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CURRICULUM MAP
Grade:
8
Course: General Science
All skills introduced in this month are continually developed and are expected to be embedded throughout the school year.
COMMON CORE/PA STATE
STANDARDS
4.1.7.A.
-Describe the relationships
between biotic and abiotic
components of an ecosystem.
- Compare and contrast
different biomes and their
characteristics.
4.4.5.C.
- Investigate the factors
influencing plant and animal
growth (e.g., soil, water,
nutrients, and light).
4.2.5.A
- Explain the water cycle.
4.1.7.B
- Explain biogeochemical
cycles within an ecosystem
4.1.7.E.
-Identify factors that contribute
to change in natural and
human-made systems.
-Explain the processes of
primary and secondary
succession in a given
ecosystem.
4.5.7.C.
-Explain how human actions
UNIT/
MONTH
9 Weeks
(1st
quarter)
TOPIC/CONTENT
Interactions within
ecosystems
SKILLS
Describe the levels of ecological organization
(organism, population, community,
ecosystem, biome, and biosphere)
Levels of Organization
Abiotic and biotic
components
Biomes
Succession
Compare and contrast the relationships
between biotic and abiotic components within
the biomes.
Compare and contrast the different types of
terrestrial and aquatic biomes (tundra, taiga,
deciduous forest, grassland, desert,
rainforest, savanna, marine and fresh).
ESSENTIAL
VOCABULARY
Ecology
Organism
Population
Community
Species
Interdependence
Ecosystem
Biosphere
ASMT.
Quiz:
Intro to
Ecology
(levels,
ab/bio)
Abiotic
Nutrients
Biotic
Biogeochemical cycles
Compare and contrast primary and secondary
succession.
Explain how land changes through the
process of succession. (Natural)
Describe how human activities and natural
events alter the process of succession.
Identify how human actions change
environmental conditions and lead to sources
of pollution.
Describe how matter recycles through an
ecosystem (water cycle, carbon - oxygen
cycle, nitrogen cycle, and phosphorus cycle).
Create models or illustrations showing the
Page 1 of 11
Biomes
Littoral zone
Limnetic zone
Profundal zone
Photoperiod
Climatographs
Climate
Weather
Latitude
Longitude
Succession
Primary
succession
Secondary
succession
Pioneer species
Climax
community
Quiz:
Biomes
(word list
modificati
on)
LESSONS/RESOURCES
Act: Ecology List Mania
Notes: Levels of Organization
Notes: Abiotic Biotic Factors
Student Outline Notes
Abiotic Biotic Levels of Org Power
Point
Living Earth text reading
Living Earth text modified reading
WS Abiotic Biotic Levels of Org
Act: Levels of Organization pyramid
Levels of Organization pyramid sample
Levels of Organization modified
Act: Levels of Organization
Virtual Lab: Abiotic Biotic Interactions
Act: Terrariums
Notes: Biomes
Student Outline Notes
Biomes Power Point
Biomes Aquatic Ecosystems text read
Biomes Aquatic Ecosystems mod read
Biomes Aquatic Ecosystems read ws
Map: Coloring Biomes Location ws
Coloring Biomes map answers
Act: Biomes Characteristics
Act: Climatograms
Act: Biomes in the Bag student ws
Biomes in a Bag teacher pkt
Video clip: Study Jams Biomes
Video clip: Study Jams Aquatic
Ecosystems
Act: Tic Tac Toe Biomes
Writing Activity: Biomes
CURRICULUM MAP
affect the health of the
environment.
relationships between the biotic and abiotic
components of the biogeochemical cycles.
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Biogeochemical
cycle
Carbon-oxygen
cycle
Photosynthesis
Combustion
Respiration
Nitrogen cycle
Nitrogen fixation
Legumes
Phosphate cycle
Water cycle
Evaporation
Condensation
Precipitation
Transpiration
Runoff
Infiltration
Quiz:
Successi
on
Notes: Succession
Student notes outline
Communities in Change text read
How Communities Change mod read
WS Succession types
Mt St Helens Succession read
Virtual lab: Ecological Succession
Unit Test:
Interactio
ns within
Ecosyste
ms
Notes: Biogeochemical Cycles
TB: Biogeochemical Cycles
Act: Incredible Journey
Diagram & Label Individual Cycles Poster: Biome-Cycle
CURRICULUM MAP
COMMON CORE/PA
STATE STANDARDS
4.1.7.A.
