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Science – Grade 8
Unit of Study: Physics
CURRICULUM OVERVIEW
Second Grading Period – Weeks 1 - 3 (14 days)
Enduring Understandings (Big Ideas)

Demonstrate how unbalanced forces change the speed or direction of an object's
motion.
Calculate the rate of change in an object's motion can be calculated/
Differentiate between speed, velocity, and acceleration.
Investigate of Newton's Laws of Motion.
Describe applications of Newton's Laws of Motion in everyday situations, such as
sport activities and amusement park rides.
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Unit Rationale
Students should know that there is relationship between force, motion, and energy.
They should be able to demonstrate and calculate how unbalanced forces change the
speed or direction of an object's motion. Students should also be able to define and
differentiate between speed, velocity, and acceleration. Students should be able to
observe the application of Newton's Laws of Motion in everyday life as well as describe
the law being applied.
Lessons for this Unit
Lesson 1: Force & Motion
Lesson 2: Newton's Laws
Essential Questions

Why is it important for airplane pilots to know wind velocity as well as wind
speed during a flight?
When you skateboard why is it important to understand Newton’s Laws of
Motion?

Guiding Questions






How does motion occur?
What is the difference between speed, velocity, and acceleration?
What causes a change in speed or direction of an object?
How is it possible to be accelerating and traveling at a constant speed?
What are Newton's Laws of Motion?
What are applications of Newton's laws in everyday life
TEKS (Standards)
Strand
Force, Motion, & Energy
8.6 The student knows that there is a relationship between force, motion, and energy.
The student is expected to:
(A) demonstrate and calculate how unbalanced forces change the speed or
direction of an object's motion.
(B) differentiate between speed, velocity, and acceleration.
(C) investigate and describe applications of Newton's law of inertia, law of force
and acceleration, and law of action-reaction such as in vehicle restraints,
sports, activities, amusement park rides, Earth's tectonic activities, and
rocket launches.
TEKS Specificity - Intended Outcome
” I CAN” statements highlighted in yellow and italicized should be displayed
for students.
I can:
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



Strand
TEKS (Standards)
Scientific Investigation & Reasoning
8.1 The student, for at least 40% of instructional time, conducts laboratory and field
investigations following safety procedures and environmentally appropriate and
ethical practices.
8.2 The student uses scientific inquiry methods during laboratory and field
investigations.
8.3 The student uses critical thinking, scientific reasoning, and problem solving to
make informed decisions and knows the contributions of relevant scientists.
8.4 The student knows how to use a variety of tools and safety equipment to conduct
science inquiry.
Demonstrate how an unbalanced force can change the speed and/or direction
of an object’s motion. (8.6A)
Calculate the speed, force, and acceleration of an object’s motion. (8.6A)
Identify the speed, velocity, and acceleration of an object. (8.6B)
Differentiate between speed, velocity, and acceleration. (8.6B)
Investigate and describe applications of Newton’s Laws of Motion. (8.6C)
TEKS Specificity - Intended Outcome
I can:
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




Know and use safe practices and safety equipment during investigations.
(8.1A; 8.4B)
Plan, design, and implement comparative, experimental, or descriptive
investigations by making observations, asking well-defined questions, and
using appropriate equipment. (8.2A, B)
Use appropriate tools to collect and record qualitative and quantitative data
and information. (8.2C; 8.4A)
Construct tables and graphs to organize data. (8.2D)
Analyze data to formulate reasonable explanations and communicate valid
conclusions. (8.2E)
Describe the contributions of scientists and relate the impact of their research
on scientific thought. (8.3D)
SAISD © 2010-2011 – Second Grading Period
Science - Grade 8
Page 1 of 33
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
ELPS Student Expectations
ELPS 2G - understand the general meaning, main points, and important details of
spoken language ranging from situations, in which topic, language, and
contexts are familiar to unfamiliar.
ELPS 2H - understand implicit ideas and information in increasingly complex spoken
language commensurate with grade-level learning expectations.
ELPS 3H - narrate, describe, and explain with increasing specificity and details as
more English is acquired.
ELPS 4G - demonstrate comprehension of increasingly complex English by
participating in shared reading, retelling or summarizing material,
responding to questions, and taking notes commensurate with content
area and grade level needs.
ELPS Specificity - Intended Outcome
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


College Readiness Student Expectations
Science Standards
I - E2: Use essential vocabulary of the discipline being studied.
VIII - C1: Understand the fundamental concepts of kinematics.
VIII - C2: Understand forces and Newton’s Laws.
Understand the important details about speed, velocity, and accelerations.
(2G)
Explain and describe how unbalanced forces change the speed or direction of
an object's motion. (3H)
Describe Newton's Laws of Motion and be able to apply them in everyday
situations. (2H0
Demonstrate comprehension of Newton's Laws of Motion by summarizing the
laws and responding to questions about them. (4G)
College Readiness - Intended Outcome





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Define and use a set of technical terms correctly and in context for the
discipline
studied.
Demonstrate how unbalanced forces change the speed or direction of an
object’s motion.
Calculate how unbalanced forces change the speed or direction of an object’s
motion.
Differentiate between speed, velocity, and acceleration.
Investigate Newton’s Laws of Motion.
Describe applications of Newton’s Laws of Motion.
Evidence of Learning (Summative Assessment)
1. Given different force and motion scenarios, students will differentiate between speed, velocity, and acceleration with 80% accuracy.
2. Given a set of data, students will calculate speed or acceleration with 80% accuracy.
3. Given different scenarios, students will identify and describe the relevant Newton's Law of Motion with 80% accuracy.
SAISD © 2010-2011 – Second Grading Period
Science - Grade 8
Page 2 of 33
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
Science – Grade 8
Unit of Study: Physics
CURRICULUM GUIDE
Weeks 1 & 2 - Lesson 1 - Force & Motion (7 days)
Guiding Questions
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
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
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Essential Pre-requisite Skills
How does motion occur?
What is the difference between speed, velocity, and acceleration?
What causes a change in speed or direction of an object?
How is it possible to be accelerating and traveling at a constant speed?
Why is it important for airplane pilots to know wind velocity as well as
wind speed during a flight?
The student can:
 Compare and contrast potential and kinetic energy (6.8A)
 Identify and describe the changes in position, direction, and speed of an object
when acted upon by unbalanced forces (6.8B)
 Calculate average speed using distance and time measurements (6.8C)
 Measure and graph changes in motion (6.8D)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
5E Model of Instruction (link)
Engage

Have students draw a picture of an object that moves. Ask students:
(1) Does the object you drew move fast or slow? (2) If I set a timer for 3 minutes,
would the object cover a short or long distance? Discuss with students the
definition of speed (the rate an object moves; it depends on distance
traveled & the time taken to travel that distance).
(8.6A, B)

Ask the students to add a direction to their picture - up, down, sideways.
Discuss with students the definition of velocity (the speed of an object in a
particular direction).
(8.6A, B)

Have students look at their drawing and ask: (1) What would happen if the
object you drew changed speed and/or direction? (2) What is it called when an
object speeds up or slows down? Discuss with students the definition of
acceleration (the rate at which velocity changes whether it be speed,
direction, or both).
(8.6A, B)
Explore

Provide students with materials for the investigation Describing Motion Speed (link) in order for students to practice calculating speed.
(8.1A; 8.2A, C, D, E; 8.4A; 8.6A, B)

Facilitate as students investigate how the speed of an object changes by
doing the investigation Acceleration (link). (8.1A; 8.2A, C, D, E; 8.4A; 8.6A, B)

