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Standards Curriculum Map Bourbon County Schools Level: 8th Grade and/or Course: Updated: 2015 Science Days Unit/Topic Standards 14 days Unit # 1: LS1. D 8/17- 9/3 CA1 Thur. 9/3 Information Processing MS-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.] Activities Brain dissection Brain diagram model activity Reflex reactions Lab Sensory receptors activities Learning Targets (“I Can” Statements) I can… - Compare and contrast the differences between short and long term memories. -Create a strategy to transfer information from short term to long term memory. -Identify the basic structure of the brain to explain the functions of each lobe. -I can describe what a sensory receptor is. - Identify the five basic types of sensory receptors and what stimuli they respond to. - Describe how sensory receptors respond to and transmit information. - Explain how some stimuli result in an immediate behavior. Vocabulary Brain Cerebellum (motor movement) Chemoreceptor Explicit memory External Receptors Frontal Lobe (decision making) Implicit memory Impulses Insular lobe Interaction Internal Receptors Lobe Long term memory Mechanical Inputs Mechanoreceptor Nerves Nervous System Neurons Nociceptor Occipital Lobe (visual perception) Photoreceptor Reflex Response Senses Sensory Receptors Short term memory Stimuli/ Stimulus Storing Temporal Lobe (auditory perception) Thermoreceptor Transmitters 1 Days Unit/Topic Standards 14 Days Unit # 2: PS3.A 9/4-9/24 Definitions of Energy MS-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. CA2 Thur. 9/24 [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.] MS-PS3-2: Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. MS-PS3-3: Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.* MS-PS3-4: Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample. MS-PS1-4: Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. Activities Design Rollercoaster Relationship between speed of an object and Kinetic energy Relationship between mass of an object and Kinetic energy Calculation of Kinetic energy Thermal Energy Lab- insulators vs. conductors Roller track demo Impact craters Lab Learning Targets (“I Can” Statements) I can… - Describe the relationship of kinetic energy to the mass of an object and the speed of an object. - Compare and contrast the different between kinetic and potential energy and give examples of each. -analyze the effect due to the height on potential energy. - Analyze an object at a given location to determine the kinetic and/or the potential energy and describe how energy is transferred between the two. - Examine the relationship between the change in kinetic energy of particles based off of the mass, type of matter, and temperature of the sample. - Predict and describe change in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. - Design, construct, and test a device that either minimizes or maximizes thermal energy. Vocabulary Absolute Zero Atoms Conduction Conservation Convection Energy Gravity Heat Kilograms Kinetic energy Mass Meters Molecules Motion Seconds Speed Systeme International Temperature Thermal energy Velocity 2 Days Unit/Topic 14 days Unit # 3: 9/2510/14 CA3 Wed. 10/14 Ecosystems Dynamics, Functioning and Resilience Standards LS2.C MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. [Clarification Statement: Emphasis is on recognizing patterns in data and making warranted inferences about changes in populations, and on evaluating empirical evidence supporting arguments about changes to ecosystems.] MS-LS2-5. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.* [Clarification Statement: Examples of ecosystem services could include water purification, nutrient recycling, and prevention of soil erosion. Examples of design solution constraints could include scientific, economic, and social considerations.] Activities Choice Chambers Symbiotic relationship scenarios Endangered species project Carrying Capacity Learning Targets (“I Can” Statements) I can… -describe what makes up an organism, populations, communities, and ecosystems. -describe the biotic and abiotic factors that make up an ecosystem. -construct an argument and explain changes to biotic or abiotic components of an ecosystem can affect populations. -describe the importance of biodiversity in an ecosystem and explain how biodiversity may influence the overall health of an ecosystem. -design solutions for maintaining biodiversity. - describe the three types of symbiotic relationships and give examples of each. -explain the factors that affect carrying capacity. Vocabulary Abiotic Factors Aquatic Biodiversity Biosphere Biotic factors Carrying Capacity Commensalism Communities