Download 8th NGSS 2016-17 - Grayson County Schools

Subject: Science
Grade Level: 8th
Term: 2015/2016
1st Quarter
Unit 1: ENERGY PS3-1
Essential Questions:
How is energy transferred and conserved?
What is energy?
Time Frame: August 17-August 28,
2015
Priority Standards
Learning targets:
Supporting Standards
08 - PS3-1 Construct and
interpret graphical
displays of data to
describe the relationships
of kinetic energy to the
mass of an object and to
the speed of an object.
[Clarification Statement:
Emphasis is on descriptive
relationships between
kinetic energy and mass
separately from kinetic
energy and speed. Examples
could include riding a
bicycle at different speeds,
rolling different sizes of
rocks downhill, and getting
hit by a wiffle ball versus a
tennis ball.]


Overview of Learning Progressions
(How will students learn it?)
PS3—ENERGY: How is energy transferred and
I can understand that
motion energy is properly conserved?
Interactions of objects can be explained and
called kinetic energy.
predicted using the concept of transfer of energy
from one object or system of objects to another.
I can describe the
The total energy within a defined system changes
relationships of kinetic
only by the transfer of energy into or out of the
energy to the mass of an
system.
object.

I can describe the
relationship of kinetic
energy to the speed of an
object.

Interpret graphical
displays of data to
describe the relationship
of kinetic energy to the
mass of an object and to
the speed of an object.

Construct graphical
displays of data to
describe the relationship
of kinetic energy to the
mass of an object and to
the speed of an object.
Books and Materials
resources needed
Brain Pop:
Education Portal on
youtube
United Streaming
Video:
Technology
PS3.A: DEFINITIONS OF ENERGY: What is
energy?
Websites
Motion energy is properly called kinetic
energy; it is proportional to the mass of the
Textbooks
moving object and grows with the square of its
speed. A system of objects may also contain stored Labs
(potential) energy, depending on their relative
positions. For example, energy is stored—in
Probes
gravitational interaction with Earth—when an
object is raised, and energy is released when the
PRETEST
object falls or is lowered. Energy is also stored in
the electric fields between charged particles and
Daily Bell Ringer
the magnetic fields between magnets, and it
Question
changes when these objects are moved relative to
one another. Stored energy is decreased in some
chemical reactions and increased in others.
Demonstration
The term “heat” as used in everyday
language refers both to thermal energy (the motion (teacher choice)
of atoms or molecules within a substance) and
energy transfers by convection, conduction, and
radiation (particularly infrared and light). In
science, heat is used only for this second meaning;
it refers to energy transferred when two objects or
systems are at different temperatures. Temperature
is a measure of the average kinetic energy of
particles of matter. The relationship between the
temperature and the total energy of a system
depends on the types, states, and amounts of
matter present.
Individual work:
Formative Assessments
Vocabulary foldable
Directive Reading
worksheets
Exit Slips
ESSENTIAL VOCABULARY:
Energy
Potential Energy: Stored energy/energy of position
Gravitational Energy
Elastic Energy
Chemical Energy
Kinetic Energy: Energy of motion
“External” Kinetic energy of objects
“Internal” Thermal Energy: total kinetic energy of
an object’s particles
1st Quarter
Unit 2: Structure, Function and
Information Processing
08-LS1-8
Time Frame:
August 31- September 25, 2015
Priority Standards
Supporting Standards
08-LS1-8. Gather and
synthesize information that
sensory receptors respond
to stimuli by sending
messages to the brain for
immediate behavior or
storage as memories.
[Assessment Boundary:
Assessment does not
include mechanisms for the
transmission of this
information.]
Essential Questions:
How do organisms detect, process, and use information about the environment?
Learning Targets:

Understand that sense
receptors respond to
different inputs
transmitting them as
signals that travel through
nerve cells to the brain.

Understand signals are
processed in the brain
resulting in immediate
behavior or memories.
Overview of Learning Progressions
(How will students learn it?)
Books and Materials
resources needed
LS1.D: INFORMATION PROCESSING: How Brain Pop:
do organisms detect, process, and use information
about the environment?
Education Portal on
Each sense receptor responds to different
youtube
inputs (electro- magnetic, mechanical, chemical),
transmitting them as signals that travel along nerve United Streaming
cells to the brain. The signals are then processed in Video:
the brain, resulting in immediate behaviors or
memories. Changes in the structure and
Technology
functioning of many millions of interconnected
nerve cells allow combined inputs to be stored as
Websites
memories for long periods of time.
Textbooks
Labs