- Describe symbiotic and
predator/ prey
relationships.
4.1.5.A.
-Describe the roles of
producers, consumers, and
decomposers within a local
ecosystem.
4.1.5.C.
- Describe different food
webs including a food web
containing humans.
4.1.7.C.
-Explain the flow of energy
within an ecosystem.
- Compare and contrast the
flow of energy between
organisms in different
habitats.
- Explain the concept of
trophic levels.
4.1.10.C
-Evaluate the efficiency of
energy flow within a food
web.
-Describe how energy is
converted from one form to
another as it moves
through a food web.
UNIT/
MONT
H
9
Weeks
(2nd
quarter)
TOPIC/CONTENT
Organisms and their
relationships
Needs of Organisms
Relationships of organisms
Symbiosis
Predation
Competition
Food chains and webs
Energy flow through an
ecosystem
Populations
Human and Environmental
Impacts on Populations
SKILLS
Identify the basic abiotic/biotic needs for
survival of an organism.
Describe relationships or organisms in an
ecosystem (competition, predation, and
symbiosis).
Describe relationships of organisms within
symbiotic relationships (mutualism,
commensalism, and parasitism).
Identify the niche of producers, consumers,
and decomposers within a food chain or food
web.
Describe examples of food chains and food
webs in different ecosystems.
Describe how energy flows through an
ecosystem (food chains, food webs, and
energy pyramids).
ESSENTIAL
VOCABULARY
Niche
Habitats
Herbivore
Carnivore
Omnivore
Detritivore/Dec
omposers
Symbiosis
Mutualism
Commensalism
Parasitism
Predation
Competition
Predator
Prey
Producers
Consumers
Decomposers
Scavenger
Explain the concept of trophic levels.
Compare and contrast the flow of energy
between organisms in different habitats.
Describe how energy derived from the sun is
used by plants to produce sugars
(photosynthesis) and transferred within a
food chain from producers (plants) to
consumers to decomposers.
Explain the relationships between limiting
Page 3 of 11
ASMT.
Trophic levels
Food Web
Food Chain
Energy pyramid
Population
Emigration
Immigration
Limiting factors
Carrying
capacity
Biodiversity
LESSONS/RESOURCES
Notes: Needs of Organisms
TB: Needs of Organisms
WS: Needs of Organisms
Act: EcoEvo_EcologicalInteraction
Act: Oh Deer
Quiz:
Needs and
Relationshi
ps of Org.
Notes: Relationships of Organisms
TB: Relationships of Organisms
WS: Relationships of Organisms
WS: Symbiosis
Act: Classifying Organisms
Act: Good Buddies
Act: Competition for Resources
Act: Symbiosis Mix & Match
Act: Symbiotic Relationship
Act: Predator-Prey Relationship graph
analysis
Project: Relations Relationships
WebQuest: Ecological Relationships
Quiz:
Energy
Flow in
Ecosystem
s
Notes: Energy Flow in Ecosystems
TB: Food Webs and Food chains,
energy pyramids
WS: Energy Pyramids
Act: Ocean Food Web
Act: Energy Pyramids
Video: Food Webs
WebQuest: Energy transfer in
community
Project: Food Web Mobile (biome
specific)
Quiz:
Populations
Notes: Populations
TB: Population
WS: Population
Video: Populations
CURRICULUM MAP
4.4.5.A.
- Explain why animal
production is dependent
upon plant production.
factors and population size.
4.1.10.A
-Examine the effects of
limiting factors on
population dynamics.
-Analyze possible causes
of population fluctuations.
-Explain the concept of
carrying capacity in an
ecosystem.
-Describe how organisms
become classified as
threatened or endangered.
-Describe how limiting
factors cause organisms to
become extinct.
Explain the relationship between biodiversity
and the stability of an ecosystem
Identify how carrying capacity affects
population growth.
Explain why predators are an important part
of a balanced ecosystem.
Create a model demonstrating the impacts of
biodiversity with regards to the relationship
between habitat changes and plant/animal
population changes.