Competition Decomposers Ecosystems Endangered species Energy Flow Energy Pyramid Extinction Food Chain Food Web Limiting Factors Mutualism Organism Parasitism Primary Consumer Recycling matter/ nutrients Secondary Consumer Species Symbiosis/ symbiotic relationships Terrestrial Tertiary Consumer 3 Day Unit/Topic Standards 11 days Unit 4: LS3.A 10/1410/29 CA4 Thur. 10/29 Inheritance of Traits MS-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.] MS-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 relationship of gene transmission from parent(s) to offspring and resulting genetic variation.] MS-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. MS-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. Activities Strawberry Lab Punnett Squares Learning Targets (“I Can” Statements) I can… - describe what a gene is and where specifically it is isolated. -Describe and give examples of traits and how they are inherited. - Accurately complete a Punnett square and explain what data it represents. -Identify dominant and recessive traits and whether or not dominant or recessive trait will be shown. - compare and contrast asexual reproduction to sexual reproduction and give specific examples of organisms that go through this process. - explain the differences and similarities of process in which cells divide, Mitosis and Meiosis, and describe the process Mitosis and Meiosis go through to replicate. - explain how mutations may affect an organism’s genetic code, as well as phenotype, and give examples of different types of mutations that have occurred. Vocabulary Alleles Asexual reproduction Cell Division Cells Chromosomes DNA molecule Dominant traits/ genes Gene(s) Genotype Germinal mutation Heterozygous Homozygous Inheritance Meiosis Mitosis Mutations Offspring Phenotype Proteins Punnett Square Recessive traits/ genes Relative dominance Sexual reproduction Somatic mutation Traits Variation 4 Day Unit/Topic Standards Unit # 5: 15 days 11/411/24 CA5 Tues. 11/24 Natural Selection & Adaptations Activities LS4.B MS - 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: Emphasis is on using simple probability statements and proportional reasoning to construct explanations MS-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.] LS4.C MS - 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.] Breeding bunnies Lab Penguin Journey Adaptations project Natural Selection Candy simulation Learning Targets (“I Can” Statements) I can… -show how natural conditions may lead to a decrease or increase in specific traits over time. -explain natural selection through survival of the fittest. -Explain artificial; selection and give specific examples. -explain natural selection and give examples of how it leads to specific traits if organisms in nature. -state how the environment might influence traits within organisms to be able to survive in a given area. -evaluate how technology has changed the way humans influence the inheritance of desired traits in organisms. -give examples of adaptations that allow species to survive in a given environment. -analyze and interpret mathematical models that give evidence to natural selection on how specific traits in populations are changing over time. Vocabulary Adaptation Artificial Selection Biodiversity Extinction Genetic Variation Natural Selection Offspring Population Predominance Reproductive isolation Selective Breeding Selective pressures Survival of the fittest Traits Inheritance Genetic engineering GMO MS-LS2-5: Evaluate competing design solutions for maintaining biodiversity and ecosystem services.* 5 Days Unit/ Topic Standards 14 days Unit 6: 11/3012/17 Evidence of Common Ancestry and Diversity CA6 Thur. 12/17 LS4.A MS - 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.] MS - LS4 - 2. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and 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.] Activities Color coding homologous vs. analogous structures activity Radiometric dating graphing activity Relative dating activity Half-life lab Learning Targets (“I Can” Statements) I can… -Explain how the formation of fossils allows us to find the relative age of fossils. -explain how radioactivity is used to find the exact age of a fossil. -analyze the fossil record to determine how changes have occurred in the anatomy of modern life forms to fossil organisms over a period of time. - use vestigial structures as evidence of common ancestry. -use embryos to demonstrate relationships between different species developments. Vocabulary Absolute dating Analogous structures Anatomical structure Ancestry Chronological order Embryo Embryological development Evolution Fossil Fossil record Half-life Homologous structures Isotope Radioactive decay Radiometric dating Relative dating Sedimentary rock Species Superposition Traits Vestigial structures MS - 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.] 