Download 8th Grade Science Curriculum Map

Caverna School
Curriculum Plan 8th Grade Science
Weeks 2-5
Weeks 1
Timeline
Topic
Procedures/Growth
Mindset and the
Brain
Science and
Engineering
Practices/Scientific
Method/Experimental
Design
Standard
08-LS1-8
Practices 1-8
Target(s)
1. I can describe the
structure of a neuron.
2. I can explain the
purpose of the nervous
system in organisms.
3. I can describe how
the brain responds to
sensory information.
4. I can determine the
difference between
learned and innate
responses.
1. I can identify a
hypothesis within an
experiment.
2. I can analyze an
experiment to
determine
independent,
constants, and
dependent
variables.
3. I can design an
investigation to test the
solution to a given
problem.
4. I can select the
correct format to
display collected data
by graphing
appropriately.
5. I can identify and
utilize the appropriate
tools to use while
collecting experimental
data.
Critical
Vocabulary
Neuron, myelin
sheath, dendrites,
axon, synapse,
impulse, central
nervous system,
peripheral nervous
system, brain,
stimulus, response,
working memory,
long term memory,
short term memory
independent
variable, dependent
variable, control,
constants,
hypothesis, problem,
inference,
thermometer,
graduated cylinder,
scale, beaker, liter,
gram,
conclusion, data,
meniscus, Celsius,
Fahrenheit, line
graph, bar graph,
qualitative data,
quantitative data,
interpret, procedure,
investigate, mass,
volume, validity,
reliability
Curriculum
Resources
Kesler Science
5E lessons with
station labs;
Kesler Science
5E lessons with
station labs;
Intervention
Resources
Struggling:
Advanced:
Assessments
Exit slips;
Bell ringers;
Stations and Labs;
Observation;
Discussion;
Formative
Assessment
lessons/problems;
Quick checks;
Summative tests
Exit slips;
Bell ringers;
Stations and Labs;
Observation;
Discussion;
Formative
Assessment
lessons/problems;
Quick checks;
Summative tests
Weeks 6-13
Genetics
08-LS3-1
08-LS3-2
08-LS3-5
1. I can explain the
structure and function of
DNA.
2. I can describe the
purpose and processes
of transcription and
translation.
3. I cna explain the
structure and function of
proteins.
4. I can read a codon
chart to create a protein.
5. I can describe
different types of
mutations.
6. I cna determine if a
mutation would be
beneficial, neutral, or
harmful for an organism.
7. I can describe the
relationship between
DNA, genes, and
chromosomes.
8. I can describe the
process of the cell cycle.
9. I can list the number
of chromosomes in a
somatic and gamete cell.
10. I can work a Punnett
square to predict the
probability for offspring.
11. I can contrast
phenotypes and
genotypes.
12. I can describe the
advantages and
disadvantages of asexual
and sexual reproduction.
13. I can describe
processes and
technologies that have
changed the way
humans influence the
inheritance of desired
traits.
Transcription,
translation, codon,
anticodon, RNA, DNA,
Amino Acid,
Ribosomes, Proteins,
Nucleotides, Guanine,
Cytosine, Adenine,
Thymine, Uracil,
mRNA, rRna, tRNA,
mutations, beneficial
mutations, harmful
mutations, neutral
mutations, Point
mutations
(substitutions),
framework mutations
(insertions and
deletions), gene, traits,
protein synthesis,
Nitrogen bases,
Asexual and sexual
reproduction, mitosis,
meiosis, Punnett
square, gametes,
genetic variation,
homozygous,
heterozygous, genes,
chromosomes, spindle
fiber, prophase,
metaphase, anaphase,
telophase, crossing
over, binary fission,
heredity, daughter
cells, genotype,
phenotype,
homologous
chromosomes, alleles,
chromatids,
centromeres, artificial
selection, nucleotide,
DNA, Nucleus, somatic
cell, interphase,
cytokinesis, zygote,
fertilization
Kesler Science
5E lessons with
station labs;
Exit slips;
Bell ringers;
Stations and Labs;
Observation;
Discussion;
Formative
Assessment
lessons/problems;
Quick checks;
Summative tests
Weeks 14-17
(end of first
semester)
Week
18
Geologic Time
catch up time or
projects
08-ESS1-4
1. I can use the law of
superposition to date
fossils.
2. I can analyze a
fossil record to
determine how an
organism has adapted
over time.
3. I can contrast
absolute and relative
dating.
law of superposition,
index fossil, fossils,
plate tectonics,
convergent
boundaries, divergent
boundaries, transform
boundaries, intrusion,
extrusion,
unconformities,
scraping, deposition,
erosion, weathering,
sediments, radioactive
dating, relative dating,
absolute dating,
sedimentary rocks,
geologic time scale,
earthquake,
volcanoes, folds,
faults, tilting,
continental drift,
convection currents
Kesler Science
5E lessons with
station labs;
Exit slips;
Bell ringers;
Stations and Labs;
Observation;
Discussion;
Formative
Assessment
lessons/problems;
Quick checks;
Summative tests
Weeks 19-22
Ecosystems
08-LS2-4
08-LS2-5
1. I can describe biotic
and abiotic factors in
an ecosystem.