Monoculture
Invasive
species
Act: Estimating Populations
Act: How many fish in Bud’s Lake
Act: Population Sample Survey
Act Lesson of the Kaibab
Unit Test:
Org. & their
Relationshi
ps
Notes: Biodiversity / Invasive Species
TB: Biodiversity
WS: Biodiversity
Video: Biodiversity
Act: :A World of Difference
WS: Zebra mussels
Video: Invasive Species
Articles: Invasive Species
Project: Endangered/Invasive Species
Research
4.5.7.D
- Explain how biological
diversity relates to the
viability of ecosystems.
-Compare and contrast
monoculture with diverse
ecosystems.
- Explain how biological
diversity relates to the
ability of an ecosystem to
adapt to change.
4.1.5.D
-Explain the differences
between threatened,
endangered, and extinct
organisms.
Page 4 of 11
CURRICULUM MAP
4.1.7.D
-Explain how biological
diversity relates to the
viability of ecosystems.
-Explain how biological
diversity relates to the
ability of any ecosystem to
adapt to change.
4.5.10.D
-Research practices that
impact biodiversity in
specific ecosystems.
-Analyze the relationship
between habitat changes to
plant and animal population
fluctuations.
Page 5 of 11
CURRICULUM MAP
COMMON CORE/PA
STATE STANDARDS
UNIT/
MONTH
4.3.7.A
- Explain how products are
derived from natural
resources.
- Describe the process of
converting raw materials to
consumer goods.
- Differentiate between
renewable and
nonrenewable resources.
9
Weeks
(3rd
quarter)
4.3.7.B
- Explain the distribution
and management of
natural resources.
- Differentiate between
resource uses:
conservation, preservation,
and exploitation.
4.3.6.D.
-Explain the costs and
benefits of recycling in
controlling resource use.
4.5.6.A.
- Examine how historical
events have shaped the
sustainable use of natural
resources.
PSSAs
TOPIC/CONTENT
SKILLS
ESSENTIA
L
VOCABUL
ARY
ASMT.
Human Impacts on the
Ecosystem
Use of Natural Resources:
Process of Raw materials to
Consumer goods
Renewable and nonrenewable
resources
Sustainable and non-sustainable
practices
Recycling
Explain how products are derived from natural
resources.
Describe the process of converting raw
materials to consumer goods.
Differentiate between renewable and
nonrenewable resources.
Differentiate between resource uses:
conservation, preservation, and exploitation.
Students will describe how natural resources
have been impacted by the development of
civilization.
Students will compare and contrast sustainable
and non-sustainable ways people use natural
resources.
Natural
resources
Conservati
on
Preservati
on
Exploitatio
n
Consumpti
on
Renewable
resources
Nonrenew
able
resources
Recycling
Sustainabil
ity
Quiz:
Natural
Resources
Discuss the sustainability of old-growth forest
ecosystems.
Explain the costs and benefits of recycling in
controlling resource use.
4.5.7.A.
- Describe how the
development of civilization
affects the use of natural
Page 6 of 11
Quiz:
Sustainabilit
y
LESSONS/RESOURCES
Notes: Naturals Resource and
Sustainability
Act: Intro - What are Natural
Resources?
Act: Mining for Chips
Act: For the Common Good
Act: Timber
Act: Everything is Connected
Read: Community Tried to Shrink
Footprint
WebQuest: PA Natural Resources
WebQuest: Ecological Footprint
NewsArticle: Discuss Human waste
amounts
Read: Old Growth Forest
Video: Nye Garbage
Video: Sustainable Actions at Greater
Yellowstone Ecosystem
Project: RAW to Product
Project: Recycle
Project: Household of the Future
Project: Lorax Movie
CURRICULUM MAP
resources.
- Compare and contrast
how people use natural
resources in sustainable
and non-sustainable ways
throughout the world.
4.1.10.E
Analyze how humans
influence the pattern of
natural changes in
ecosystems overtime.
4.4.7.A.
- Describe how agricultural
practices, the environment,
and the availability of
natural resources are
related.
4.5.8.A.
Explain how Best
Management Practices
(BMP) can be used to
mitigate environmental
problems.
