Download 8th Grade Earth Science Objectives

BARTLESVILLE SCHOOLS - SCIENCE DEPARTMENT
8th Grade Earth Science
Curricular Objectives
Revised Summer 2010
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8 Grade Earth Science
Objective 8-1-A
Quarters: All (assessed in Q1)
Duration: On-going
Edusoft Coding: BPSSciX--OKPASS Science (2002)--Grade 6--D--D.5 Objective 1
Earth has four main systems that interact: the atmosphere, the hydrosphere, the biosphere, and the
geosphere.
1. Structures of the Earth
A. Earth has four main systems that interact: the atmosphere, the hydrosphere, the
(Local, State, National)
biosphere, and the geosphere.
PASS Grade 6 5.1
Suggested Teaching Strategies
Discussion of how these spheres interact with each other continuously throughout Earth’s existence.
These systems covered under other objectives and throughout the year.
Aligned Resources
Atmosphere in weather and climate
Hydrosphere in weather and hydrology
Geosphere in geology
Biosphere in all parts of life covered in small integrated spots throughout the textbook
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8 Grade Earth Science
Quarters 2 & 4
Objective 8-1-B
Duration: On-going
1. Structures of the Earth
B. Water, which covers the majority of the earth’s surface, circulates through the
(Local, State, National)
crust, oceans, and atmosphere in what is known as the water cycle.
PASS Grade 6 5.2
Local Units
Hydrology, Oceanography, Meteorology
Suggested Teaching Strategies
Reading and discussion from our textbook about the water cycle. Notes are taken including a diagram depicting the
water cycle. Water quality is also discussed at this time.
Flood safety is covered and we discuss the local flood situations that have occurred in Bartlesville over recent years.
Water Cycle Bracelet
Aligned Resources
Core Lab 7: Earth’s Surface and Landforms
Core Lab:14: Clouds in a Bottle
Chapter 11: Fresh Water
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8 Grade Earth Science
Quarter: 3
Objective 8-1-C
Duration: One week
Edusoft Coding: BPSSciX--OKPASS Science (2002)--Grade 6--D--D.5 Objective 3
The sun provides the light and heat necessary to maintain life on Earth and is the ultimate source of energy
(i.e., producers receive their energy from the sun).
1. Structures of the Earth
C. The sun provides the light necessary to maintain life on Earth and is the ultimate
(Local, State, National)
source of energy (i.e., producers receive their energy from the sun).
PASS Grade 6 5.3
Suggested Teaching Strategies
Discussion related to Solar Energy
Chapter 20
Chapter 7 EIS: The Sun as an Energy Source
Aligned Resources
Core Lab 10: Greenhouse Effect & Radiant Energy
Core lab 11: Walking The Solar System & The Force of Gravity
Core Lab 12: Seasons
Core Lab 13: Moon Phases & Eclipses
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8 Grade Earth Science
Quarter: 4
Objective 8-1-D
Duration: One month
1. Structures of the Earth
D. Global patterns of atmospheric movement influence local weather such as oceans’
(Local, State, National)
effect on climate.
PASS Grade 7 5.1
Local Units
Meteorology
Suggested Teaching Strategies
By plotting the path of two hurricanes, students investigate the travel paths and destruction of hurricanes. Global
atmospheric movement is a hurricane helping to dissipate some of Earth’s atmospheric heat and energy.
Students keep track of Oklahoma’s changing weather for a period of two weeks. They record highs, lows, air pressure,
clouds, precipitation and forecast. This is constructed on a chart and three of the items are graphed.
Draw, label and describe each layer of the atmosphere as well as the distinguishing features of each layer.
Discuss, demonstrate possible development of weather instruments.
Demonstration of weather phenomena.
Aligned Resources
Core Lab 10: Greenhouse Effect & Radiant Energy
Core Lab 14: Clouds in a Bottle
Core Lab 16: Weather Map & Hurricane Plotting
Chapter 15: The Atmosphere
Chapter 16: Weather Factors
Chapter 17: Weather Patterns
Chapter 18: Climate and Climate Change
Videos on weather, thunderstorms, hurricanes.
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8 Grade Earth Science
Quarter: 4
Objective 8-1-E
Duration: 3 weeks
1. Structures of the Earth
E. Clouds, formed by the condensation of water vapor, affect local weather and
(Local, State, National)
climate.
PASS Grade 7 5.2
Local Units
Meteorology
Suggested Teaching Strategies
Students will use the knowledge they have gained about meteorology to construct a weather map on posterboard. They
will come up with a reasonable forecast for the state they have chosen. They give the forecast as an oral presentation
with the weathermap beside them similar to a TV meteorologist.
Using cotton balls, glue and markers, the students make models of the three basic types of clouds that form from
condensation of water vapor in the atmosphere. They then write detailed descriptions of each cloud type, including how
it is formed, where it would be located (altitude), and what it is made up of (water droplets, ice crystals).