6 Days Unit/ Topic Standards 13 days Unit # 7: 1/4-1/21 The History of Planet Earth CA7 Fri. 1/21 ESS1.C MS-ESS1-4. Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth’s 4.6-billion-yearold history. [Clarification Statement: Emphasis is on how analyses of rock formations and the fossils they contain are used to establish relative ages of major events in Earth’s history. Examples of Earth’s major events could range from being very recent (such as the last Ice Age or the earliest fossils of homo sapiens) to very old (such as the formation of Earth or the earliest evidence of life). Examples can include the formation of mountain chains and ocean basins, the evolution or extinction of particular living organisms, or significant volcanic eruptions.] [Assessment Boundary: Assessment does not include recalling the names of specific periods or epochs and events within them.] MS-ESS2-3: Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions. Activities Geologic time scale football field. Learning Targets (“I Can” Statements) I can… -Explain the evidence for the age of Earth. -Explain how the Geological Time scale organizes Earths History. -Analyze evidence of a major extinction event in Earth’s history. -explain how volcanism has played a major role in Earth's History. - explain how a period of mass glaciation has affected Earth's history. Vocabulary Absolute dating Aerosol gases Cenozoic Climate change Continental drift Core samples Eon Epoch Era Fossil record Geological Time Glacial period Glaciation Half-life Ice age Ice caps Interglacial period Isotope Mesozoic era Paleozoic era Period Phanerozoic eon Precambrian Supereon Radiometric dating Volcanism 7 Days Unit/Topic Standards 16 days Unit 8: ESS3.B MS-ESS3-2. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. [Clarification Statement: Emphasis is on 1/212/12 CA8 Fri. 2/12 Natural Hazards how some natural hazards, such as volcanic eruptions and severe weather, are preceded by phenomena that allow for reliable predictions, but others, such as earthquakes, occur suddenly and with no notice, and thus are not yet predictable. Examples of natural hazards can be taken from interior processes (such as earthquakes and volcanic eruptions), surface processes (such as mass wasting and tsunamis), or severe weather events (such as hurricanes, tornadoes, and floods). Examples of data can include the locations, magnitudes, and frequencies of the natural hazards. Examples of technologies can be global (such as satellite systems to monitor hurricanes or forest fires) or local (such as building basements in tornado-prone regions or reservoirs to mitigate droughts).] Activities Tornado mapping Doppler and reflectivity radar activity Earthquake waves activity Distance to Earthquake calculations Earthquake epicenter mapping Engineering Earthquake resistant buildings Learning Targets (“I Can” Statements) I can… -identify what is considered natural hazards. -describe what causes an earthquake and where they are most likely to occur. -describe how earthquakes are measured and give examples of the differences between a weak and strong earthquake. -describe the three different waves of an earthquake and compare the similarities and differences. -use the difference in speed of the primary and secondary waves to find the epicenter. -describe how we can prevent or minimize the damage caused by earthquakes and the hazards associated with earthquakes. -describe what a tornado is and the typical size and wind speed of a tornado. -map the areas in the USA most likely to have a tornado. -describe the weather conditions most likely to form tornadoes and how we can use technology to track these conditions. -describe how we detect and track tornadoes. Vocabulary Air mass Doppler radar Earthquakes Economic Cost Epicenter Fault line Focus Forecast Frequency Fujita Scale Funnel cloud Geological Events High-risk Impact Intensity Modified Mercalli Intensity Scale Natural Hazards Natural Processes Plate boundary Prediction Primary waves Reflectivity radar Richter Scale Satellites Secondary waves Severe Weather Surface Waves Tornado Tracking Tsunamis Volcanic Eruptions Warning Systems Weather Weather balloon Weather Patterns 8 Days Unit/Topic Standards 12 days Unit # 9: ESS3.A 2/16-3/2 Natural Resources CA9 Wed. 3/2 MS-ESS3-1. 