2. I can name and
describe the different
levels of an
ecosystem. (ex.
populations and
communities)
3. I can describe
different disruptions
that would affect an
ecosystem.
4. I can provide
examples of symbiotic
relationships and how
they affect each other.
5. I can describe
methods to preserve
life and maintain
diversity of different
populations.
6. I can relate
biodiversity to the
health of an
ecosystem.
Abiotic and biotic
factors, limiting factors,
populations, species,
carrying capacity,
ecosystem,
environment,
biodiversity,
disruptions, population,
community, native,
habitat, invasive
species, niche
Kesler Science
5E lessons with
station labs;
Exit slips;
Bell ringers;
Stations and Labs;
Observation;
Discussion;
Formative
Assessment
lessons/problems;
Quick checks;
Summative tests
Weeks 23-26
Natural Selection
08-LS4-1
08-LS4-2
08-LS4-3
08-LS4-4
08-LS4-6
1. I can relate natural
selection to current
happenings.
(antibiotic resistance,
endangered species,
etc.)
2. I can explain how
an organism adapts
through natural
selection.
3. I can describe
evidence to support
the theory of natural
selection.
(biochemical
evidence;
homologous,
analogous, and
vestigial structures;
embryology,
geography, fossil
record)
4. I can use
mathematical
representations
(graphs, charts, etc) to
support explanations
of how natural
selection may lead to
increases and
decreases of specific
traits in populations
over time. (ex.
Peppered moth,
antibiotic resistance,
Darwin’s finches)
adaptation,
analogous
structures,
homologous
structures, evolution,
extinction, fossils,
fossil record, index
fossils, law of
superposition,
natural selection,
species, embryos,
Darwin, Absolute
dating, Relative
dating, extinction,
vestigial structure,
speciation,
geographic isolation,
reproductive
isolation, sexual
selection
Kesler Science
5E lessons with
station labs;
Exit slips;
Bell ringers;
Stations and Labs;
Observation;
Discussion;
Formative
Assessment
lessons/problems;
Quick checks;
Summative tests
Week 27
Weeks 28-29
Kinetic Energy
Weather and Climate
08-PS3-1
08-ESS3-5
1. I can describe
speend, energy, and
mass.
2. I can use a formula
to determine the
relationship between
speed, energy, and
mass.
3. I can explain the
relationship between
kinetic energy and an
object’s mass.
4. I can compare
speed to velocity.
1. I can differentiate
between weather and
climate.
2. I can explain the
Greenhouse Effect
and how it contributes
to global warming and
the Earth’s climate.
3. I can identify
greenhouse gases.
4. I can identify
possible solutions to
global warming.
Speed, mass, kinetic
energy, potential
energy, gravitational
potential energy,
momentum, velocity
Global warming,
climate change,
greenhouse effect,
fossil fuel
combustion,
methane,
greenhouse gases,
ozone, ultraviolet
radiation,
Chlorofluorocarbons,
weather, climate,
carbon dioxide,
nitrous oxide
Kesler Science
5E lessons with
station labs;
Kesler Science
5E lessons with
station labs;
Exit slips;
Bell ringers;
Stations and Labs;
Observation;
Discussion;
Formative
Assessment
lessons/problems;
Quick checks;
Summative tests
Exit slips;
Bell ringers;
Stations and Labs;
Observation;
Discussion;
Formative
Assessment
lessons/problems;
Quick checks;
Summative tests
Weeks 30-31
Weeks 32-34
Natural Hazards
Renewable and
Nonrenewable
Resources
08--ESS3--2
08--ESS3--1
1. I can describe
different types of
natural hazards and
the threats they pose.
2. I can use direct and
indirect methods of
determining if natural
hazardscan be
predicted.
3. I can investigate
technologies that exist
for predicting and
protecting against
natural hazards.
1. I can contrast
renewable and
nonrenewable energy
resources.
2. I can discuss the
advantages and
disadvantages of
renewable and
nonrenewable energy
resources.
3. I can describe how
different types of
renewable and
nonrenewable energy
resources are
generated or were
created.
4. I can predict the
type of energy
resources utilized in
different regions
worldwide.
Natural hazards,
natural disasters,
earthquakes, Ring of
Fire, tsunami,
hurricanes,
tornadoes, radar,
mass wasting,
seismograph
Nonrenewable and
renewable
resources,
groundwater,
deposition, natural
resources, fossil
fuels, energy
resources,
petroleum,
geothermal, nuclear
energy, wind,
hydroelectric, wave
and tidal, solar,
biomass, coal,
turbine, coal
Kesler Science
5E lessons with
station labs;
Kesler Science
5E lessons with
station labs;
Exit slips;
Bell ringers;
Stations and Labs;
Observation;
Discussion;
Formative
Assessment
lessons/problems;
Quick checks;
Summative tests
Exit slips;
Bell ringers;
Stations and Labs;
Observation;
Discussion;
Formative
Assessment
lessons/problems;
Quick checks;
Summative tests
Weeks
35-36
catch up time, review,
and testing
** This map was based on Warren County’s 8th grade map. It will change throughout the year as I plan my own units.