Have students practice calculating speed, distinguish between speed and
velocity, and observe causes of acceleration by doing the following investigation:
Speed, Velocity, Acceleration (link). (8.1A; 8.2A, C, D, E; 8.4A; 8.6A, B)
So students can….
Create a 3 - part foldable (link) that defines, illustrates, and differentiates the
following: speed, velocity, and acceleration.
Work in groups of 2 - 3 to perform each of the experimental investigations
gathering data, analyzing data, and drawing conclusions.
SAISD © 2010-2011 – Second Grading Period
Science - Grade 8
Page 3 of 33
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
Explain

Have students view the following power point and discuss:
Speed, Velocity, Acceleration (link)

Reinforce the difference between balanced and unbalanced forces and
the difference between speed, velocity, and acceleration.
(8.6A, B)
 Review the formulas for speed, force, and acceleration.
 Have students view the following power point and discuss:
Force & Motion problems (link)
(8.4A; 8.6A, B)
Elaborate

Assign groups of students a particular roller coaster, research its features and
create a drawing or diagram of its features. Have them describe the motion of the
roller coaster in terms of velocity and acceleration. (8.2C; 8.86A, B)
Evaluate
 Have students solve the following problems:
(1) What is your average speed if you take 0.5 hour to walk 4000 m?
(2) If the average speed of a car is 100 km/h, how long will the car take to travel
715 km?
(3) A car traveling with a velocity of 32 m/s comes to a complete stop at a stop
sign in 4 seconds. What is the car's average acceleration?
(4) A coconut falls from the top of a tree and reaches a velocity of 19.6 m/s when
it hits the ground 2 seconds later. What is the coconut's average acceleration?
(5) A baseball player hits a baseball with a mass of 0.5 kg with a force of 5 N.
What is the acceleration of the baseball? (8.6A, B)
 Quiz with the following as possible questions:
(1) What is the difference between a balanced force and an unbalanced force?
(2) What distinguishes the measurement of speed from that of velocity and
acceleration?
(3) What is the difference between speed and velocity?
(4) Does a change in direction affect velocity? Explain.
(5) What is an example of acceleration? (8.6A, B)

Review the guiding and essential questions for this lesson. (8.6A, B)
Content Vocabulary
Vocabulary Cards (link)

unbalance force

motion

speed

velocity

acceleration
Academic Vocabulary
 demonstrate
 calculate
 differentiate
Journaling In their science journal, take notes, define important vocabulary terms, and
calculate speed and acceleration.
One Stray
Number off in their group. The teacher calls a number: students with that
number "stray" to join another team, and share features about the roller coaster
they researched.
Journaling Record their answers in their science journal. Debrief with class.
Answer the guiding and essential questions in their science journal.
Resources
Holt Science & Technology
6th grade Textbook
Chapter 4

Section 1 pp. 86 - 91
Internet Sites
Describing Motion - Speed
Acceleration
Speed, Velocity, Acceleration
SAISD © 2010-2011 – Second Grading Period
Science - Grade 8
Page 4 of 33
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
Ignite! Learning - Science
Unit: Physical Science - Lesson: Motion
Topic # 4 Velocity and Acceleration
 Speed vs. Velocity
 Understanding Acceleration
Unit: Physical Science - Lesson: Force
Topic # 8 Unbalanced Forces and Motion
 Unbalanced Forces
 Forces
Topic # 9 Balanced and Unbalanced Forces
 Comparing Two Types of Forces
 The Forces that Save Skydivers
English Proficiency Standards (ELPS)
ELPS Student Expectations
ELPS 2G - understand the general meaning, main points, and important details of
spoken language ranging from situations, in which topic, language, and
contexts are familiar to unfamiliar.
ELPS 3H - narrate, describe, and explain with increasing specificity and details as
more English is acquired.
ELPS Student Sentence Stems
 One thing I heard was…
 It's about…
 ____ best represents ____.
 Evidence for my conclusion includes...
Evidence of Learning
Formative Mini Assessments
TAKS
College-Readiness
Anticipated Skills for SAT/ACT/College Board/Career/Life
College Readiness Objectives Addressed:
Science Standards
I - E2: Use essential vocabulary of the discipline being
studied.
VIII - C1: Understand the fundamental concepts of
kinematics.
SAISD © 2010-2011 – Second Grading Period
Science - Grade 8
Page 5 of 33
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
11th grade TAKS Release Test 2006
Correct Answer: J
6th grade FMA 2008-09
Correct Answer: B
8th grade TAKS Release Test 2009
Correct Answer: C
SAISD © 2010-2011 – Second Grading Period
Science - Grade 8
Page 6 of 33
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
Science – Grade 8
Unit of Study: Physics
CURRICULUM GUIDE
Weeks 2 & 3 - Lesson 2 - Newton's Laws (7 days)
Guiding Questions



Essential Pre-requisite Skills
What are Newton's Laws of Motion?
What are applications of Newton's laws in everyday life?
When you skateboard why is it important to understand Newton’s Laws
of Motion?
The student can:
 Compare and contrast potential and kinetic energy (6.8A)
 Identify and describe the changes in position, direction, and speed of an object
when acted upon by unbalanced forces (6.8B)
 Calculate average speed using distance and time measurements (6.8C)
 Measure and graph changes in motion (6.8D)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
5E Model of Instruction (link)
Engage
 Place a hard boiled egg in a small, wheeled cart. Apply a strong force to the
cart so that it strikes wall. Have students record their observations in their science
journal. Challenge students to explain what happened to the egg. (8.2C; 8.6C)
Explore

Provide students with the materials so they can investigate Newton's Laws of
Motion. Teacher directions can be found on the Science Spot website - Newton's
Challenge (link) and lab sheets Student worksheets (link) (8.1A; 8.2A, C, D, E;
8.4A, B; 8.6C)
Differentiation (Additional Support):

Have students find magazine pictures of sporting events or everyday
occurrences to identify Newton's Laws of Motion in each picture and create a
poster with the magazine pictures and a description of the Law of Motion it
demonstrates. (8.6C)
Explain
 Have students view the following and discuss:
Describing Motion power point (link)
(8.6C)
 Monitor as students read about Newton's Laws (link).
(8.3D; 8.6C)
Elaborate

Have students create straw rockets (link) and explain how Newton's 3 Laws
of Motion affect their movement. (8.1A; 8.2A, C, E; 8.4A; 8.6C)
Evaluate

Have students examine the pictures and explain the law of motion being
demonstrated. 1st Law (link); 2nd Law (link); 3rd Law (link)
(8.6C)
So students can….
Journaling Draw a series of pictures that show what happens to the egg as the cart moves
across the floor and strikes the wall. Also draw a picture of how the egg could
be protected in the cart.
Journaling Record observations, data, and conclusions as they rotate through the different
activities.
Create a poster with magazines pictures that represent Newton's Laws along
with a description of the law being demonstrated.
Illustrate an example of each of the three laws of motion using images from
magazines, the internet, or drawing the images. Also include an explanation of
how the illustration demonstrates or describes the law.
In their science journal, explain how to create straw rockets and explain how
Newton's 3 Laws of Motion affect their movement. Students work individually to
create straw rockets.
Journaling Record their answers in their science journal. Debrief with class.
SAISD © 2010-2011 – Second Grading Period
Science - Grade 8
Page 7 of 33
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.