Select and synthesize
creditable research on how
sensory receptors respond
to stimuli by sending
messages to the brain for
immediate behavior or
storage as memories.
Probes
PRETEST
Daily Bell Ringer
Question
Demonstration
(teacher choice)
Individual work:
Formative Assessments
Vocabulary foldable
Directive Reading
worksheets
Exit Slips
2nd Quarter
Unit 3: Growth, Development and
Reproduction of Organisms
LS3-1, LS3-2, LS4-5
Time Frame:
October 12-November 24, 2015
Essential Questions:
How do organisms live, grow, respond to their environment, and reproduce?
How do organisms grow and develop?
How are characteristics of one generation passed to the next?
How can individuals of the same species and even siblings have different characteristics?
How are the characteristics of one generation related to the previous generation?
Why do individuals of the same species vary in how they look, function, and behave?
How does genetic variation among organisms affect survival and reproduction?
Priority Standards
Supporting Standards
08-LS3-1. Develop and use a model
to describe why structural changes to
genes (mutations) located on
chromosomes may affect proteins
and may result in harmful, beneficial,
or neutral effects to the structure and
function of the organism.
[Clarification Statement: Emphasis is
on conceptual understanding that
changes in genetic material may
result in making different proteins.]
[Assessment Boundary: Assessment
does not include specific changes at
the molecular level, mechanisms for
protein synthesis, or specific types of
mutations.]
08-LS3-2. Develop and use a model
to describe why asexual reproduction
results in offspring with identical
genetic information and sexual
reproduction results in offspring with
genetic variation. [Clarification
Statement: Emphasis is on using
models such as Punnett squares,
diagrams, and simulations to
describe the cause and effect
Learning Targets:




Overview of Learning Progressions
(How will students learn it?)
Books and Materials
resources needed
LS1—FROM MOLECULES TO
Brain Pop:
ORGANISMS: STRUCTURES AND
PROCESSES: How do organisms live,
Education Portal on
grow, respond to their environment, and
youtube
reproduce?
Define mutation and
All living organisms are made of cells. Life United Streaming
explain how they may
is the quality that distinguishes living
Video:
be helpful, harmful or
neutral to an organism. things—composed of living cells—from
nonliving objects or those that have died.
Technology
While a simple definition of life can be
Explain that
difficult to capture, all living things—that is Websites
chromosomes are
to say all organisms—can be characterized
composed mostly of
Textbooks
DNA and that a gene is by common aspects of their structure and
functioning. Organisms are complex,
a section of the DNA
organized, and built on a hierarchical
Labs
that contains the
structure,
with
each
level
providing
the
information to code for
foundation for the next, from the chemical
Probes
one specific protein.
foundation of elements and atoms, to the
PRETEST
Uses knowledge of the cells and systems of individual organisms,
to
species
and
populations
living
and
structure and function
interacting in complex ecosystems.
Daily Bell Ringer
of genes to synthesize
Organisms
can
be
made
of
a
single
cell
or
Question
that changes in genes
will result in changes in millions of cells working together and
include animals, plants, algae, fungi,
the proteins that they
bacteria, and all other microorganisms.
Demonstration
produce.
Organisms respond to stimuli from their
Understand the
function and structure
of genes.
relationship of gene transmission
from parent(s) to offspring and
resulting genetic variation.]
08-LS4-5. Gather and synthesize
information about the technologies
that have changed the way humans
influence the inheritance of desired
traits in organisms. [Clarification
Statement: Emphasis is on
synthesizing information from
reliable sources about the influence
of humans on genetic outcomes in
artificial selection (such as genetic
modification, animal husbandry,
gene therapy); and, on the impacts
these technologies have on society as
well as the technologies leading to
these scientific discoveries.]

•
•



environment and actively maintain their
internal environment through homeostasis.
Create models that
describe why structural They grow and reproduce, transferring their
genetic information to their offspring. While
changes in genes
(mutations) located on individual organisms carry the same genetic
information over their lifetime, mutation
chromosomes may
and the transfer from parent to offspring
affect proteins and
may result in harmful, produce new combinations of genes. Over
generations natural selection can lead to
beneficial, or neutral
effects to the structure changes in a species overall; hence, species
evolve over time. To maintain all of these
and functions of the
processes and functions, organisms require
organisms.
materials and energy from their
environment; nearly all energy that sustains
I can explain the
life ultimately comes from the sun.
process of a Punnett
LS1.B: GROWTH AND
square.
DEVELOPMENT OF ORGANISMS:
I can describe the cause How do organisms grow and develop?
Organisms reproduce, either
and effect relationship
sexually or asexually, and transfer their
of asexual gene
genetic information to their offspring.
transmission resulting
Animals engage in characteristic behaviors
in identical genetic
that increase the odds of reproduction.
information.
Plants reproduce in a variety of ways,
I can describe the cause sometimes depending on animal behavior
and effect relationship and specialized features (such as attractively
colored flowers) for reproduction. Plant
of sexual gene
growth can continue throughout the plant’s
transmission resulting
life through production of plant matter in
in offspring with
photosynthesis. Genetic factors as well as
genetic variation.
local conditions affect the size of the adult
plant. The growth of an animal is controlled
Use a model to
by genetic factors, food intake, and
describe why asexual
reproduction results in interactions with other organisms, and each
offspring with identical species has a typical adult size range.
(Boundary: Reproduction is not treated in
genetic information.
any detail here; for more specifics about
grade level, see LS3.A.)
Use a model to
LS3—HEREDITY: INHERITANCE
(teacher choice)
Individual work:
Formative Assessments
Vocabulary foldable
Directive Reading
worksheets
Exit Slips
describe why sexual
reproduction results in
offspring with genetic
variation.