Discuss hydrologic cycle. Read, take notes.
Tornado safety is discussed and then students are asked to select a spot in their residence that would be their safe spot
and tell why. Discuss saferoom technology. Discuss school tornado drill.
Aligned Resources
Core Lab 10: Greenhouse Effect & Radiant Energy
Core Lab 14: Clouds in a Bottle
Core Lab 16: Weather Map & Hurricane Plotting
Chapter 15: The Atmosphere
Chapter 16: Weather Factors
Chapter 17: Weather Patterns
Chapter 18: Climate and Climate Change
Videos on hurricanes, tornadoes, and weather. Water cycle bracelet
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8 Grade Earth Science
Quarter: 2
Objective 8-1-F
Duration: One month
Edusoft Coding: BPSSciX--OKPASS Science (2002)--Grade 8--D--D.4 Objective 1
Landforms result from constructive forces such as crustal deformation, volcanic eruption, and deposition of
sediment and destructive forces such as weathering and erosion.
1. Structures of the Earth
F. Land forms result from constructive forces such as crustal deformation, volcanic
(Local, State, National)
eruption, and deposition of sediment and destructive forces such as weathering and
PASS Grade 8 4.1
erosion.
Local Units
Geology: faults, folds, volcanoes, earthquakes, plate tectonics
Suggested Teaching Strategies
Fold and fault model investigations. Students color, cut out and glue together models of 2 kinds of faults and two kinds
of folds. After construction there are questions about each model to help understand some of the destructive forces at
work in our Earth as well as the relative ages of the layers of Earth.
Use slinky to do hands-on demonstration of P-wave and S-wave motions of earthquake waves. Have students become P
and S waves by standing in a line and showing the motion of each waves (pushing, side-to-side).
Students will investigate how different forces effect the earth’s surface
Demonstrate faulting and fault block mountains/basins with fault block models.
Demonstrate folding with foam strips.
Aligned Resources
Core Lab 5: Pangaea & Plate Tectonics
Core Lab 6: Faulting and Folding
Core Lab 7: Earth’s Surface & Landforms
Chapter 4: Plate Tectonics
Chapter 5: Earthquakes
Chapter 6: Volcanoes
Chapter 15 CE: Investigating Plate Movement and Faults
Video: Earthquakes, volcanoes, mountain building
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8 Grade Earth Science
Quarter: 1
Objective 8-1-G
Duration: Three months
Edusoft Coding: BPSSciX--OKPASS Science (2002)--Grade 8--D--D.4 Objective 2
The formation, weathering, sedimentation, and reformation of rock constitute a continuing "rock cycle" in
which the total amount of material stays the same as its form changes.
1. Structures of the Earth
G. The formation, weathering, sedimentation, and reformation of rock constitute a
(Local, State, National)
continuing “rock cycle” in which the total amount of material stays the same as its
PASS Grade 8 4.2
forms change.
Local Units
Geology
Suggested Teaching Strategies
Discussion of the rock cycle and how one rock can change into another given enough time and the right conditions
inside Earth.
Rocks are set out each day to show the difference between sedimentary, igneous and metamorphic rock types.
Using marshmallows, students demonstrate the formation of sedimentary rocks (stack tightly together), metamorphic
rocks (press together with some force) and igneous rocks (apply heat to begin melting).
Students participate in the rock cycle using crayons
Story of a rock: students write a creative writing story in which they change from one type of rock to the next as they
pass through the rock cycle.
Aligned Resources
Core Lab 1: Determining Density
Core Lab 2: Rock Cycle
Core Lab 3: Fossil Dig & Geological Time Line
Core Lab 4: Identifying Minerals
Chapter 2: Minerals
Chapter 3: Rocks
Chapter 8: Erosion and Deposition
Chapter 9: A Trip Through Geologic Time
Chapter EIS 18: Fossils as Evidence of Asteroid Impact
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8 Grade Earth Science
Quarter: 2
Objective 8-1-H
Duration: Two to three weeks
Edusoft Coding: BPSSciX--OKPASS Science (2002)--Grade 8--D--D.5 Objective 2
Fossils provide important evidence of how life and environmental conditions have changed.
1. Structures of the Earth
H. Geologic time can be estimated by observing rock sequences and using fossils to
(Local, State, National)
correlate the sequences at various locations. Fossils provide important evidence of
PASS Grade 8 5.2
how life and environmental conditions have changed.
Suggested Teaching Strategies
Students use sketches of rock layers in the earth to decide which happened first and evidence to support their choices.
Using the fold/fault lab, students observe rock sequences to determine oldest and youngest rock layers on the block
diagrams they have constructed.