4.5.7.B.
Describe the impact of
pests in different
geographic locations and
techniques used to
manage those pests.
- Identify introduced
species that are classified
as pests in their new
environments.
- Research integrated pest
management practices.
Human interactions
Agriculture
Best Management Practices
Explain how best management practices (BMP)
are used to reduce environmental problems.
Pests/Controls/Pesticides
Integrated pest management
Contrast behaviors of insects that are beneficial
with behaviors of insects that are pests.
Point and Non-point source
pollution
Identify introduced species that are classified
as pests in their new environments.
Explain the relationship between monoculture's
and pest populations.
Identify and describe the process of integrated
pest management (IPM).
Compare advantages and disadvantages of
cultural, physical, biological, and chemical
controls.
Read a pesticide label in order to identify the
targeted pest, directions for use, storage, and
disposal.
Compare and contrast point and non-point
source pollution.
Identify residential and industrial sources of
pollution and their effects on environmental
health.
Page 7 of 11
Best
manageme
nt practice
Pests
Introduced
species
Monocultur
e
Integrated
pest
manageme
nt
Cultural
controls
Physical
controls
Biological
controls
Chemical
controls
Pesticide
Pollution
Point
source
pollution
Non-point
source
pollution
Quiz: BMP
and IPM
Notes: BMP, IPM, Point & NPS
pollutants
Read: Pests & Pesticides
Read: Rachael Carson
Read: Water Pollution
Act: Controlling the Pest, Choosing a
Pesticides
Newsela: Brown Marmorated Stink Bug
Project: House Investigation (pesticides)
WebQuest: IPM
Project: Ag & BMP
Project: Pests A to Z
Project: Point Vs NPS Pollutants
Essay: Restoration - BMP, IPM and
their Impact on Water Pollution
CURRICULUM MAP
4.5.7.C.
-Explain how human
actions affect the health of
the environment.
-Identify residential and
industrial sources of
pollution and their effects
on environmental health.
Identify best management practices to reduce
non-point source pollution from residential,
industrial, and agricultural areas.
Identify agricultural practices and forestry
management sources of pollution and their
effects on environmental health.
4.5.5.C.
-Explain the difference
between point and nonpoint source pollution
Unit
Test:Huma
n Impacts
on the
Ecosystem
4.5.8.C.
-Describe how humans
can reduce pollution.
4.5.7.C.
-Explain how human
actions affect the health of
the environment.
-Identify residential and
industrial sources of
pollution and their effects
on environmental health.
Page 8 of 11
CURRICULUM MAP
COMMON CORE/PA
STATE STANDARDS
UNIT/
MONTH
9
Weeks
(4th
quarter)
4.2.6.A
- Identify the five major
watersheds of
Pennsylvania.
4.2.7.A
- Explain how water
enters, moves through,
and leaves a watershed.
- Explain the concept of
stream order
TOPIC/CONTENT
ESSENTIAL
VOCABULARY
ASMT.
LESSONS/RESOURCES
Watersheds, Wetlands & Water
Quality
Watersheds
Watersheds
Topography
Stream order
Stream classification
Groundwater
Identify Pennsylvania’s major watersheds
and their related river systems.
Describe how topography influences the flow
water in a watershed.
Delineate a watershed using the contour
lines on a topographic map.
Classify freshwater ecosystems as lentic or
lotic.
Compare and contrast the characteristics of a
stream based on stream order.
4.2.10.A
-Describe how topography
influence the flow of water
in a watershed.
-Describe how vegetation
affects water runoff.
-Investigate and analyze
the effects of land use on
the quality of water in a
watershed.
4.2.5.B
SKILLS
Describe the structures and characteristics of
a stream from its origin to its outflow.
Contrast the upper, middle, and lower
reaches of a stream.
Describe the basic structures of groundwater
and how water flows within the system.