AND VARIATION OF TRAITS: How
are characteristics of one generation passed
to the next? How can individuals of the
same species and even siblings have
different characteristics?
Use a Punnett square to Heredity explains why offspring resemble,
describe the cause and but are not identical to, their parents and is a
unifying biological principle. Heredity
effect relationship of
gene transmission from refers to specific mechanisms by which
parent to offspring and characteristics or traits are passed from one
generation to the next via genes. Genes
resulting genetic
encode the information for making specific
variation.
proteins, which are responsible for the
specific traits of an individual. Each gene
Use a diagram to
describe the cause and can have several variants, called alleles,
which code for different variants of the trait
effect relationship of
gene transmission from in question. Genes reside in a cell’s
parent to offspring and chromosomes, each of which contains many
genes. Every cell of any individual
resulting genetic
organism contains the identical set of
variation.
chromosomes. When organisms reproduce,
genetic information is transferred to their
Use a simulation to
describe the cause and offspring. In species that reproduce
sexually, each cell contains two variants of
effect relationship of
gene transmission from each chromosome, one inherited from each
parent to offspring and parent. Thus sexual reproduction gives rise
to a new combination of chromosome pairs
resulting genetic
with variations between parent and
variation.
offspring. Very rarely, mutations also cause
variations, which may be harmful, neutral,
Develop and use a
model to describe why or occasionally advantageous for an
individual. Environmental as well as genetic
asexual reproduction
variation and the relative dominance of each
results in offspring
of the genes in a pair play an important role
with identical genetic
information and sexual in how traits develop within an individual.
reproduction results in Complex relationships between genes and
offspring with genetic interactions of genes with the environment
determine how an organism will develop
variation.
and function.

Understand that
parental traits
determined by genes,
which are then passed
on to offspring.

Explain that in
artificial selection
humans have the
capacities to influence
certain characteristics
of organisms by
selective breeding.
 Recognize
technological methods
that humans have used
to influence the
inheritance of desired
traits in organisms.

Gather information
about how humans
have used various
technological methods
to influences the
inheritance of desired
traits in organisms.
 Synthesize information
about how changing
technologies have
influence human
desires for genetic
outcomes in artificial
selection.
LS3.A: INHERITANCE OF TRAITS:
How are the characteristics of one
generation related to the previous
generation?
Genes are located in the
chromosomes of cells, with each
chromosome pair containing two variants of
each of many distinct genes. Each distinct
gene chiefly controls the production of a
specific protein, which in turn affects the
traits of the individual (e.g., human skin
color results from the actions of proteins
that control the production of the pigment
melanin). Changes (mutations) to genes can
result in changes to proteins, which can
affect the structures and functions of the
organism and thereby change traits.
Sexual reproduction provides for
transmission of genetic information to
offspring through egg and sperm cells.
These cells, which contain only one
chromosome of each parent’s chromosome
pair, unite to form a new individual (offspring). Thus offspring possess one instance
of each parent’s chromosome pair (forming
a new chromosome pair). Variations of
inherited traits between parent and offspring
arise from genetic differences that result
from the subset of chromosomes (and
therefore genes) inherited or (more rarely)
from mutations. (Boundary: The stress here
is on the impact of gene transmission in
reproduction, not the mechanism.)
LS3.B: VARIATION OF TRAITS: Why
do individuals of the same species vary in
how they look, function, and behave?
In sexually reproducing organisms,
each parent contributes half of the genes
acquired (at random) by the offspring.
Individuals have two of each chromosome
and hence two alleles of each gene, one
acquired from each parent. These versions
may be identical or may differ from each
other.
In addition to variations that arise from
sexual reproduction, genetic information
can be altered because of mutations. Though
rare, mutations may result in changes to the
structure and function of proteins. Some
changes are beneficial, others harmful, and
some neutral to the organism.
LS4.B: NATURAL SELECTION: How
does genetic variation among organisms
affect survival and reproduction?
Genetic variations among
individuals in a population give some
individuals an advantage in surviving and
reproducing in their environment. This is
known as natural selection. It leads to the
predominance of certain traits in a
population and the suppression of others. In
artificial selection, humans have the
capacity to influence certain characteristics
of organisms by selective breeding. One can
choose desired parental traits determined by
genes, which are then passed on to
offspring.
Literacy Integration/Math Connections:
RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. (07-LS1-4),(07-LS1-5),(08-LS3-1),(08-LS3-2),(08LS4-5)
RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific
or technical context relevant to grades 6-8 texts and topics. (08-LS3-1),(08-LS3-2)
RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually
(e.g., in a flowchart, diagram, model, graph, or table). (08-LS3-1),(08-LS3-2)
WHST.6-8.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase
the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. (08-LS4-5)
SL.8.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. (08LS3-1),(08-LS3-2)
MP.4 Model with mathematics. (08-LS3-2)
6. SP.B.5 Summarize numerical data sets in relation to their context. (08-LS3-2)
Engineering Design:
2nd /3rd Quarter
Unit 4: Natural Selection and Essential Questions:
How can there be so many similarities among organisms yet so many different kinds of plants, animals, and
Adaptation LS4-1, LS4-2,
microorganisms? How does biodiversity affect humans?
LS4-3, LS4-4, LS4-6
Time Frame:
November 30, 2015 -January
22, 2016
Priority Standards
Supporting Standards
08-LS4-1. Analyze and
interpret data for patterns in
the fossil record that document
the existence, diversity,
extinction, and change of life
forms throughout the history
of life on Earth under the
assumption that natural laws
operate today as in the past.
[Clarification Statement:
Emphasis is on finding
patterns of changes in the level
of complexity of anatomical
structures in organisms and the
chronological order of fossil
appearance in the rock layers.]
[Assessment Boundary:
Assessment does not include
the names of individual
species or geological eras in
the fossil record.]
08-LS4-2. Apply scientific
ideas to construct an
explanation for the anatomical
similarities and differences
among modern organisms and
How does genetic variation among organisms affect survival and reproduction?
Learning Targets:

Gather evidence about
various fossils found in
layers of the strata and
use the principal of
stratigraphy to make
connections as to the
relative age of the fossils.

Describe how the fossil
record documents the
existence, diversity and
change of life forms.

Identify anatomical
similarities and
differences among
modern organisms.

Identify anatomical
similarities and
differences between
modern organisms and
fossil organism.

Recognize pictorial data
patterns of embryological
Overview of Learning Progressions
(How will students learn it?)
Books and
Materials
resources needed
Brain Pop:
LS4— BIOLOGICAL EVOLUTION: UNITY
AND DIVERSITY: How can there be so many
similarities among organisms yet so many different
Education Portal
kinds of plants, animals, and microorganisms? How
on youtube
does biodiversity affect humans?
Biological evolution explains both the unity and the
United Streaming
diversity of species and provides a unifying principle Video:
for the history and diversity of life on Earth.
Biological evolution is supported by extensive
Technology
scientific evidence ranging from the fossil record to
genetic relationships among species. Researchers
Websites
continue to use new and different techniques,
including DNA and protein sequence analyses, to test Textbooks
and further their understanding of evolutionary
relationships. Evolution, which is continuous and
Labs
ongoing, occurs when natural selection acts on the
genetic variation in a population and changes the
Probes
distribution of traits in that population gradually over
multiple generations. Natural selection can act more
PRETEST
rapidly after sudden changes in conditions, which can
lead to the extinction of species. Through natural
Daily Bell Ringer
selection, traits that provide an individual with an
Question
advantage to best meet environmental challenges and
reproduce are the ones most likely to be passed on to
the next generation. Over multiple generations, this
Demonstration
process can lead to the emergence of new species.
between modern and fossil
organisms to infer
evolutionary relationships.
[Clarification Statement:
Emphasis is on explanations of
the evolutionary relationships
among organisms in terms of
similarity or differences of the
gross appearance of
anatomical structures.]
08-LS4-3. Analyze displays of
pictorial data to compare
patterns of similarities in the
embryological development
across multiple species to
identify relationships not
evident in the fully formed
anatomy. [Clarification
Statement: Emphasis is on
inferring general patterns of
relatedness among embryos of
different organisms by
comparing the macroscopic
appearance of diagrams or
pictures.] [Assessment
Boundary: Assessment of
comparisons is limited to gross
appearance of anatomical
structures in embryological
development.]
08-LS4-4. Construct an
explanation based on evidence
that describes how genetic
variations of traits in a
population increase some
individuals’ probability of
surviving and reproducing in a
specific environment.
[Clarification Statement:
development across
multiple species.


Identify relationships not
evident in the fully
formed anatomy.
Analyze displays of
pictorial data in
embryological
development across
multiple species to
identify relationships not
evident in fully formed
anatomy.

Compare patterns of
similarities in
embryological
development across
multiple species to
identify relationships not
evident in fully formed
anatomy.

Distinguish between the
similarities and
differences between
modern organisms and
fossils organisms to infer
evolutionary
relationships.

Construct an explanation
by applying scientific
ideas for the anatomical
similarities and
differences among
Evolution thus explains both the similarities of
genetic material across all species and the multitude
of species existing in diverse conditions on Earth—its
biodiversity—which humans depend on for natural
resources and other benefits to sustain themselves.
LS4.B: NATURAL SELECTION: How does
genetic variation among organisms affect survival
and reproduction?
Genetic variations among individuals in a
population give some individuals an advantage in
surviving and reproducing in their environment. This
is known as natural selection. It leads to the
predominance of certain traits in a population and the
suppression of others. In artificial selection, humans
have the capacity to influence certain characteristics
of organisms by selective breeding. One can choose
desired parental traits determined by genes, which are
then passed on to offspring.
LS4.C: ADAPTATION: How does genetic
variation among organisms affect survival and
reproduction?
Adaptation by natural selection acting over
generations is one important process by which
species change over time in response to changes in
environmental conditions. Traits that support
successful survival and reproduction in the new
environment become more common; those that do
not become less common. Thus, the distribution of
traits in a population changes. In separated
populations with different conditions, the changes
can be large enough that the populations, provided
they remain separated (a process called reproductive
isolation), evolve to become separate species.
(teacher choice)
Individual work:
Formative
Assessments
Vocabulary
foldable
Directive Reading
worksheets
Exit Slips
Emphasis is on using simple
probability statements and
proportional reasoning to
construct explanations
08-LS4-6. Use mathematical
representations to support
explanations of how natural
selection may lead to increases
and decreases of specific traits
in populations over time.
[Clarification Statement:
Emphasis is on using
mathematical models,
probability statements, and
proportional reasoning to
support explanations of trends
in changes to populations over
time.] [Assessment Boundary:
Assessment does not include
Hardy Weinberg calculations.]
modern organisms and
between modern and
fossil organisms to infer
evolutionary
relationships.