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).] Activities Peak oil activity Geologic trap activity. Learning Targets (“I Can” Statements) I can… -identify what natural resources are. -explain the differences between renewable and non-renewable resources and give examples. -analyze the uneven distribution of groundwater. -analyze the uneven distribution of coal due to the formation and removal. -analyze the uneven distribution of oil due to the formation and removal. -define what metal ore is and explain how to retrieve it. -explain the importance of oil in today’s society. Vocabulary Coal Crude Oil Energy Resources Environment Freshwater Geological Traps Groundwater Ice caps Lignite Metal Ores Minerals Non-renewable resources Peak oil Peat Petroleum Renewable resources Sediments Surface water 9 Days Unit/Topic Standards 15 days- Unit 10: ESS3.C 3/4- 4/1 CA10 Wed. 3/23 Human Impacts on Earth Systems MS-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).] MS-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 grade-appropriate 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 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.] Activities Alternative energy sources comparison Minecraft mining activity Forestry activity Pennies mining activity Wind turbine lab “How much space do we need?” calculations Graphing population growth Groundwater contamination Learning Targets (“I Can” Statements) I can… -calculate how much land is required to support me in all I eat, drink, and consume. -describe current trends in population growth. -calculate the carrying capacity of the planet Earth based on my consumption. -analyze the unsustainable use of forests and create a strategy for renewable and sustainable forestry. -analyze the impact the mining of ores and coals has on the environment. -describe the impacts coal power has on the environment. -analyze the alternative sources of power and decide which is best. -Design the most efficient turbine to minimize the use of fossil fuels. Vocabulary Air pollution Alternative energy Carrying capacity Deforestation Ecosystem degradation Environmental impact Fossil fuels Hazardous waste Human activities Hydroelectric Limiting factors Mining Negative impacts Overburden Per-capita consumption population Power station Radiation Solar energy Solar panel Sustainability Tailings Water pollution Wind turbine 10 Days Unit/Topic Standards 15 days Unit 11: ESS3.D 4/114/29 Global Climate Change MS-ESS3-5. Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. [Clarification Statement: Examples of CA11 Fri. 4/29 factors include human activities (such as fossil fuel combustion, cement production, and agricultural activity) and natural processes (such as changes in incoming solar radiation or volcanic activity). Examples of evidence can include tables, graphs, and maps of global and regional temperatures, atmospheric levels of gases such as carbon dioxide and methane, and the rates of human activities. Emphasis is on the major role that human activities play in causing the rise in global temperatures.] Activities Tree ring activity Graphing CO2 vs. temperature Mapping emissions Carbon footprint calculations Calculating albedo Carbon dioxide temperature analysis demonstration Sea ice vs. land ice sea- level change demonstration Learning Targets (“I Can” Statements) I can… -describe the trends in historic CO2 levels and global temperatures. -describe the causes of climate change through greenhouse gases. -explain how past greenhouse gas concentration and temperatures are found. -describe effects of climate change. -describe the positive feedback loop(s) of climate change. -find out how much carbon dioxide I release into the atmosphere and suggest ways to lower it. Vocabulary Albedo Anthropogenic Arctic Atmosphere Atmospheric carbon Carbon dioxide Climate Emissions Fossil fuels Global Climate Change Global warming Greenhouse effect Greenhouse gases Human activities Ice caps Ice cores Methane Natural Resources Ocean Warming Paleoclimate Parts per million (PPM) Permafrost Predictive Models Sea Level Sediment Solar radiation Surface systems Temperature Tree rings Weather 11 Days Unit/Topic 12-20 days Let’s Build something! Throughout each unit Engineering the future The following standards are to be used throughout each of the units. Standards MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. Learning Targets (“I Can” Statements) I can… -define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. -evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. -analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Vocabulary Characteristics Communication Computers Constraints Criteria Design Durability Evaluating Feedback Function Goals Improvements Iterative process leader Models Optimal solution perform Predecessors Predicting problem Process Quantifiable redesign Scientific principles Simulating/ simulations Solutions System Technology Test 12