Quiz with the following as possible question:
(1) What is the only way to change an object's state of motion at rest?
(2) Why is Newton's first law of motion sometimes called the law of inertia?
(3) How does Newton's second law explain why it is easier to push a bicycle to
give it a certain acceleration than to push a car to give it the same acceleration?
(4) What are two ways that you can increase the acceleration of a loaded grocery
cart?
(5) How does Newton's third law explain how a rocket takes off?
(8.6C)

Review the guiding and essential questions for this lesson. (8.6A, B)
Content Vocabulary
Vocabulary Cards (link)
 Inertia
 momentum
 acceleration
Academic Vocabulary
 investigate
 application
 law
 action
 reaction
Journaling Record their answers in their science journal. Debrief with class.
Answer the guiding and essential questions in their science journal.
Resources
Holt Science & Technology
7th grade Textbook
Chapter 4

Section 2 pp. 91 - 97
Internet Sites
Newton's Challenge
straw rockets
1st Law
2nd Law
3rd Law
Ignite! Learning - Science
Unit: Physical Science - Lesson: Force
Topic # 11 Newton's Laws of Motion
 Three Laws of Motion
 Newton's Laws of Motion
English Proficiency Standards (ELPS)
ELPS Student Expectations
ELPS 2H - understand implicit ideas and information in increasingly complex spoken
language commensurate with grade-level learning expectations.
ELPS 4G - demonstrate comprehension of increasingly complex English by
participating in shared reading, retelling or summarizing material,
responding to questions, and taking notes commensurate with content
area and grade level needs.
ELPS Student Sentence Stems
 A valid conclusion is…
 I can conclude ____ because…
 The main ideas I wrote down were…
 Some details I wrote down were…
SAISD © 2010-2011 – Second Grading Period
Science - Grade 8
Page 8 of 33
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
Evidence of Learning
Formative Mini Assessments
TAKS
College-Readiness
Anticipated Skills for SAT/ACT/College Board/Career/Life
College Readiness Objectives Addressed:
Science Standards
I - E2: Use essential vocabulary of the discipline being
studied.
VIII - C2: Understand forces and Newton’s Laws.
No 8th grade TAKS Release Item Available
7th Grade FMA 2008-09
Correct Answer: B
11th grade TAKS Release Test 2006
Correct Answer: B
SAISD © 2010-2011 – Second Grading Period
Science - Grade 8
Page 9 of 33
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
Science – Grade 8
Unit of Study: Astronomy
CURRICULUM OVERVIEW
Second Grading Period – Weeks 4 - 5 (10 days)
Enduring Understandings (Big Ideas)


Components of the universe include stars, nebulae, and galaxies.
Wavelengths of the electromagnetic spectrum are used to gain information about
distances and properties of components of the universe.
Light years are used to measure distances and sizes in the universe.
Scientific data is used as evidence to describe the origin of the universe.


Unit Rationale
Students need to know characteristics of the universe, including that the Sun is
medium-sized stare near the edge of a galaxy of stars and is closer to Earth than any
other star. Students also should know components of the universe, including stars,
nebulae, and galaxies and be able to use models for classification. Students should
have an understanding of how information is acquired through the use of the
electromagnetic spectrum and that light years are used to measure distances and sizes
in space.
Lessons for this Unit
Lesson 1: Origins of the Universe
Lesson 2: The Universe & Galaxies
Lesson 3: Stars
Essential Questions

How have the scientific theories about the origin of the universe changed over
time and why?
Why is it important to learn about the universe?
When thinking of our Sun, why is important to know and understand the life
cycle of stars?


Guiding Questions

TEKS (Standards)
Strand
Earth & Space
8.8 The student knows characteristics of the universe. The student is expected to:
(A) describe components of the universe, including stars, nebulae, and galaxies,
and use models such as the Herztsprung-Russell diagram for classification.
(B) recognize that the Sun is a medium-sized star near the edge of a disc-shaped
galaxy of stars and that the Sun is many thousands of times closer to Earth
than any other star.
(C) explore how different wavelengths of the electromagnetic spectrum such as
light and radio waves are used to gain information about distances and
properties of components in the universe.
(D) model and describe how light years are used to measure distances and sizes
in the universe.
(E) research how scientific data are used as evidence to develop scientific
theories to describe the origin of the universe.
TEKS Specificity - Intended Outcome
” I CAN” statements highlighted in yellow and italicized should be displayed
for students.
I can:
 Describe components of the universe, including stars, nebulae, and galaxies.
(8.8A)
 Use the H-R Diagram for star classification. (8.8A)
 Recognize that the Sun is star close to the Earth. (8.8B)
 Explore the wavelengths of the electromagnetic spectrum. (8.8C)
 Explore how waves, such as light and radio waves, are used to gain
information about distances and properties of objects found in the universe.
(8.8C)
 Model and describe how light years are used to measure distances and sizes
in the universe. ((8.8D)
 Research and describe the origin of the universe and how scientific date is
used as evidence to support those theories. (8.8E
Strand
TEKS (Standards)
Scientific Investigation & Reasoning
8.1 The student, for at least 40% of instructional time, conducts laboratory and field
investigations following safety procedures and environmentally appropriate and
ethical practices.
8.2 The student uses scientific inquiry methods during laboratory and field
ccerent at different stages in their life cycle?
TEKS Specificity - Intended Outcome
I can:


Know and use safe practices and safety equipment during investigations.
(8.1A; 8.4B)
Plan, design, and implement comparative, experimental, or descriptive
SAISD © 2010-2011 – Second Grading Period
Science - Grade 8
Page 10 of 33
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.

investigations.
8.3 The student uses critical thinking, scientific reasoning, and problem solving to
make informed decisions and knows the contributions of relevant scientists.
8.4 The student knows how to use a variety of tools and safety equipment to conduct
science inquiry.





ELPS Student Expectations
ELPS 1E - internalize new basic and academic language by using and reusing it in
meaningful ways in speaking and writing activities that build concept and
language attainment.
ELPS 2D - monitor understanding of spoken language during classroom instruction
and interactions and seek clarification as needed.
ELPS 2H - understand implicit ideas and information in increasingly complex spoken
language commensurate with grade-level learning expectations.
ELPS 3B - expand and internalize initial English vocabulary by learning and using
high-frequency English words necessary for identifying and describing
objects by retelling basic information represented or supported by pictures,
and by learning using routine language needed for classroom
communication
ELPS 4F - use visual and contextual support and support from peers and teachers to
read grade-appropriate content area text, enhance and confirm
understanding and develop vocabulary and background knowledge
needed to comprehend increasingly challenging language.
ELPS 5G - narrate, describe , and explain with increasing specificity and detail to fulfill
content area writing needs as more English is acquired.
ELPS Specificity - Intended Outcome






College Readiness Student Expectations
Science Standards
I - E2: Use essential vocabulary of the discipline being studied.
IX - D1: Understand scientific theories for the formation of the universe.
IX – D2: Know the current scientific descriptions of the components of the universe.
investigations by making observations, asking well-defined questions, and
using appropriate equipment. (8.2A, B)
Use appropriate tools to collect and record qualitative and quantitative data
and information. (8.2C; 8.4A)
Construct tables and graphs to organize data. (8.2D)
Analyze data to formulate reasonable explanations and communicate valid
conclusions. (8.2E)
Use models to represent the natural world and identify advantages and
limitations of using models. (8.3B, C)
Describe the contributions of scientists and relate the impact of their research
on scientific thought. (8.3D)
Monitor understanding of the origins of the universe and seek clarification when
necessary. (2D)
Describe and explain with increasing specificity and details about the origins of
the universe and the scientific data that supports those theories. (5G)
Use academic language describing the components of the universe. (1E)
Internalize English vocabulary by using vocabulary associated with the
components of the universe. (3B)
Understand ideas and information about the classification of stars using the H-R
Diagram. (2H)
Use visual and contextual support to enhance understanding of the H-R Diagram.
(4F)
College Readiness - Intended Outcome