Identify genetic variation
in regards to the traits of
a population within a
specific environment.

Identify how natural
selection may lead to
increase and decrease of
specific traits in a
population over time.

Recognize mathematical
representations that
support how natural
selection may lead to
changes in population
over time.

Use mathematical
representations to support
explanations of how
natural selection may lead
to increases and decreases
of specific traits in
populations over time.

Use mathematical
representations to support
explanations of trends in
changes to populations
over time.

Understand the
probability of surviving
and reproducing in a
specific environment
depends on genetic
variations of traits.

Use evidence of how
genetic variations traits in
a population increase
some individual’s
probability of surviving
and reproducing in a
specific environment.

Construct an explanation
based on evidence that
describes how genetic
variations of traits in a
population increase some
individuals’ probability of
surviving and reproducing
in a specific environment.

Critically analyze and
interpret the fossil record
and collect evidence
supporting the hypothesis
that the complexity of
anatomical structures of
organisms has increased
over time.
Literacy Integration/Math Connections:
RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or
descriptions (08-LS4-1),(08-LS4-2),(08-LS4-3),(08-LS4-4)
RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually
(e.g., in a flowchart, diagram, model, graph, or table). (08-LS4-1),(08-LS4-3)
RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from
reading a text on the same topic. (08-LS4-3),(08-LS4-4)
WHST.6-8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection,
organization, and analysis of relevant content. (08-LS4-2),(08-LS4-4)
WHST.6-8.9 Draw evidence from informational texts to support analysis, reflection, and research. (08-LS4-2),(08-LS4-4)
SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, teacher-led) with diverse partners on grade 6 topics,
texts, and issues, building on others’ ideas and expressing their own clearly. (08-LS4-2),(08-LS4-4)
SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning,
and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. (08-LS4-2),(08-LS4-4)
MP.4 Model with mathematics. (08-LS4-6)
6. RP.A.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. (08-LS4-4),(08-LS46)
6. SP.B.5 Summarize numerical data sets in relation to their context. (08-LS4-4),(08-LS4-6)
6.EE.B.6 Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a
variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. (08-LS4-1),(08-LS4-2)
7. RP.A.2 Recognize and represent proportional relationships between quantities. (08-LS4-4),(08-LS4-6)
Engineering Design:
3rd Quarter
Unit 5:
HISTORY OF EARTH
08-ESS1-4
EARTH’S SYSTEMS
08-ESS3-1
Essential Questions:
What is the universe, and what is Earth’s place in it?
How do people reconstruct and date events in Earth’s planetary history?
How do Earth’s surface processes and human activities affect each other?
How do humans depend on Earth’s resources?
Time Frame:
January 25-April 01, 2016
Priority Standards
Supporting Standards
Learning Targets:
08-ESS1-4. Construct a scientific
 Explain how earth events (abruptly
explanation based on evidence from
and over time) can bring about
rock strata for how the geologic time
changes in Earth’s surface:
scale is used to organize Earth’s 4.6landforms, ocean floor, rock
billion-year-old history.
features, or climate.
[Clarification Statement: Emphasis
is on how analyses of rock
 Describe how the history of the
formations and the fossils they
Earth is influenced by occasional
contain are used to establish relative
natural occurrences.
ages of major events in Earth’s
history. Examples of Earth’s major
 Analysis rock strata and the fossils they
events could range from being very
contain to determine a relative timeline
recent (such as the last Ice Age or
for major events in earths history.
the earliest fossils of homo sapiens)
to very old (such as the formation of
 Construct a scientific explanation
Earth or the earliest evidence of life).
based on evidence from rock strata
Examples can include the formation
for how the geologic time scale is
of mountain chains and ocean
used to organize Earth’s 4.6-billionbasins, the evolution or extinction of
year-old history.
particular living organisms, or
significant volcanic eruptions.]
 Explain the importance of Earth’s
resources and identify ways in
08-ESS3-1
which various resources can be
Overview of Learning
Books and
Progressions
Materials
(How will students learn it?)
resources needed
ESS1— EARTH’S PLACE IN
Brain Pop:
THE UNIVERSE: What is the
universe, and what is Earth’s
Education Portal on
place in it?
youtube
The planet Earth is a tiny part of a
vast universe that has developed
United Streaming
over a huge expanse of time. The
Video:
history of the universe, and of the
structures and objects within it,
Technology
can be deciphered using
observations of their present
Websites
condition together with knowledge
of physics and chemistry.
Textbooks
Similarly, the patterns of motion
of the objects in the solar system
Labs
can be described and predicted on
the basis of observations and an
Probes
understanding of gravity.
Comprehension of these patterns
PRETEST
can be used to explain many Earth
phenomena, such as day and night, Daily Bell Ringer
seasons, tides, and phases of the
Question
moon. Observations of other solar
recycled and reused.
Construct a scientific explanation
based on evidence for how the
uneven distributions of Earth’s
mineral, energy, and groundwater
resources are the result of past
and current geoscience processes.
[Clarification Statement: Emphasis
is on how these resources are limited
and typically non-renewable, and
how their distributions are
significantly changing as a result of
removal by humans. Examples of
uneven distributions of resources as
a result of past processes include but
are not limited to petroleum
(locations of the burial of organic
marine sediments and subsequent
geologic traps), metal ores (locations
of past volcanic and hydrothermal
activity associated with subduction
zones), and soil (locations of active
weathering and/or deposition of
rock).]

