Download 8 Science Objective Examples

8 Science
Updated: 11/11/2014
Who, Why (Bloom's), What (content), How (academic task)
Standard:
8.7C - relate the position of the moon and sun to their effect on ocean tides.
Content objective:
Students will demonstrate analysis of predicting what tide will occur by identifying the correct tide
based on a diagram with the earth and the moon in a particular position.
Differentiation / Language objective:
Students will orally identify the correct tide using stem below.
 I believe a _____ tide will at this position because _________.
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Standard:
8.8A - describe components of the universe including stars, nebula, and galaxies and use models such as
the HR diagram for classification.
Content objective:
Students will demonstrate comprehension of the 3 theories of origins of the universe by comparing and
contrasting the Big Bang Theory, Oscillating Theory, and the Steady State Theory on a graphic
organizer.
Differentiation / Language objective:
Students will orally explain the differences in the 3 theories of origins of the universe by using the
stems below.
 The Big Bang Theory states ____, which is different from the Oscillating Theory because ____.
 The _____ theory states _______, which is different than the _____ theory because ______.
 The ______ theory is most like the _________ theory because _____.
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Standard:
8.8A - describe components of the universe, including stars, nebulae, and galaxies, and use models such
as the Herztsprung-Russell diagram for classification.
Content Objective:
Student will demonstrate knowledge of shape of galaxies by identifying given galaxies as elliptical,
irregular, or spiral.
Language Objectives / Differentiation:
Students will explain in writing their justification for their choice of galaxy shape by using the stems
below.
 Galaxy ____ (name) is _____-shaped and I know this because ____.
 The characteristics of a ______-shaped galaxy are _____, ____, & _____.
Content Objective:
The student will demonstrate comprehension of components of the universe, to include stars, nebulae,
and galaxies by creating a foldable with notes on each of the concepts mentioned.
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Differentiation / Language Objective:
Students will orally explain components of the universe by using the stem. . ., the part of the universe
called a _______ can best be described as _______.
Content Objective:
The student will demonstrate application of components of the universe, to include stars, nebulae, and
galaxies by using the Hertzsprung-Russell Diagram to classify a star as a main sequence star, a giant
star or a dwarf star.
Differentiation / Language Objective:
Students will explain in writing how to classify stars using the stems below.
 A _______ would be located on a Hertzsprung-Russell diagram in the ______ (upper, middle,
lower) section to the _______ (right, middle, left) side.
 Based on the luminosity and temperature of the star, a _______ would be located _________ on
the Hertzsprung-Russell diagram.
 Based on the location on the Hertzsprung-Russell diagram, a _______ would have a luminosity of
about ________, and a temperature of about _______.
Content Objective:
Students will demonstrate comprehension of the components of the universe by arranging them from
largest to smallest system.
Language Objective:
Given a particular universe component, students will orally or in writing express the next smallest or
largest universe component.
Content Objective:
The student will demonstrate synthesis of components of the universe, to include stars, nebulae, and
galaxies by creating a Hertzsprung-Russell Diagram to classify a star as a main sequence star, a giant
star or a dwarf star.
Content Objective:
Students will demonstrate comprehension of the components of the universe, to include stars,
nebulae, and galaxies by creating a pictorial representation of the components of the universe.
Content Objective:
Students will demonstrate comprehension of the purpose of a Hertzsprung-Russell diagram, for star
classification, by creating a pictorial representation of the purpose of the HR diagram.
Language Objective:
Students will orally explain with a pictorial representation the components of the universe and the HR
diagram. Stems below may be used.
 _______ is a ______, and it is relatively (close, far away) from Earth.
 The luminosity of a _________ is _________ and its temperature is ___________.
 Our sun is a ___________ sized star but appears so large because _____________.
 The _______________ theory states that our universe began with _____________.
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Standard:
8.8B - recognize that the sun is a medium sized star at the edge of a disc-shaped galaxy of starts, and
that the sun is many thousands of times closer to Earth than any other star.
Content Objective:
Students will demonstrate analysis of characteristics of stars by comparing and contrasting the Sun
with another star using a Venn diagram.
Language Objectives / Differentiation:
Students will explain in writing similarities and differences among stars by using the stems below.
 The Sun is similar to _______ (star) in the following ways....
 The Sun is different from ________ (star) in the following ways....
 Stars can be compared by looking at the following characteristics…
 The temperature of _______ (star) is_________.
 The size of _________ (star) is ___________.
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Standard:
8.8C - explore how different wavelengths of the electromagnetic spectrum such as light and radio
waves are used to gain information about distances and properties of components in the universe.
Content objective:
Students will demonstrate comprehension of the parts of a wave by drawing and labeling the crest,
trough, amplitude, at-rest position, and one complete wavelength.
Differentiation / Language objective:
Students will orally explain what constitutes a complete wavelength by using the stems below.
 A complete wavelength would be from the ______ to the _____.
 A complete ______ would be from the _____ to the ______.
 The _____ is at the ______ part of the wavelength.
Content objective:
Students will demonstrate application of the characteristics of wavelengths by describing and
identifying particular types of waves based on textual and graphic representations.