Define and use a set of technical terms correctly and in context for the discipline
studied.
Describe components of the universe, including stars, nebulae, and galaxies.
Use models to describe components of the universe.
Recognize that the Sun is a medium-sized star that is closer to Earth than any
other star.
Research how scientific data are used as evidence to develop scientific theories
to describe the origin of the universe.
Evidence of Learning (Summative Assessment)
1. Given pictures of the galaxies, students will correctly identify the type of galaxy and its characteristics with 80% accuracy.
2. Given the H-R Diagram, students will correctly classify stars with 80% accuracy.
SAISD © 2010-2011 – Second Grading Period
Science - Grade 8
Page 11 of 33
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
Science – Grade 8
Unit of Study: Astronomy
CURRICULUM GUIDE
Week 4 - Lesson 1 - Origins of the Universe (3 days)
Guiding Questions




Essential Pre-requisite Skills
What are scientific theories of the origin of the universe and who are the
scientists associated with those theories?
What are the strengths and weaknesses of the different theories of the origin
of the universe?
How do modern day scientists believe the universe was formed?
How have the scientific theories about the origin of the universe
changed over time and why?
The student can:
 Describe the physical properties, locations, and movements of the Sun, planets,
Galilean, moons, meteors, asteroids, and comets (6.11A)
 Analyze the characteristics of objects in our solar system that allow life to exist
such as the proximity of the Sun, presence of water, and composition of the
atmosphere (7.9A)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
5E Model of Instruction (link)
So students can….
Engage

To help build and support your content knowledge, view the power point
Origins Cosmic Times (link)

TE - The Expanding Universe p. 608: Provide each student with an
uninflated balloon. Using permanent marker, have them draw several dots on it
and label the dots with letters. Ask students to measure the distances between
the dots and record the information in their science journal. Then have students
blow up their balloon, tie the end and measure the distances between the dots
again. Ask students: What does this model represent?

Discuss with students how this model represents the expanding universe.
Ask students: What are the limitations of this model? (8.2C, E; 8.3B, C; 8.8E)
Explore

Have students create a timeline of astronomers and their theories of the
universe using p. 595 - 596 as reference. (8.3D; 8.8E)

Facilitate as students use the internet or library resources to research
scientific theories about the origin of the universe. (8.2E; 8.3A; 8.8E)
Explain

Monitor as students read Chapter 22 - Section 1 (p. 594 - 597). Ask
students:
(1) What are the different theories about the structure of the universe?
(2) What are some strengths and weaknesses of the different theories?

Reinforce The Who's Who of Early Astronomy (p. 595 - 596) & Modern
Astronomy (p. 597)
(8.3A; 8.8E)
Journaling Record their observations and reflection in their science journal.
Journaling Create a timeline of astronomers and their theories of the universe using p. 595 596 as reference.
Research scientific data used as evidence that supports scientific theories as to
the origin of the universe.
Graffiti Board
Students work in small groups and use a large piece of butcher paper, a book
cover, or piece of poster board to sketch or write their ideas on a subject based
on a text or other form of information.
SAISD © 2010-2011 – Second Grading Period
Science - Grade 8
Page 12 of 33
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.

Monitor as students read Chapter 22 - Section 4 (p. 608 - 611). Ask
students:
(1) What is the big bang theory?
(2) What is one observation that supports the big bang theory?
(3) How does the big bang theory support the observed expansion of the
universe? (8.3A; 8.8E)

Show the students the following video clip:
Big Bang (link)
(8.3A; 8.8E)
Differentiation (Additional Support):
 Have students collect pictures or draw pictures that illustrate a theory about
the origin of the universe and create a picture book, a book without words. (8.8E)
Elaborate

Have students analyze and evaluate the strengths and weaknesses of a
scientific theory that describes the origin of the universe. (8.3A, D; 8.8E)
Differentiation (Mastery):

Have students work in groups to research how different scientists (Ptolemy,
Copernicus, Brahe, Kepler, and Newton) formed their theory about the universe
and role-play a debate between the scientists. (8.8E)
Evaluate

Quiz with the following as possible questions:
(1) What was Copernicus's theory about the structure of the universe?
(2) How did Newton's theories explain why planets orbit the sun and why moons
orbit planets?
(3) What is one observation that supports the big bang theory?
(4) How do modern day scientists believe the universe was formed?
(8.8E)

Review the guiding and essential questions for this lesson. (8.8E)
Content Vocabulary
Vocabulary Cards (link)

universe

astronomy

galaxy

big bang theory
Academic Vocabulary
 astronomer
 origin
 composition
 influence
 orbital
 celestial
Create a picture book about that illustrates a theory about the origin of the
universe.
Analyze and evaluate a scientific theory that describes the origin of the universe.
Research how different scientists formed their theory about the universe and role
play a debate between them.
Journaling Record their answers in their science journal. Debrief with class.
Answer the guiding and essential questions in their science journal.
Resources
Holt Science & Technology
8th grade Textbook
Chapter 22

Sections 1 & 4 pp. 594 - 597; 608 - 611
Unit 7 Resource Booklet
Reinforcement Worksheet 22 - Stella Star, Ace Reporter
Critical Thinking Worksheet 22 - Fleabert & the Amazing Watermelon Seed
Texas Directed Reading Workbook
Worksheet 22 Sections 1 & 4
Videos
Big Bang
SAISD © 2010-2011 – Second Grading Period
Science - Grade 8
Page 13 of 33
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
Ignite! Learning - Science
Unit: Earth Science - Lesson: Stars and Galaxies
Topic # 6 Stars and Galaxies
 Big Bang or Steady State
 The Big Bang!
English Proficiency Standards (ELPS)
ELPS Student Expectations
ELPS 2D - monitor understanding of spoken language during classroom instruction
and interactions and seek clarification as needed.
ELPS 5G - narrate, describe , and explain with increasing specificity and detail to fulfill
content area writing needs as more English is acquired.
ELPS Student Sentence Stems
 I don't understand what/how…
 So you're saying…
 The most important characteristic is…
 It's important to remember…
Evidence of Learning
Formative Mini Assessments
No District FMA test item available
TAKS
No 8th grade TAKS Release item available
College-Readiness
Anticipated Skills for SAT/ACT/College Board/Career/Life
College Readiness Objectives Addressed:
Science Standards
I - E2: Use essential vocabulary of the discipline being
studied.
IX - D1: Understand scientific theories for the formation
of the universe.
No 10th or 11th TAKS Release Items available
SAISD © 2010-2011 – Second Grading Period
Science - Grade 8
Page 14 of 33
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
Science – Grade 8
Unit of Study: Astronomy
CURRICULUM GUIDE
Weeks 4 & 5 - Lesson 2 - The Universe & Galaxies (3 days)
Guiding Questions





Essential Pre-requisite Skills
The student can:
 Describe the physical properties, locations, and movements of the Sun, planets,
Galilean, moons, meteors, asteroids, and comets (6.11A)
 Analyze the characteristics of objects in our solar system that allow life to exist
such as the proximity of the Sun, presence of water, and composition of the
atmosphere (7.9A)
What is a nebula?
What are the three types of galaxies and how do they differ?
How is an electromagnetic spectrum used to gain information?
What is a light year?
Why is it important to learn about the universe?
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
5E Model of Instruction (link)
Engage

Provide students with the following sentence starters:
The objects found in the universe are…
Distances in space are measured by…
I can find out information about the universe by…

Introduce the following vocabulary to the students:
Stars, Nebulae, Galaxies, Electromagnetic Spectrum, and Light Years.
(8.8A, B, C, D)
Explore

Provide students with galaxy images (link) and have them classify the images
into three groups based on common characteristics. Have students record the
characteristics for each. Note: Images are found on the third page

Provide students with the galaxy handout (link). Have students reclassify the
images based on the new information found on the first page.