Using the fossil dig and geological time line students can correlate a sequence of event to a time
Students construct a large chart that shows the major breaks in geologic time by name and by the predominant plants
and animals present during that point in time.
Aligned Resources
Core Lab 2: Rock Cycle
Core Lab 3: Fossil Dig & Geological Time Line
Core Lab 6: Faulting & Folding
Chapter 9: A Trip Through Geologic Time
Lesson 18 EIS: Fossils as Evidence
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8 Grade Earth Science
Quarter: 2
Objective 8-1-I
Duration: Two to three weeks
1. Structures of the Earth
I. The solid crust of the earth consists of separate plates that move very slowly,
(Local, State, National)
pressing against one another in some places and pulling apart in other places (i.e.,
volcanoes, earthquakes and mountain building).
Suggested Teaching Strategies
We, as a class, read and discuss the reason for the existence of the San Andreas Fault as well as how to be safe during
an earthquake.
Pangaea Construction Activity allows students to reconstruct the supercontinent of Pangaea and see how landmasses
have changed shape and position over time according to the theory of plate tectonics.
Notes and diagrams of the mid-ocean ridge and deep-ocean trenches.
Discuss, diagram, study guide over layers of the earth.
Aligned Resources
Core Lab 5: Pangaea & Plate Tectonics
Chapter 4: Plate Tectonics
Chapter 15 CE: Investigating Plate Movements and Faults
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8 Grade Earth Science
Quarter: 2 & 3
Objective 8-2
Duration: On-going
Edusoft Coding: BPSSciX--OKPASS Science (2002)--Grade 8--D--D.5 Objective 1
Earth's history has been punctuated by occasional catastrophic events, such as the impact of asteroids or
comets, enormous volcanic eruptions, periods of continental glaciation, and the rise and fall of sea level.
2.
Earth’s history has been punctuated by occasional catastrophic events, such as
the impact of asteroids or comets, enormous volcanic eruptions, periods of continental
(Local, State, National)
PASS Grade 8 5.1
glaciation, and the rise and fall of sea level.
Local Units
Astronomy, Geology, Oceanography
Suggested Teaching Strategies
Discussion of Arizona’s meteor crater: when it occurred, the scientists that discovered it was an impact crater, as well
as the museum of space items included; followed by slides of asteroids and impact craters on Earth and other planets.
Discuss ice ages, global warming, potential effect on sea level.
Discuss historic volcanic eruptions and their effects/lack of effects on climate.
Current events that occur in the world are always mentioned and incorporated into the classroom discussions. Often
these are catastrophic events like volcanic eruptions, earthquakes, wildfires, mudslides and storms.
Aligned Resources
Core Lab 7: Earth’s Surface and Landforms
Chapter 17 EIS: Asteroids, Comets, and Meteoroids
Chapter 18 EIS: Fossils as Evidence of Asteroid Impact
Chapter 19 EIS: Comparing Planets: Is Earth Unique
Slide set of Mt. St. Helens – shows the catastrophic nature of some volcanoes. Also shows the recovery of the
biosphere following an event such as this.
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8 Grade Earth Science
Quarter: 3
Objective 8-3-A
Duration: Two months for all of 8-3
Edusoft Coding: BPSSciX--Science (2009)--Grade 8 Science--1.0 1.1
The earth is the third planet from the sun in a system that includes the moon, the sun, eight other planets
and their moons, and smaller objects, such as asteroids and comets.
3. Earth and the Solar System
A. The earth is the third planet from the sun in a system that includes the moon, the
(Local, State, National)
sun, eight other planets and their moons, and smaller objects, such as asteroids and
comets.
Reassigned PASS Content
Objective from 9-12 Physical
Local Version
Science
Astronomy
Suggested Teaching Strategies
Model of the solar system. Students walk a scaled solar system. We discuss scale and perspective and what would be
necessary for a true accurate model of the solar system.
Chart to organize the characteristics of each planet.
Introduce devices (songs/mnemonic devices) to help remember order of planets.
Compare similarities and differences between Earth and other planets.
Discuss the exploration of Mars and other bodies in the solar system.
Aligned Resources
Core Lab 11: Walk the Solar System & Force of Gravity
Core Lab 13: Moon Phases and Eclipses
Chapter 19: Earth, Moon and Sun
Chapter 20: Solar System
Chapter 10 EIS: Anchor Activity: Space Exploration
Video on solar system
Video on International Space Station
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8 Grade Earth Science
Quarter: 3
Objective 8-3-B
Duration: Two months for all of 8-3
Edusoft Coding: BPSSciX--OKPASS Science (2002)--Grade 7--D--D.6 Objective 1
Most objects in the solar system are in regular and predictable motion. Those motions explain such
phenomena as the day, the year, phases of the moon, and eclipses.