Differentiation / Language objective:
Students will write the type and location of a graphic or textual description of a wave by using the
stems below.
 A _______ wave has a _______ wavelength, and can be found at the ______ side of the
electromagnetic (EM) spectrum.
 A ______ wave has a ______ frequency and _____ energy.
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Standard:
8.8D - model and describe how light years are used to measure distances and sizes in the universe.
Content objective:
Students will demonstrate knowledge of why light years are used to measure distances in space by
creating a picture that illustrates the concept of a light year.
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creating a picture that illustrates the concept of a light year.
Differentiation / Language objective:
Students will orally or in writing express the concept of a light year using the stems below.
 _____ (space object) is ____ light years away.
 A light year is a _____ measurement versus a _____ measurement because ________________.
Content objective:
Students will demonstrate application of why light years are used to measure distances in space by
computing how large a distance would be in kilometers if we did not have light year measurement.
Differentiation / Language objective:
Students will orally or in writing express the justification for using light years using the stems below.
 I believe the reason we use light years is _______.
 Another reason we use light years could be _______.
 Light years provide an easier way to ________ distances, because _______.
 I can now teach someone to calculate light years by __________.
 I would compare light years to kilometers by ________.
 The most significant thing I learned about light years is _______.
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Standard:
8.9A - describe historical development of evidence which supports plate tectonic theory.
Content Objective (Day 1):
Students will demonstrate knowledge of layers of Earth by creating a foldable representing inner core,
outer core, mantle, and crust.
Language Objectives / Differentiation (Day 1):
Students will orally express the layers of the Earth using the stems below.
 The _____ layer of the Earth is located next to the ____ layer, and I believe this because ____.
 The ______ is located between the ______ and ______; I believe this because ___________.
 The ______ layer is located at the very center of the Earth, and I know this because _________.
Content Objective (Day 2):
Students will demonstrate comprehension of plate tectonic evidence by developing one clarifying
question about each theory (Continental Drift, Seafloor Spreading, & Plate Tectonics) used to explain
current geography.
Language Objectives / Differentiation (Day 2):
Students will express in writing their justification of acceptance or rejection of the evidence used to
support plate tectonics theories using one of the stems below.
 The theory of Seafloor Spreading provided the evidence, _________, which supported
___________, and I know this because ___________.
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 A possible reason the Theory of Continental Drift was rejected is _______.
Content Objective:
Students will demonstrate analysis of the evidence that supports plate tectonics theory by rebuilding
a diagram of Pangaea using the specific evidence that Wegner used to develop the theory.
Language Objective:
Students will in writing justify the placement of each continent by using the following stems:
 I believe the _________ (continent) and __________ (continent) have the best fit because
___________.
 ___________ (continent) forms the core of Pangaea because _________________.
 I believe the eventual location of North America will be _____________ and this is why I think
this ________________.
 Seafloor spreading is related to continental drift in that _________________________.
Content Objective:
Students will demonstrate comprehension of the plate tectonics theory and evidence that supports
it by creating a foldable over the plate tectonics theory, sea-floor spreading, continental drift, and
Pangaea.
Language Objective:
Students will explain in writing the plate tectonics theory and evidence that supports it by
completing the following stems.
 The theory of Seafloor Spreading provided the evidence, _________, which supported
___________, and I know this because ___________.
 A possible reason the Theory of Continental Drift was rejected is _______.
Content Objective:
Students will demonstrate application of the plate tectonics theory and evidence that supports it by
constructing a Pangaea puzzle and explaining why certain continents fit together during Pangaea.
Language Objective:
Students will orally justify the plate tectonics theory and evidence that supports it by discussing
stems in class.
 Based on my puzzle, I can justify that Pangaea and the plate tectonics theory existed because
______________________.
Content Objective:
Students will demonstrate knowledge of the layers of Earth by constructing a foldable representing
Earth’s layers and identifying convection currents as the driving force of lithospheric plate
movement.
Language Objective:
Students will summarize in writing the order of the layers, composition of each layer, and identify the
cause of lithospheric plate movement.
Content Objective:
Students will demonstrate knowledge of plate tectonic evidence by listing and describing the 5 major
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Students will demonstrate knowledge of plate tectonic evidence by listing and describing the 5 major
evidences that support the Theory of Plate Movement.
Language Objective:
Students will in writing express knowledge of Plate Tectonic evidences by creating 3 AVID Costa’s
Leveled questions (one from each level) using page 14 in their notes.
Content Objective:
Students will demonstrate application of historical evidence that supports plate tectonic theory by
assembling a model of Pangea analyzing the 5 evidences that would link the continents as one.
Language Objective:
Students will orally explain how the map pieces fits together based on the evidences.
Content Objective:
Students will demonstrate comprehension of evidences that support continental drift and the
existence of Pangaea by describing the evidences observed across different continents, by Wegener,
to explain the existence of former supercontinent Pangaea.
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Standard:
8.9B - relate plate tectonics to the formation of crustal features.
Content Objective:
Students will demonstrate knowledge of the 13 lithosphere plates by arranging the plates accurately in
their interactive science journal.
