indicator 1:
Analyze various implications/effects of scientific advancement
within the environment and society.
Science, Technology, Environment, and Society Indicator 2:
Analyze the relationships/interactions among science,
technology, environment, and society.
Standards – 8.S.1.1 (Comprehension) Students are able to
describe how science and technology have been influenced by
social needs, attitudes, and values.
8.S.2.1 (Synthesis) Students are able, given a scenario, to offer
solutions to problems created by human activity on the local,
regional or global environment.
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associated with each
Hypothesize the role of convection currents in the
development of pressure systems
Investigate the role of the Coriolis Effect on wind, water
and weather systems
Identify types of humidity
Determine humidity and dew point levels of air and
compare results to air temperature
Investigate storm formation to movement of air masses,
fronts and pressure systems
Compare ocean climates to land climates to determine
ocean’s effect on weather systems
Illustrate and outline steps in the water cycle (evaporation,
condensation, precipitation)
Investigate role of the water cycle on cloud formation
Illustrate and identify types of clouds,
Determine which atmospheric conditions must be present
for each type of cloud to form
Identify weather conditions associated with each type of
cloud
Investigate types of storms and severe weather in relation
to location, season, atmospheric conditions and severity
Examine the role of GPS, GIS and Remote Sensing in
today’s society
Evaluate the human role (Corps of Engineers) in
determining water supply and its affect on habitat
Describe technologies NOAA implements to help improve
weather forecasts
Support/Argue NASA’s role in further space exploration
Predict future roles of the USGS (mapping) in habitat and
urban expansion
Evaluate the consequences of Global Warming on biotic &
abiotic factors
Evaluate the possible effects of further deforestation
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Achievement Series Assessment 8.E.1.3 Forms A &
B
o Weather
“How Does Science Influence Me?” Unit
Assessment