Wetlands
Identify characteristics that are used to
Page 9 of 11
Watershed
Divide
Topography
Elevation
Contour line
Contour
interval
Index contour
Delineation
Lentic
Lotic
Tributary
Stream order
Upper reaches
Middle reaches
Lower reaches
Riparian
Load
Dissolved load
Suspended
load
Bed load
Levee
Sand bar
Point bar
Delta
Oxbow lake
Meander
Headwaters
Floodplain
Channel
Mouth
Quiz:
Watershed
s
Quiz:
Groundwat
er
Notes: Watershed characteristics /
Drawing, Watershed Address,
Groundwater, Stream Order
Act: Color code watershed drainage
maps - PA, Interstate,, & Eastern US
Act: Play-doh Topo Map
Act: Watershed Delineation
Act: Stream Characteristics Pictures
Act: Watershed Address
Act: Color Me a Watershed
Creative Writing: Raindrop in a
Watershed
Act: Get the Groundwater Picture
Read: Groundwater (WP)
WS: Groundwater
Video: Nye Rivers & Streams
Read: Streams (WP)
Read: Watersheds (ES)
Read: Stream biology
WebQuest:
CURRICULUM MAP
- Identify important
wetlands in the United
States
4.2.6.B
- Describe the
characteristics of soils
found in a wetland.
identify wetlands.
Wetlands characteristics
Types of wetlands
Functions of wetlands
Wetland soils
Values of wetlands
Plants and animals in a wetland
Compare and contrast different types of
wetlands (swamp, marsh, and bog).
Identify important wetlands in the United
States (e.g. Everglades, Mississippi delta,
Bogs in Maine)
4.2.7.B
- Explain the primary
functions of a wetland
within a watershed
- Providing habitat, flood
control, water purification.
- Serving as buffer zones,
wildlife propagation areas.
Describe the characteristics of soils found in
a wetland.
4.2.8.B
Explain the value of
wetlands to other living
things.
Explain the role of wetlands functions to
prevent and reduce erosion and flooding and
to improve water quality.
4.2.10.B
-Examine how human
interactions impact
wetlands an their
surrounding environments.
-Describe how land use
decisions affect wetlands.
4.2.7.A
Explain how water enters,
moves through, and
leaves a watershed.
- Describe factors that
affect the flow and water
Wetland
Swamp
Marsh
Bog
Dichotomous
key
Notes: Wetland Characteristics
Act: Wetland Metaphors
Act: This Plant Key is all wet
Act: Do you dig wetland soils
Act: Wetland Habitats
Video: Nye Wetlands
Read: Wetlands (WP)
Describe multiple functions that wetlands
perform.
Identify common plants and animals found in
a wetland.
Quiz:
Wetlands
Water quality
Water quality
Biodiversity
Biological, Chemical and
physical index
Diversity Index
Explain the relationship among landforms,
vegetation and the amount and speed of
water.
Describe chemical and physical factors and
explain how they affect water quality.
Identify characteristics of a healthy aquatic
ecosystem.
Page 10 of 11
Water Quality
CURRICULUM MAP
quality within a watershed.
4.2.5.C
-Identify physical,
chemical and biological
factors that affect water
quality.
4.2.6.C
-Identify natural and
human-made factors that
affect water quality.
Explain the relationship between biodiversity
and a healthy aquatic ecosystem.
Compare and contrast the effects of land use
(monoculture versus a diverse community)
on an aquatic ecosystem.
Indicators
Macroinvertebr
ate
Diversity Index
Grey water
Potable water
Notes: Water & Land Usage, Water
Quality Indicators
Act: What’s the Water Quality?
Act: Water Sleuths
Act: Macroinvertebrate Classification
Act: Poisoned Waters (documentary
Chesapeake Bay)
Read: Pollution of Freshwater (WP)
Read: Can We Save the Chesapeake
(ES)
Read: Water Quality
Read: Creatures that Live in the Water
Read: Plants in an Aquatic Ecosystem
Video: Stream Keepers
Act: Stream Study
Identify macroinvertebrates that are index
species and explain what their presence
indicates about the water quality.
4.2.8.A
Describe factors that affect
the quality of ground and
surface waters.
4.2.7.C
-Use appropriate tools and
techniques to analyze a
freshwater environment.
-Interpret physical,
chemical and biological
data as a means of
assessing the
environmental quality of a
freshwater environment..
Unit Test:
Watershed
s, Wetland,
&Water
Quality
4.2.8.C
Describe how a diversity
index is used to assess
water quality.
Page 11 of 11