Recognize, describe, and compare
renewable energy resources (e.g.,
solar, wind, water, biomass) and
nonrenewable energy resources
(e.g., fossil fuels, nuclear energy).


Give examples of how humans have
significantly changed our supply of
limited and typically non-renewable
resources.
Construct a scientific explanation
based on evidence for how the
uneven distributions of Earth’s
mineral, energy, and groundwater
resources are the result of past and
current geoscience processes.
system objects and of Earth itself
can be used to determine Earth’s
age and the history of large-scale
changes in its surface.
ESS1.C: THE HISTORY OF
PLANET EARTH: How do
people reconstruct and date events
in Earth’s planetary history?
The geological time scale
interpreted from rock strata
provides a way to organize Earth’s
history. Major historical events
include the formation of mountain
chains and ocean basins, the
evolution and extinction of
particular living organisms,
volcanic eruptions, periods of
massive glaciation, and
development of watersheds and
rivers through glaciation and water
erosion. Analyses of rock strata
and the fossil record provide only
relative dates, not an absolute
scale.
ESS3—EARTH AND HUMAN
ACTIVITY: How do Earth’s
surface processes and human
activities affect each other?
Earth’s surface processes affect
and are affected by human
activities. Humans depend on all
of the planet’s systems for a
variety of resources, some of
which are renewable or
replaceable and some of which are
not. Natural hazards and other
geological events can significantly
Demonstration
(teacher choice)
Individual work:
Formative
Assessments
Vocabulary foldable
Directive Reading
worksheets
Exit Slips
alter human populations and
activities. Human activities, in
turn, can contribute to the
frequency and intensity of some
natural hazards. Indeed, humans
have become one of the most
significant agents of change in
Earth’s surface systems. In
particular, it has been shown that
climate change—which could have
large consequences for all of
Earth’s surface systems, including
the biosphere—is driven not only
by natural effects but also by
human activities. Sustaining the
biosphere will require detailed
knowledge and modeling of the
factors that affect climate, coupled
with the responsible management
of natural resources.
ESS3.A: NATURAL
RESOURCES: How do humans
depend on Earth’s resources?
Humans depend on Earth’s
land, ocean, atmosphere, and
biosphere for many different
resources. Minerals, fresh water,
and biosphere resources are
limited, and many are not
renewable or replaceable over
human lifetimes. These resources
are distributed unevenly around
the planet as a result of past
geological processes (link to
ESS2.B). Renewable energy
resources, and the technologies to
exploit them, are being rapidly
developed.
Literacy Integration/Math Connections:
RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. (08-ESS3-1)
WHST.6-8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection,
organization, and analysis of relevant content. (08-ESS3-1)
WHST.6-8.9 Draw evidence from informational texts to support analysis, reflection, and research. (08-ESS3-1)
6.EE.B.6 Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a
variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. (08-ESS3-1)
7. EE.B.4 Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve
problems by reasoning about the quantities. (08-ESS3-1)
3rd Quarter
Unit 5: Human Impacts
ESS 3-2, ESS 3-3, ESS 3-4
Essential Questions:
How do Earth’s surface processes and human activities affect each other?
Time Frame:
January 25- April 01, 2016
How do natural hazards affect individuals and societies?
How do humans change the planet?
Priority Standards
Supporting Standards
Learning Targets:
08-ESS3-2
 Understand that related
Analyze and interpret data on
geologic forces can help
natural hazards to forecast future
forecast the locations and
catastrophic events and inform the
likelihood of future events.
development of technologies to
mitigate their effects. [Clarification
 Recognize the need for global
Statement: Emphasis is on how some
technology to prepare for
natural hazards, such as volcanic
natural hazards and
eruptions and severe weather, are
catastrophic events.
preceded by phenomena that allow

