Download CCS Grade 8 Pacing Guide 3rd nine weeks

Columbus City Schools
Grade 8 Science Pacing Guide
Grading Period 3
Strand/
Content Statement
Duration
Clear Learning Targets
Curriculum Resources
Vocabulary/Concepts
Diversity
LIFE SCIENCE
Diversity of species
occurs through
gradual processes
over many
generations. Fossil
records provide
evidence that changes
have occurred in
number and types of
species.
(8.LS.1)
“I Can…”
 explain how diversity can result from sexual
reproduction.
Weeks
1-3
 describe how variations may allow for survival
when the environment changes.
 use data and evidence from geologic and fossil
records to infer what the environment was like
at the time of deposition.
*Topics within this
content statement will
be assessed on both
Part I: PerformanceBased Assessment
and
Part 2: End-Of-Year
Assessment of Ohio’s
Next Generation
Assessments for
Science.
CCS Curriculum Units
Diversity of Living Things
Variations
Earth Science Textbook
Chapter 10: A Trip Through Geologic Time
Section 6: Eras of Earth’s History pp.334-345
Life Science Textbook
Chapter 11: Fishes Amphibian and Reptiles
Section 5: Vertebrate History in Rocks pp.395-396
Chapter 6: Changes Over Time
Section 3: The Fossil Record pp.189-197
All-In-One Teaching Resources: The Fossil Record
pp.381
On-line Simulations: (www.explorelearning.com )
GIZMO: Inheritance
GIZMO: Natural Selection
GIZMO: Rainfall and Bird Beaks
Discovery Education: (www.unitedstreaming.com)
Fossil Life: An Introduction [20:39]
Interpreting the Fossil Record [4:26]
Daily Planet: Uncovering Fossils [17:57]
Dinosaurs and Mass Extinction[2:07]
What Happened? Extinction of the Dinosaurs
[4:09]
Ohio Department of Education - Science:
http://education.ohio.gov/Topics/Ohio-s-New-LearningStandards/Science
Columbus City Schools
Curriculum Leadership and Development
Science Department 2014
Fossil Record
Traits
Geologic and Fossil
Records
Extinction
Columbus City Schools
Grade 8 Science Pacing Guide
Grading Period 3
Strand/
Content Statement
Duration
LIFE SCIENCE
Reproduction is
necessary for the
continuation of every
species.
(8.LS.2)
*Topics within this
content statement will
only be assessed on
Part 2: End-Of-Year
Assessment
of Ohio’s Next
Generation
Assessments for
Science.
Clear Learning Targets
“I Can…”
 explain that every organism alive today comes
from a long line of ancestors who reproduced
successfully every generation.
Weeks
3-5
 describe reproduction as the transfer of genetic
information from one generation to the next.
 predict the probability of traits that can occur
with mixing of genes from two individuals
(sexual reproduction).

use a model to represent the transfer of genes
from one individual to the next generation
(asexual reproduction).
 compare the characteristics of asexual and
sexual reproduction. (identical v. unique
offspring; low energy expenditure v. high
energy expenditure; short amount of time v.
longer gestation, etc.)
 compare meiosis and mitosis, their phases and
purposes.
Curriculum Resources
CCS Curriculum Units
Asexual and Sexual Reproduction
Life Science Textbook
How Viruses Multiply pp. 212-213
Reproduction of Bacteria pp. 220-221
Reproduction in Fungi p. 238
Reproduction in Gymnosperms pp. 274-275
Reproduction in Angiosperms pp. 278-279
Animal Sexual and Asexual Reproduction p. 297
Reproduction of a Sponge p. 305
Reproduction of Cnidarians p. 309
Reproduction of Worms p. 315
Reproduction of Echinoderms p. 359
Reproduction of Fishes p. 376
Reproduction of Amphibians p. 383
Reproduction of Reptiles p. 389
Genetic Engineering pp. 160-162
On-line Simulations(GIZMOS):
www.explorelearning.com
GIZMO: Inheritance
GIZMO: Cell Division
Discovery Education:
Cell Division [19:00]
Genes, Genetics, and DNA [24:13]
Genetic Engineering and Agriculture [21:18]
Ohio Department of Education - Science:
http://education.ohio.gov/Topics/Ohio-s-New-LearningStandards/Science
Columbus City Schools
Curriculum Leadership and Development
Science Department 2014
Vocabulary/Concepts
Asexual Reproduction
Bacteria
Chromosome
Clone
Female
Fertilization
Gamete
Genetic Modification
(GM)
Male
Media Bias
Meiosis
Mitosis
Sexual Reproduction
Zygote
Columbus City Schools
Grade 8 Science Pacing Guide
Grading Period 3
Strand/
Content Statement
Duration
Clear Learning Targets
“I Can…”
LIFE SCIENCE
 explain how traits are passed from one
generation to the next
The characteristics of
an organism are a
result of inherited
traits received from
parent(s)
(8.LS.3)
*Topics within this
content statement will
only be assessed on
Part 2: End-Of-Year
Assessment
of Ohio’s Next
Generation
Assessments for
Science.
Weeks
6-9
 identify the difference between dominant and
recessive traits
 demonstrate the Mendelian Law of Segregation
 demonstrate the Mendelian Law of
Independent Assortment
 analyze Family Histories to Identify Inherited
Genetic Disorders
Curriculum Resources
Vocabulary/Concepts
Alleles
CCS Curriculum Units
Heredity: Traits, Genes, Alleles
Co-dominance
Dominant Allele
Prentice Hall Earth Science Textbook
Chapter 4, pp. 108 - 123
Chapter 5, pp. 142 - 155
All-In-One Teaching Resources, pp. 236-298
All-In-One Teaching Resources, pp. 299-354
On-line Simulations: (www.explorelearning.com)
GIZMO: Inheritance
GIZMO: Mouse Genetics (one trait)
GIZMO: Chicken Genetics
Discovery Education: (www.unitedstreaming.com)
Genes, Genetics, and DNA [24:13]
Greatest Discoveries with Bill Nye: Genetics
[44:39]
Understanding Genetics [37:13]
Patterns of Inheritance [2:31]
Fertilization
Genes
Genetics
Genotype
Heredity
Heterozygous (hybrid)
Homozygous (purebred)
Hybrid
Offspring
Phenotype
Probability
Punnett Square
Recessive Allele
Ohio Department of Education - Science:
http://education.ohio.gov/Topics/Ohio-s-New-LearningStandards/Science
Columbus City Schools
Curriculum Leadership and Development
Science Department 2014
Trait