Review with students the types of galaxies found in the universe.
(8.2E; 8.8A)

Introduce students to light years and provide some work on math operations
by doing the activity Distance Matching Activity (link). See the Teacher
Information sheet for directions. Once the sheet has been completed ask
students:
(1) Using the space shuttle, how long will it take to get to Mars which is
55,000,000 km away fro Earth?
(2) How long to get to the star Alpha Centauri which is roughly
40,000,000,000,000 Km away?
(3) Do you think we will ever get to Mars and why?
(4) Do you think we will leave our solar system and why?
(5) Since distances are so vast in space we need a unit of distance that we can
easily use, what is this unit for measuring distances in space
(8.8D)
So students can….
Journaling Use their prior knowledge and experiences to complete the sentence starters
provided by the teacher.
Record in their science journal vocabulary associated with this lesson.
Create a 3 - part foldable (link) describing and illustrating the three types of
galaxies and their characteristics.
Pairs Compare Work in pairs to generate ideas or answers, then compare their answers with
another pair, and then see if working together they can come up with additional
responses neither pair alone had.
SAISD © 2010-2011 – Second Grading Period
Science - Grade 8
Page 15 of 33
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.

Have students use Figure 11 on p. 601 to create a model of the
electromagnetic spectrum. Students may use string, color pencils, and pictures
from magazines to complete the model.

Discuss with the students how different wavelengths of the electromagnetic
spectrum are used to gain information about distances and properties of
components in the universe.
(8.2E, 8.3B, C; 8.8C)

Discuss with the students the electromagnetic spectrum (link). Have students
complete the student worksheet (link).
Explain

Monitor as students read Chapter 22 - Section 2 (Nonoptical Astronomy on
p. 601 - 603). Ask students:
(1) How are waves used to gain information about components of the universe?
(8.8C)

Monitor as students read Chapter 23 - Section 1(The Size and Scale of the
Universe on p. 627 - 629). Ask students: (1) What is a light year? (2) Why is the
light year important when studying the universe? (8.8D)

Monitor as students read Chapter 22 - Section 3 p. 604 - 607. Ask students:
(1) What are the types of galaxies found? (2) What are the differences between
the types of galaxies? (3)How are galaxies formed? (8.8A)
Elaborate

Have students research how astronomy has influenced the development of
mathematics, physics, or philosophy. (8.3A)
Evaluate
 Quiz with the following as possible questions:
(1) What is a nebulae?
(2) How are the wavelengths of the electromagnetic spectrum used to study the
universe?
(3) Why are light years used to measure distances and sizes in the universe?

Review the guiding and essential questions for this lesson. (8.8A)
Content Vocabulary
Vocabulary Cards (link)
 electromagnetic
spectrum
 galaxy
 nebulae
 light year
 wavelength
Academic Vocabulary

component
Create a model of the electromagnetic spectrum.
Expert Groups Divide students into groups of three. Have each student decide what they will
become an expert on. Students assigned the same material, for example
Chapter 22 - Section 3, group together, read and discuss the material. Students
will return to their home group and teach the other members the information in
which they are an expert.
Research how astronomy has influenced the development of mathematics,
physics, or philosophy.
Journaling Record their answers in their science journal. Debrief with the class.
Answer the guiding and essential questions in their science journal.
Resources
Holt Science & Technology
8th grade Textbook
Chapter 22
 Sections 1 & 3 pp. 601 - 603; 604 - 607
Chapter 23
 Section 1 pp. 627 - 629
Unit 7 Resource Booklet
Reinforcement Worksheet 22 - Galactically Challenged
Internet Sites
Distance Matching Activity
Galaxies
NASA
SAISD © 2010-2011 – Second Grading Period
Science - Grade 8
Page 16 of 33
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
Ignite! Learning - Science
Unit: Earth Science - Lesson: Star and Galaxies
Topic # 3 The Milky Way Galaxy
 Where in the Universe is Earth?
 Features of the Milky Way
Topic # 4 Other Galaxies
 Tour the Galaxies
Topic # 5 Light Years and Distances
 Distances in the Universe
 Distances Smallest to Largest
English Proficiency Standards (ELPS)
ELPS Student Expectations
ELPS 1 E - internalize new basic and academic language by using and reusing it in
meaningful ways in speaking and writing activities that build concept and
language attainment.
language commensurate with grade-level learning expectations.
ELPS 3B - expand and internalize initial English vocabulary by learning and using
high-frequency English words necessary for identifying and describing
objects by retelling basic information represented or supported by pictures,
and by learning using routine language needed for classroom
communication
ELPS Student Sentence Stems
 A characteristic is…
 The ____ describes…
 ____ looks like…
 ____ means ____.
SAISD © 2010-2011 – Second Grading Period
Science - Grade 8
Page 17 of 33
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
Evidence of Learning
Formative Mini Assessments
TAKS
No District FMA Item available
College-Readiness
Anticipated Skills for SAT/ACT/College Board/Career/Life
College Readiness Objectives Addressed:
Science Standards
I - E2: Use essential vocabulary of the discipline being
studied.
IX – D2: Know the current scientific descriptions of the
components of the universe.
No 10th or 11th grade TAKS Release Items available
8th grade TAKS Release Test 2006
Correct Answer: J
SAISD © 2010-2011 – Second Grading Period
Science - Grade 8
Page 18 of 33
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
Science – Grade 8
Unit of Study: Astronomy
CURRICULUM GUIDE
Week 5 - Lesson 3 - Stars (4 days)
Guiding Questions







Essential Pre-requisite Skills
What are the three characteristics of stars?
How are stars classified?
What is the difference between apparent magnitude and absolute
magnitude?
What information does the H-R diagram give?
When using the H-R diagram, what is the relationship between brightness
and temperature?
How are stars different at different stages in their life cycle?
When thinking of our Sun, why is important to know and understand the
life cycle of stars?
The student can:
 Describe the physical properties, locations, and movements of the Sun, planets,
Galilean, moons, meteors, asteroids, and comets (6.11A)
 Analyze the characteristics of objects in our solar system that allow life to exist
such as the proximity of the Sun, presence of water, and composition of the
atmosphere (7.9A)
 Identify the accommodations, considering the characteristics of our solar system,
that enabled manned space exploration (7.9B)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
5E Model of Instruction (link)
Engage
 Check for prior knowledge about stars by asking:
(1) What are stars made of?
(2) How are stars classified?
 Show and discuss the following power point with the students,
HR Diagram (link) then have students journal star characteristics to include:
color, size, composition, brightness.
Explore

Facilitate as students work in small groups to organize stars into different
categories based on observations of color and temperature by performing the
activity Star Light, Star Bright: Exploring How Stars are Classified (link)
*Note: this activity will take advance preparation
(8.2C, E; 8.8A)

Have the class work as a whole group to classify stars using the H-R
Diagram by performing the activity What Types of Stars are in Our Universe (link).
Click on the red hyperlinks found on the page you are taken to when you click on
the link What Types of Stars are in Our Universe.
*Note: this activity will take some advance preparation. Also, it is suggested that
the H-R Diagram be put on a large sheet of butcher paper. Also, you might
consider using the colored stars from the Star Light Star Bright activity, but notice
the temperature of these is given in oC not K so some changes will have to be
made. (8.2C, E; 8.8A)
 Have students discover characteristics of stars by doing the activity Stellar
Fingerprints (link). (8.2E, 8.8A)
So students can….
Journaling Describe characteristics of stars, including color, size, composition, and
brightness.
Work in groups of 3 - 4 to perform activity classifying stars on common
characteristics
Work as a whole class to plot the stars on the H-R diagram. Based on class
discussions and observations, students draw conclusion about star
characteristics and the H-R diagram.
Pairs Compare Work in pairs to generate ideas or answers, then compare their answers with
another pair, and then see if working together they can come up with additional
responses neither pair alone had.
SAISD © 2010-2011 – Second Grading Period
Science - Grade 8
Page 19 of 33
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
Explain