Analyze and interpret data on
for reliable predictions, but others,
natural hazards to forecast future
such as earthquakes, occur suddenly
catastrophic events and inform the
and with no notice, and thus are not
development of technologies to
yet predictable. Examples of natural
mitigate their effects.
hazards can be taken from interior
 Explain the importance of earth
processes (such as earthquakes and
resources and identify ways in
volcanic eruptions), surface
which various resources can be
processes (such as mass wasting and
recycled.
tsunamis), or severe weather events
(such as hurricanes, tornadoes, and
 Describe how human needs and
floods). Examples of data can
activities have affected the
include the locations, magnitudes,
biosphere.
and frequencies of the natural
 Examine human environmental
hazards. Examples of technologies
impacts.
can be global (such as satellite
systems to monitor hurricanes or
 Assess and evaluate the kinds
forest fires) or local (such as
of solutions that are feasible to
Overview of Learning Progressions
(How will students learn it?)
ESS3—EARTH AND HUMAN
ACTIVITY: How do Earth’s surface
processes and human activities affect
each other?
Earth’s surface processes affect and are
affected by human activities. Humans
depend on all of the planet’s systems
for a variety of resources, some of
which are renewable or replaceable and
some of which are not. Natural hazards
and other geological events can
significantly alter human populations
and activities. Human activities, in turn,
can contribute to the frequency and
intensity of some natural hazards.
Indeed, humans have become one of the
most significant agents of change in
Earth’s surface systems. In particular, it
has been shown that climate change—
which could have large consequences
for all of Earth’s surface systems,
including the biosphere—is driven not
only by natural effects but also by
human activities. Sustaining the
biosphere will require detailed
knowledge and modeling of the factors
that affect climate, coupled with the
Books and
Materials
resources needed
Brain Pop:
Education Portal on
youtube
United Streaming
Video:
Technology
Websites
Textbooks
Labs
Probes
PRETEST
Daily Bell Ringer
Question
Demonstration
building basements in tornado-prone
regions or reservoirs to mitigate
droughts).]
08-ESS3-3
Apply scientific principles to
design a method for monitoring
and minimizing a human impact
on the environment.* [Clarification
Statement: Examples of the design
process include examining human
environmental impacts, assessing the
kinds of solutions that are feasible,
and designing and evaluating
solutions that could reduce that
impact. Examples of human impacts
can include water usage (such as the
withdrawal of water from streams
and aquifers or the construction of
dams and levees), land usage (such
as urban development, agriculture,
or the removal of wetlands), and
pollution (such as of the air, water,
or land).]
08-ESS3-4
Construct an argument supported by
evidence for how increases in human
population and per-capita
consumption of natural resources
impact Earth’s systems.
[Clarification Statement: Examples
of evidence include gradeappropriate databases on human
populations and the rates of
consumption of food and natural
resources (such as freshwater,
mineral, and energy). Examples of
impacts can include changes to the



reduce human impact.
Design a method for
monitoring and minimizing a
human impact on the
environment.
Understand that human impacts
can include changes to the
appearance, composition, and
structure of Earth’s systems as
well as the rates at which they
change.
Know that negative impacts on
Earth systems will continue unless
the activities and technologies
involved are engineered otherwise.
 Give examples of how the
increase of human populations,
rates of food consumption and
natural resources has impacted
Earth’s systems.
 Construct an argument
supported by evidence for how
increases in human populations
and per-capita consumption of
natural resources impact
Earth’s systems.
responsible management of natural
resources.
ESS3.B: NATURAL HAZARDS:
How do natural hazards affect
individuals and societies?
Some natural hazards, such as
volcanic eruptions and severe weather,
are preceded by phenomena that allow
for reliable predictions. Others, such as
earthquakes, occur suddenly and with
no notice, and thus they are not yet
predictable. However, mapping the
history of natural hazards in a region,
combined with an understanding of
relat- ed geological forces can help
forecast the locations and likelihoods of
future events.
ESS3.C: HUMAN IMPACTS ON
EARTH SYSTEMS: How do humans
change the planet?
Human activities have
significantly altered the biosphere,
sometimes damaging or destroying
natural habitats and causing the
extinction of many other species. But
changes to Earth’s environments can
have different impacts (negative and
positive) for different living things.
Typically, as human populations and
per-capita consumption of natural
resources increase, so do the negative
impacts on Earth unless the activities
and technologies involved are
engineered otherwise.
(teacher choice)
Individual work:
Formative
Assessments
Vocabulary foldable
Directive Reading
worksheets
Exit Slips
appearance, composition, and
structure of Earth’s systems as well
as the rates at which they change.
The consequences of increases in
human populations and consumption
of natural resources are described by
science, but science does not make
the decisions for the actions society
takes.]
Literacy Integration/Math Connections:
RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. (08-ESS3-2),(08-ESS3-4)
RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually
(e.g., in a flowchart, diagram, model, graph, or table). (08-ESS3-2)
WHST.6-8.1 Write arguments focused on discipline content. (08-ESS3-4)
WHST.6-8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and
generating additional related, focused questions that allow for multiple avenues of exploration. (08-ESS3-3)
WHST.6-8.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase
the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. (08-ESS3-3)
WHST.6-8.9 Draw evidence from informational texts to support analysis, reflection, and research. (08-ESS3-4)
MP.2 Reason abstractly and quantitatively. (08-ESS3-2)
6.RP.A.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. (08-ESS3-3),(08ESS3-4)
7.RP.A.2 Recognize and represent proportional relationships between quantities. (08-ESS3-3),(08-ESS3-4)
6.EE.B.6 Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a
variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. (08-ESS3-2),(08-ESS3-3),(08ESS3-4)
7.EE.B.4 Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to
solve problems by reasoning about the quantities. (08-ESS3-2),(08-ESS3-3),(08-ESS3-4)
Engineering Design:
4th Quarter
Unit 6: Matter and Energy in
Organisms and Ecosystems 08LS2-4
Essential Questions:
How and why do organisms interact with their environment and what are the effects of these
interactions?
Interdependence Relationships in
Ecosystems 08-LS2-5
What happens to ecosystems when the environment changes?
How do organisms interact in groups so as to benefit individuals?
Time Frame:
April 11-May 16, 2016
Priority Standards
Supporting Standards
Learning Targets:
08-LS2-4
 Recognize patterns
Construct an argument supported
of empirical
by empirical evidence that changes
evidence that
to physical or biological
influence
components of an ecosystem affect
population change.
populations. [Clarification
Statement: Emphasis is on
 Understand physical and
recognizing patterns in data and
biological components of
making warranted inferences about
an ecosystem.
changes in populations, and on
evaluating empirical evidence
 Evaluate empirical
supporting arguments about changes
evidence to make
to ecosystems.]
logical inferences
based on data and
patterns.
08-LS2-5
Evaluate competing design
 Evaluate how
solutions for maintaining
physical and/or
biodiversity and ecosystem
biological
services.*
components affect
[Clarification Statement: Examples
the population of an
of ecosystem services could include
Overview of Learning Progressions
(How will students learn it?)
Books and Materials
resources needed
LS2—ECOSYSTEMS: INTERACTIONS,
Brain Pop:
ENERGY, AND DYNAMICS: How and why
do organisms interact with their environment
Education Portal on
and what are the effects of these interactions?
youtube
Ecosystems are complex, interactive systems
that include both biological communities
United Streaming
(biotic) and physical (abiotic) components of
Video:
the environment. As with individual organisms,
a hierarchal structure exists; groups of the same Technology
organisms (species) form populations, different
populations interact to form communities,
Websites
communities live within an ecosystem, and all
of the ecosystems on Earth make up the
Textbooks
biosphere. Organisms grow, reproduce, and
perpetuate their species by obtaining necessary Labs
resources through interdependent relationships
with other organisms and the physical
Probes
environment. These same interactions can
facilitate or restrain growth and enhance or
PRETEST
limit the size of populations, maintaining the
balance between available resources and those
Daily Bell Ringer
who consume them. These interactions can also
water purification, nutrient
recycling, and prevention of soil
erosion. Examples of design solution
constraints could include scientific,
economic, and social
considerations.]