3. Earth and the Solar System
B. Most objects in the solar system are in regular and predictable motion. Those
(Local, State, National)
motions explain such phenomena as the day, the year, the phases of the moon, and
PASS Grade 7 6.1
eclipses.
Local Version
Astronomy
Suggested Teaching Strategies
It’s Just a Phase: a hands-on activity to create a model that shows all the phases of the moon that occur during the lunar
month.
Birthday moon activity – students use computer access to internet to investigate the moon phase on the night they were
born and calculate a phase cycle from this date
Discussion of eclipse safety, shadows, upcoming events.
Explanation of rotation and revolution, as well as how they give us day and year.
Aligned Resources
Core Lab 12: Seasons
Core Lab 13: Moon Phases and Eclipses
Chapter 19: Earth, Moon and Sun
Chapter 20: Solar System
Chapter 3 EIS: racking Shadows
Chapter EIS 4: Seasons on Earth
Chapter EIS 5: Investigating Lunar Phases
Chapter EIS 6: Solar and Lunar Eclipses
Video: solar system
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8 Grade Earth Science
Quarter: 3
Objective 8-3-C
Duration: Two months for all of 8-3
Edusoft Coding: BPSSciX--OKPASS Science (2002)--Grade 7--D--D.6 Objective 2
Seasons result from variations in the amount of the sun's energy hitting the surface, due to the tilt of the
earth's rotation on its axis and the length of the day.
3. Earth and the Solar System
C. Seasons result from variations in the amount of the sun’s energy hitting the surface, (Local, State, National)
due to the tilt of the earth’s rotation on its axis and the length of the day.
PASS Grade 7 6.2
Local Version
Astronomy
Suggested Teaching Strategies
Read Reasons for the Seasons and discuss before, during, and after lab
Focus students on the fact that the Earth is on a 23 ° axis and opposite seasons occur above and below the equator
Aligned Resources
Core Lab 12: Seasons
Chapter 4 EIS: Seasons on Earth
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8 Grade Earth Science
Quarter: 3
Objective 8-3-D
Duration: Two months for all of 8-3
Edusoft Coding: BPSSciX--OKPASS Science (2002)--Grade 8--D--D.4 Objective 3
Gravity is the force that governs the motion of the solar system and holds us to the earth's surface.
3. Earth and the Solar System
D. Gravity is the force that governs the motion of the solar system and holds us to the (Local, State, National)
earth’s surface.
Local Version
Astronomy
Suggested Teaching Strategies
Discussion of Newton’s laws of motion and the topic of gravity.
Discussion of space travel (3-stage rockets, future possibilities)
Model rockets.
PASS Grade 8 4.3
Math activity to calculate your weight on other planets and our moon.
The effects of gravity figure into the
calculations to see how “weight” is affected by a planet or moon’s increased or decreased gravity.
Discussion of how gravity and inertia work together to keep the planets in orbit.
Aligned Resources
Core Lab 11: Walk the Solar System and Force of Gravity
Chapter 19: Earth, Moon and Sun
Chapter 20: Solar System
Chapter 14 EIS: Surface Gravity
Chapter 15 EIS: Gravity and Orbital Motion
Chapter 16 EIS: Gravity and Tides
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8 Grade Earth Science
Quarter: 3
Objective 8-4-A
Duration: Two to three weeks
4. The Universe
A. The stars differ from each other in size, temperature, and age, but they appear to be (Local, State, National)
made up of the same elements that are found on the earth.
Reassigned PASS Content
Objective from 9-12 Physical
Science
Suggested Teaching Strategies
The Hertzsprung-Russell diagram is plotted and used to help stress that stars are of different sizes, temperatures and
ages.
We also discuss the common colors of red and blue and how they are used to label objects in our everyday life (hot and
cold).
Candle Lab is a guided lab activity in class to help students understand the temperatures that are “hotter and cooler” in
fire. Since we cannot get to the stars, we use the candle flame.
Aligned Resources
Core Lab 9: Star Colors vs. Temperature
Chapter 21: Stars, Galaxies and Universe
Video on universe
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8 Grade Earth Science
Quarter: 3
Objective 8-4-B
Duration: Two to three weeks
4. The Universe
B. All stars have a life cycle including birth, development, and death. Fusion
(Local, State, National)
reactions in stars release great amounts of energy and matter over millions of years.
Reassigned PASS Content
Objective from 9-12 Physical
Science
Suggested Teaching Strategies
Life cycle of a star is read and discussed and plotted into the Hertzsprung-Russell diagram to show a relationship
between a star’s size, color and age.
Discuss the life cycle of our star, the Sun, and its potential effect on the future of the earth.
Aligned Resources
Core Lab 4: Star Colors vs. Temperature
H-R diagram and life cycle of star
Chapter 21: Stars, Galaxies and Universe
Video on universe