Monitor as students read Chapter 23 - Section 2 (p. 630 - 636). Ask
students:
(1) What are the three characteristics of stars?
(2) How are stars classified?
(3) What is the difference between apparent magnitude and absolute magnitude?
Reinforce Composition of Stars (p. 630 - 632); Classifying Stars (p 632) &
How Bright Is That Star? (p. 634)
(8.8A)

Monitor as students read Chapter 23 - Section 3 (p. 637 - 641). Ask
students:
(1) What information does the H-R diagram give?
(2) When using the H-R diagram, what is the relationship between brightness and
temperature?
(3) How are stars different at different stages in their life cycle?
Reinforce The H-R Diagram & Figure 16 (p. 638 - 639) & When Stars Get Old
(p. 640 - 641) (8.8A)

Show the students the following video clip (8.8A):
Types of Stars (link)
Birth of a Star (link)
Death of a Star (link)
Team Mind Map (link)
Draw and label the central image, brainstorm, draw and label main ideas
radiating out of the central image, and finally add details using colors, images,
branches, and key words. The main idea (central image) is stars.

Discuss with students characteristics of our Sun including how it's a medium
size star and it is closer to Earth than any other star. (8.8B)
Differentiation (Additional Support):

Have students use reference materials to find out their universal address and
have students create an address card displaying their universal address which
should include the following: name, street address, city, state, country, continent,
planet, solar system, galaxy, galaxy group, galaxy cluster, local super cluster, and
the universe. *(8.8A)
Elaborate

Have students rank Images of People Life Cycle (link) in order of their ages
then view the Star People Life Cycles (link) images to compare the life cycle of a
person to the life cycle of stars. (8.2E; 8.8A)
Research their universal address and create an address card displaying this
address which should include the following: name, street address, city, state,
country, continent, planet, solar system, galaxy, galaxy group, galaxy cluster,
local super cluster, and the universe.
Differentiation (Mastery):

Have students work in groups to create a crossword puzzle using the
vocabulary and concepts related to galaxies and stars and have students
exchange and solve puzzles. (8.8A)
Create a crossword puzzle using the vocabulary related to galaxies and stars.
Evaluate

Direct students to create a flowchart describing the life of a star. Encourage
students to refer to the H-R diagram as they work. Have students label their
charts and write a descriptive caption for each stage. (8.2E; 8.8A)

Quiz with the following as possible questions:
(1) How does apparent magnitude differ from absolute magnitude?
(2) What are characteristics of stars?
Journaling Write a reflection comparing the life cycle stages of stars to those of a human
organism.
Journaling Create a flowchart describing the life of a star and write a descriptive caption for
each stage.
Journaling Record their answers in their science journal. Debrief with the class.
SAISD © 2010-2011 – Second Grading Period
Science - Grade 8
Page 20 of 33
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
(3) How are stars classified?
(4) What information does the H-R diagram give?
(5) What happens to stars when they get old?
(6) What are stars made of?
(8.8A)

Review the guiding and essential questions for this lesson. (8.8A)
Content Vocabulary
Vocabulary Cards (link)
 apparent magnitude
 absolute magnitude
 H-R diagram
 main sequence
 white dwarf
 red giant
 supernova
 neutron star
 pulsar
 black hole
Academic Vocabulary
 cycle
 observe
 categorize
 phase
 describe
 predict
 differentiate
 characterize
Answer the guiding and essential questions in their science journal.
Resources
Holt Science & Technology
8th grade Textbook
Chapter 23
 Sections 2 & 3 pp. 630 - 641
Unit 7 Resource Booklet
Reinforcement Worksheet 23 - Diagramming the Stars
Critical Thinking Worksheet 23 - Starry, Starry Night
Texas Directed Reading Workbook
Worksheet 23 - Sections 1, 2, & 3
Internet Sites
Star Light, Star Bright: Exploring How Stars are Classified
What Types of Stars are in Our Universe
Video Clips
Types of Stars
Birth of a Star
Death of a Star
Ignite! Learning - Science
Unit: Earth Science - Lesson: Stars and Galaxies
Topic # 1 What Stars Are
 How Stars Burn
 Stars: Define, Describe, Measure
Topic # 2 Properties of Stars
 Magnitude Apparent and Absolute
 Stages in a Star's Life
English Proficiency Standards (ELPS)
ELPS Student Expectations
ELPS 2H - understand implicit ideas and information in increasingly complex spoken
language commensurate with grade-level learning expectations.
ELPS 4F - use visual and contextual support and support from peers and teachers to
read grade-appropriate content area text, enhance and confirm
understanding and develop vocabulary and background knowledge
needed to comprehend increasingly challenging language.
ELPS Student Sentence Stems
 I can conclude ____ because…
 Based on the information I heard in ____, I can conclude…
 The diagram tells me the text is about…
 The organizer shows me that ____ is significant because…
SAISD © 2010-2011 – Second Grading Period
Science - Grade 8
Page 21 of 33
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
Evidence of Learning
Formative Mini Assessments
Temperature and color are two factors in which stars in
the universe are categorized. The table below shows star
color and temperature.
TAKS
College-Readiness
Anticipated Skills for SAT/ACT/College Board/Career/Life
G It is the closest star to Earth.
College Readiness Objectives Addressed:
Science Standards
I - E2: Use essential vocabulary of the discipline being
studied.
IX – D2: Know the current scientific descriptions of the
components of the universe.
H
It is the hottest star in the universe.
No 10th or 11th grade TAKS Release Items available
J
It is the oldest star in the universe.
Why does the sun have the greatest apparent
magnitude (brightness) of any celestial object in
the sky?
F
It is the largest star in the universe.
8th grade District Interim 2006
Correct Answer: G
Bellatrix is a star in the Milky Way galaxy and has a
temperature of approximately 30,000 K. Bellatrix would
be categorized as a (n) —
A blue star
B yellow star
C orange star
D red star
8th grade FMA 2009-10
Correct Answer: A
SAISD © 2010-2011 – Second Grading Period
Science - Grade 8
Page 22 of 33
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
Science – Grade 8
Unit of Study: Earth - Moon - Sun
CURRICULUM OVERVIEW
Second Grading Period – Weeks 7 - 9 (14 days)
Enduring Understandings (Big Ideas)





The tilt of the Earth and rotation causes day and night.
Changes in seasons are caused by the revolution around the Sun.
Demonstrate and predict the sequence of events in the lunar cycle.
Name the different phases of the moon during the lunar cycle.
The position of the Moon and Sun effects ocean tides.
Unit Rationale
Students need to know the effects resulting from cyclical movements of the Sun, Earth,
and Moon. Effects of the Sun, Earth, and Moon relationship includes day and night,
change in seasons, different phases of the moon, and ocean tides.
Lessons for this Unit
Lesson 1: Days & Seasons
Lesson 2: Lunar Cycle
Lesson 3: Tides
Essential Questions

How would your life be affected if there were no seasons or changes in the
length of day?
Why does the moon's appearance look different throughout the month?
Why does the ocean appear to shrink?