Language Objectives / Differentiation:
Students will orally explain how lithosphere plates are broken in current geography using the stems
below.
 ________plate includes the continents _________, and the ______ ocean(s).
 __________ plate is located _______ the _______ plate.
 Knowledge of lithosphere plates is important because __________.
Content Objective:
Students will demonstrate application of crustal features created by plate movement by creating a
picture collage of the Graham Tectonic lab including each type of plate boundary, movement, and what
features occur at each boundary.
Language Objective:
Students will in writing explain what each picture represents by using the following stems.
 This picture represent ____________ boundary because _____________________.
 The boundaries are moving _____________.
 At this _____________ boundary _____________ can form.
 A limitation to this model is ___________________ because _________________.
 The crackers represent ____________________ because ____________________.
 The whip cream represents ____________________ because _________________.
Content Objective:
Students will demonstrate application of formation of crustal features by demonstrating
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Students will demonstrate application of formation of crustal features by demonstrating
convergence, divergence, and transformation with graham crackers and frosting and providing a
write-up of their findings.
Language Objective:
Students will orally explain convergence, divergence, and transformation using the stems below.
 The graham crackers represent ________, the frosting represents ________.
 The two tectonic plates come together and push ______ (up/down) to form _______
(mountains/trenches/volcanoes).
 Tectonic plates push _____ (up/down) because _________.
 When the graham crackers which represent _______, glide past one another, a _____ may be
created.
Content Objective:
Students will demonstrate knowledge of layers of Earth by creating a foldable representing inner core,
outer core, mantle, and crust.
Language Objective:
Students will orally express the layers of the Earth using the stems below.
 The _____ layer of the Earth is located next to the ____ layer, and I believe this because ____.
 The ______ is located between the ______ and ______; I believe this because ___________.
 The ______ layer is located at the very center of the Earth, and I know this because _________.
Content Objective:
Students will demonstrate knowledge of convergent, divergent, and transform boundaries by
completing Cornell Notes, to include diagrams of each boundary’s movement and listing the crustal
features found at that particular boundary.
Language Objective:
Students will in writing explain in 3-5 sentences the land formations created by each boundary.
Content Objective:
Students will demonstrate comprehension of Earth’s composition as it relates to the formation of
various crustal features by relating the movement of convection currents in the asthenosphere to
the movement of lithospheric plates.
Language Objective:
Students will in writing summarize in 3-5 sentences the effects of the convection currents in the
asthenashere on listhoshric plate movement and explain how that changes land formations on Earth.
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Standard:
8.9C - interpret topographic maps and satellite views to identify land and erosional features and predict
how these features may be reshaped by weather.
Content Objective (Day 1):
Students will demonstrate comprehension of topographic map features by identifying different
elevations, contour intervals, and water features on sample topographic maps.
Language Objectives / Differentiation (Day 1):
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Language Objectives / Differentiation (Day 1):
Students will orally express different topographic features using the stems below.
 The elevation of _____ is _____, and the evidence that supports this is _______.
 The different altitudes represented on map ______ are ____, and I know this because the
_______ indicate.
Content Objective (Day 2):
Students will demonstrate application of topographic map features by creating a Play-Doh mountain and
"dissecting" it to create their own topographic map.
Language Objectives / Differentiation (Day 2):
Students will orally or in writing express different topographic features using the stems below.
 My mountain had ______ elevation and I know this because _____.
 If I wanted to create a _____ side of a mountain, I would ________. Conversely, if I wanted to
make the mountain more ______, I would need to _____ and this would change my map to look like
________. I know this because ___________.
Content Objective:
Students will demonstrate knowledge of the components of topographic mapping by identifying each
component (valley, river, steep elevation, gentle elevation, depression, looped contour lines, mountains,
etc.) on a topographic map in their journal.
Language Objective:
Students will in writing explain how each component is represented on the provided map by using the
following stems.
 This location represents ___________(component) because ______________________.
 This location represents ___________a gentle slope because_____________________.
 This location represents____________ a steep slope because_____________________.
 A depression is found __________ and I know this because ______________________.
Content Objective:
Students will demonstrate comprehension of weathering, erosion, and deposition by identifying the
characteristics of each using a ___________.
Content Objective:
Students will demonstrate knowledge of topographic map features by identifying steep slope, general
slope, valley, river, mountain, and variances in elevation.
Language Objective:
Students will in writing, summarize, in 3-5 sentences, the difference in a steep verses a general slope,
increasing and decreasing elevation, and how to identify land features such as mountains, cliffs,
valleys, lakes, and rivers.
Content Objective:
Students will demonstrate application of interpreting topographic map features by constructing a 3-D
play-doh model of a mountain.
 Students will design a mountain, then slice the mountain by elevation changes and create a 2-D
topographic map using the slices. Students will document their progress via iPad camera to
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topographic map using the slices. Students will document their progress via iPad camera to
create a collage of processes
Language Objective:
Students will in writing on their collage explain how their 3-D model is represented in the 2-D
topographic map using vocabulary such as: elevation, contour lines, and steep and gentle slope.
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