ecosystem.
Make logical
inferences based on
data and patterns to
predict population
changes in an
ecosystem.
Construct an
argument supported
by empirical
evidence of how
physical and/or
biological
components affect
the population of an
ecosystem.
I can identify
scientific,
economic, and
social consideration
of competing design
solution.
Recognize
examples of
ecosystem services.
Evaluate and
compare data
regarding
competing design
solutions for
maintaining
biodiversity and
ecosystem services
change both biotic and abiotic characteristics of
the environment. Like individual organisms,
ecosystems are sustained by the continuous
flow of energy, originating primarily from the
sun, and the recycling of matter and nutrients
within the system. Ecosystems are dynamic,
experiencing shifts in population composition
and abundance and changes in the physical
environment over time, which ultimately
affects the stability and resilience of the entire
system.
LS2.C: ECOSYSTEM DYNAMICS,
FUNCTIONING, AND RESILIENCE: What
happens to ecosystems when the environment
changes?
Ecosystems are dynamic in nature; their
characteristics can vary over time. Disruptions
to any physical or biological component of an
ecosystem can lead to shifts in all of its
populations.
Biodiversity describes the variety of
species found in Earth’s terrestrial and oceanic
ecosystems. The completeness or integrity of
an ecosystem’s biodiversity is often used as a
measure of its health.
LS2.D: SOCIAL INTERACTIONS AND
GROUP BEHAVIOR: How do organisms
interact in groups so as to benefit individuals?
Groups may form because of genetic
relatedness, physical proximity, or other
recognition mechanisms (which may be species
specific). They engage in a variety of signaling
behaviors to maintain the group’s integrity or to
warn of threats. Groups often dissolve if they
no longer function to meet individuals’ needs,
if dominant members lose their place, or if
other key members are removed from the group
through death, predation, or exclusion by other
Question
Demonstration
(teacher choice)
Individual work:
Formative Assessments
Vocabulary foldable
Directive Reading
worksheets
Exit Slips
members.
ETS1.B: Developing Possible Solutions
There are systematic processes for evaluating
solutions with respect to how well they meet
the criteria and constraints of a problem.
(Secondary to 08-LS2-5)
Literacy Integration/Math Connections:
RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. (08-LS2-4)
RI.8.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and
sufficient to support the claims. (08-LS2-4)
WHST.6-8.1 Write arguments to support claims with clear reasons and relevant evidence. (08-LS2-4)
WHST.6-8.9 Draw evidence from informational texts to support analysis, reflection, and research. (08-LS2-4)
Engineering Design:
MS-ET1.B Developing Possible Solutions
There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. (Secondary
to 08-LS2-5)