Guiding Questions









What is the cause of daylight and night on Earth?
How does the tilt and movement of the Earth cause changes in the length of day
on Earth?
How does the tilt and movement of the Earth cause changes in seasons?
How would Earth's length of day or season be affected if the Earth was not tilted on
its axis or it did not rotate or revolve around the sun?
How do the Earth's movement and the moon's orbit cause the observed cyclical
phases of the moon?
What is the difference between waxing and waning?
What causes tides?
Why do spring tides exhibit such extremes of range/
What is the position of the Earth, moon and Sun during the different tidal ranges?
TEKS (Standards)
Strand
Earth & Space
8.7 The student knows the effects resulting from cyclical movements of the Sun, Earth,
and Moon. The student is expected to:
(A) model and illustrate how the tilted Earth rotates on its axis, causing day and
night, and revolves around the Sun causing changes in seasons.
(B) demonstrate and predict the sequence of events in the lunar cycle.
(C) relate the position of the Moon and Sun to their effect on ocean tides.
TEKS Specificity - Intended Outcome
” I CAN” statements highlighted in yellow and italicized should be displayed
for students.
I can:




Model and illustrate how the tilted Earth rotating on its axis causes day and
night. (8.7A)
Model and illustrate how the tilted Earth revolving around the Sun causes
changes in seasons. (8.7A)
Demonstrate and predict the sequence of the moon phases in the lunar cycle.
(8.7B)
Relate the position of the Moon and Sun to their effect on ocean tides. (8.7C)
SAISD © 2010-2011 – Second Grading Period
Science - Grade 8
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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
Strand
TEKS (Standards)
Scientific Investigation & Reasoning
8.1 The student, for at least 40% of instructional time, conducts laboratory and field
investigations following safety procedures and environmentally appropriate and
ethical practices.
8.2 The student uses scientific inquiry methods during laboratory and field
investigations.
8.3 The student uses critical thinking, scientific reasoning, and problem solving to
make informed decisions and knows the contributions of relevant scientists.
8.4 The student knows how to use a variety of tools and safety equipment to conduct
science inquiry.
TEKS Specificity - Intended Outcome
I can:






ELPS Student Expectations
ELPS 2I - demonstrate listening comprehension of increasingly complex spoken
English by following directions, retelling or summarizing spoken messages,
responding to questions and requests, collaborating with peers, and taking
notes commensurate with content and grade-level needs.
ELPS 3E - share information in cooperative learning interactions.
ELPS 4F - use visual and contextual support and support from peers and teachers to
read grade-appropriate content area text, enhance and confirm
understanding and develop vocabulary, grasp of language structures, and
background knowledge needed to comprehend increasingly challenging
language.
ELPS Specificity - Intended Outcome



College Readiness Student Expectations
Science Standards
I - E2: Use essential vocabulary of the discipline being studied.
IX - B1: Understand interactions among the sun, Earth, and moon.
Know and use safe practices and safety equipment during investigations.
(8.1A; 8.4B)
Plan, design, and implement comparative, experimental, or descriptive
investigations by making observations, asking well-defined questions, and
using appropriate equipment. (8.2A, B)
Use appropriate tools to collect and record qualitative and quantitative data
and information. (8.2C; 8.4A)
Construct tables and graphs to organize data. (8.2D)
Analyze data to formulate reasonable explanations and communicate valid
conclusions. (8.2E)
Use models to represent the natural world and identify advantages and
limitations of using models. (8.3B, C)
Share information in cooperative learning interactions about the seasons, length
of day, lunar cycle, and tides. (3E)
Collaborate with peers in learning how the tilt of the revolving Earth results in
changes in seasons and the tilt of the rotating Earth results in changes in the
length of day. (2I)
Use visual support to enhance and confirm understanding of the lunar cycle and
how the Moon and Sun affects tides. (4F)
College Readiness - Intended Outcome





Define and use a set of technical terms correctly and in context for the discipline
studied.
Model and illustrate interactions among the sun and Earth causing day and night.
Model and illustrate interactions among the sun and Earth causing seasons.
Demonstrate interactions among the sun, Earth, and moon in the lunar cycle.
Relate the position of the moon and sun to their effect on ocean tides.
Evidence of Learning (Summative Assessment)
1. Given models of the Earth and the sun, students will correctly model the how the tilt of the rotating Earth causes day/night and how the revolving Earth
causes the seasons with 80% accuracy.
2. Given the different phases of the moon, students will demonstrate the correct position of the Earth, moon, and sun with 80% accuracy.
3. Given the position of the moon and sun, students will correctly identify the ocean tides with 80% accuracy.
SAISD © 2010-2011 – Second Grading Period
Science - Grade 8
Page 24 of 33
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
Science – Grade 8
Unit of Study: Earth - Moon - Sun
CURRICULUM GUIDE
Week 7 - Lesson 1 - Days & Seasons (5 days)
Guiding Questions





Essential Pre-requisite Skills
What is the cause of daylight and night on Earth?
How does the tilt and movement of the Earth cause changes in the length of
day on Earth?
How does the tilt and movement of the Earth cause changes in seasons?
How would Earth's length of day or season be affected if the Earth was not
tilted on its axis or it did not rotate or revolve around the sun?
How would your life be affected if there were no seasons or changes in
the length of day?
The student can:
 Understand that gravity is the force that governs the motion of our solar system
(6.11B)
 Analyze the characteristics of objects in our solar system that allow life to exist
such as the proximity of the Sun, presence of water, and composition of the
atmosphere (7.9A)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
5E Model of Instruction (link)
Engage

Ask students to explain, using words and illustrations, what causes the
changes in seasons as well as day/night.
Explore

Have students investigate how the Earth's rotation causes light and dark
cycles by performing the activity The Cycle of Light (link) and/or the activity "Vary"
Bright Days! (link). Ask students: (1) How does this activity model changes in the
length of day on Earth? (2) What are the limitations of this model?
(8.1A, 8.2A. C, E; 8.3B, C; 8.7A)

Have students investigate how the tilt of the Earth on its axis causes changes
in seasons by performing the activity Seasons (link). Ask students: (1) What
causes the seasons on Earth? (2) How does this activity model the seasons? (3)
What are the limitations of this model? (8.1A, 8.2A. C, E; 8.3B, C; 8.7A)

Have students investigate how the tilt of the Earth affects the temperature.
Divide students into groups of 3 to 4 and provide each group with two
thermometers, two shallow baking pans, sand, and four wooden blocks. Have
students fill both trays with sand and bury a thermometer under 1 cm of sand in
each pan. Set both pans in direct sunlight. Place one pan flat on two blocks.
Use the other two blocks to tilt the second pan at a 300 angle. Have student
record the temperature changes both pans after 20 minutes. Ask students: (1)
How does the tilt of the Earth affect temperature? (2) What are limitations of this
model? (8.1A, 8.2A. C, E; 8.3B, C; 8.4A, B; 8.7A)
So students can….
THINK-PAIR-SHARE (link)
Think about and record information in their science journal. Discuss with their
learning partner. Debrief with class.
Work in groups of 2 - 3 to perform activity and record observations, analysis, and
conclusions in their science journal.
Work in groups of 2 - 3 to perform activity and record observations, analysis, and
conclusions in their science journal.
Work in groups of 3 -4 to perform activity and record procedure, observations,
analysis, and conclusions in their science journal.
SAISD © 2010-2011 – Second Grading Period
Science - Grade 8
Page 25 of 33
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
Explain

Have students view the following power points and discuss:
Day and Night (link)
Reasons for the Season (Lab) (link)
Seasons (link)
Sun Cycles (link)
(8.7A)
Differentiation (Additional Support):

Have students describe the location of the moon in relation to the Earth and
sun during different seasons and at different times of the day using cutouts to
represent the sun, the moon, and the Earth. In their science journal, illustrate
their discussion and observations. (8.3C, D; 8.7A)
Differentiation (Mastery):
 Have students create a model of the positions of the Earth and the sun during
the summer and winter solstices and during the autumnal and vernal equinoxes.
(8.3C, D; 8.7A)
Elaborate

Monitor as students investigate the number of hours of daylight received by
different countries at different latitudes by performing the activity Daylight Data:
Days & Nights Around the World (link). Use the attached data for the activity Day & Night Data (link)
(8.2D; 8.7A)
Evaluate

Quiz with the following as possible questions::
(1) What is the difference between the Earth's rotation and the Earth's revolution?
(2) What is the cause of daylight and night?
(3) How does the tilt of the Earth on its axis as it rotates and revolves around the
sun cause changes in the seasons?
(4) How does the tilt of the Earth on its axis as it rotates and revolves around the
sun cause changes in the length of day?
(8.7A)

Review the guiding and essential questions for this lesson. (8.7A)
Content Vocabulary
Vocabulary Cards (link)

revolution

rotation

day

seasons
Academic Vocabulary

illustrate

tilt

cyclical
Team Mind Map (link)
Draw and label the central image, brainstorm, draw and label main ideas
radiating out of the central image, and finally add details using colors, images,
branches, and key words. The main idea (central image) is sun cycle or create
two mind maps, one for seasons and one for day/night.
Use cutout to create models of the location of the Earth and sun during different
seasons and at different times of the day.
Create a model of the positions of the Earth and the sun during the solstices and
the equinoxes.

Journaling Create data tables in their science journal in which they graph the data provided
to determine the number of hours of daylight received by different countries at
different latitudes.
Journaling Record their answers in their science journal. Debrief with the class.
Answer the guiding and essential questions in their science journal.
Resources
Holt Science & Technology
7th grade Textbook
Chapter 24
 Section 1 pp. 606 -609
Internet Sites
The Cycle of Light
"Vary" Bright Days!
Seasons
Daylight Data: Days & Nights Around the World
Ignite! Learning - Science
Unit: Earth Science - Lesson: Earth, Moon, Sun
SAISD © 2010-2011 – Second Grading Period
Science - Grade 8
Page 26 of 33
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
Topic # 2 Earth's Rotation and Revolution
 Why do we have Days and Years?
Topic # 3 Earth's Tilt and Seasons
 What Causes Earth's Seasons
Topic # 4 Seasons
 Seasons in the Hemisphere
 Earth's Seasons and the Sun
English Proficiency Standards (ELPS)
ELPS Student Expectations
ELPS 2I - demonstrate listening comprehension of increasingly complex spoken
English by following directions, retelling or summarizing spoken messages,
responding to questions and requests, collaborating with peers, and taking
notes commensurate with content and grade-level needs.
ELPS 3E - share information in cooperative learning interactions.
ELPS Student Sentence Stems
 The main idea is…
 I would explain the concept to a friend by…
 What I know about ____ is …
 I think …
Evidence of Learning
Formative Mini Assessments
TAKS
College-Readiness
Anticipated Skills for SAT/ACT/College Board/Career/Life
College Readiness Objectives Addressed:
Science Standards
I - E2: Use essential vocabulary of the discipline being
studied.
IX - B1: Understand interactions among the sun, Earth,
and moon.
No 10th or 11th grade TAKS Release item available
7th grade District Interim 2008
Correct Answer: G
8th grade TAKS Release Test 2009
Correct Answer: D
SAISD © 2010-2011 – Second Grading Period
Science - Grade 8
Page 27 of 33
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
Science – Grade 8
Unit of Study: Earth - Moon - Sun
CURRICULUM GUIDE
Week 8 - Lesson 2 - Lunar Cycle (5 days)
Guiding Questions





Essential Pre-requisite Skills
How do the Earth's movement and the moon's orbit cause the observed
cyclical phases of the moon?
What is the difference between waxing and waning?
Why do we always see the same side of the moon?
How is the moon visible if it does not produce its own light?
Why does the moon's appearance look different throughout the month?
The student can:
 Understand that gravity is the force that governs the motion of our solar system
(6.11B)
 Analyze the characteristics of objects in our solar system that allow life to exist
such as the proximity of the Sun, presence of water, and composition of the
atmosphere (7.9A)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
5E Model of Instruction (link)
Engage

Pick 3 volunteers - one will be the moon, another will be the Earth, and the
last will be the sun. Have the sun stand 5 meters from the Earth and hold a bright
flashlight. Instruct the moon to stand 1 meter away from Earth. Tell the moon to
slowly orbit the Earth while keeping their face turned toward the Earth. Have the
sun turn on the flashlight and point the light toward Earth and the moon. Darken
the room. Ask students: (1) How much of the moon is lit by the flashlight?
(2) Why do we also see the same side of the moon? (3) What does this activity
model? (4) What are the limitations of this model?
(8.3B, C; 8.7B)

Lead students in a discussion about how we always see the same side of the
moon and how much of the moon is lit in the different phases. Introduce the
science terms associated with the different phases: waxing, waning, crescent, and
gibbous. (8.7B)
Explore

Facilitate as students model and observe the different phases of the moon by
performing the activity Lunar Lollipops (link). Have students complete the
worksheet - Moon Phases (link) - as they complete the activity. Ask students:
(1) What is the relationship between the Earth's movement and the moon's orbit
during the observed cyclical phases of the moon? (2) What are the names of the
different phases? (3) What are the limitations of this model?
(8.2A, C, E; 8.3B, C; 8.7B)
Explain

Monitor as students read The Lunar Cycle on p. 550. Ask students:
(1) What are the phases of the moon? (2) What causes the different phases to
occur? (3) If the moon is half full and waxing, how will it appear in 21 days?
(8.7B)
So students can….
THINK-PAIR-SHARE (link)
Think about and record information in their science journal. Discuss with their
learning partner. Debrief with class.
Complete the moon phase worksheet illustrating the different phases of the
moon and also create an 8 - part foldable (link) that identifies, describes, and
illustrates the different phases of the moon.
Graffiti Board
Students work in small groups and use a large piece of butcher paper, a book
cover, or piece of poster board to sketch or write their ideas on a subject based
on a text or other form of information.
SAISD © 2010-2011 – Second Grading Period
Science - Grade 8
Page 28 of 33
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
 Show the students the following
Moon Phases power point (link)
Moon Phases movie (link)
Moon Phases (link)
(8.7B)
Differentiation (Additional Support):

Have students describe the Earth and moon's position as it relates to the
cyclical moon phases using cutouts to represent the sun, the moon, and the Earth
and demonstrate concepts. In their science journal, illustrate their discussion and
observations. (8.2A, C, E; 8.3B, C; 8.7B)
Elaborate

Have students keep a record of the moon for 2 weeks make drawings of what
they see, label the phase, and record the time of day and the position of the moon
when they observed it. Tell students that they should observe the moon from the
same place and time each night and should use the same landmark for
observation. (8.2A, C, E; 8.3B, C; 8.7B)
Evaluate

Have students create a model of the Earth's movement and moon's orbit to
the observed cyclical phases of the moon using the lab Modeling Moon Phases
(link) and correctly placing the model on the Earth-Moon-Sun Placemat (link).
(8.2A, C, E; 8.3B, C; 8.7B)

Quiz with the following as possible questions:
(1) Why do we always see the same side of the moon?
(2) How are the Earth's movement and the moon's orbit related to the observed
cyclical phases of the moon?
(3) How is the moon visible if it does not produce its own light?
(4) What is the difference between waxing and waning?
(8.7B)

Review the guiding and essential questions for this lesson. (8.7B)
Content Vocabulary
Vocabulary Cards (link)

phases

waxing

waning
Academic Vocabulary

demonstrate

predict

sequence

cycle
Journaling Keep a record of their observations in their science journal including a drawing of
what they see, the phase, time of day recorded and the position of the moon
when they observed it.
Work in pairs to create a model of the Earth's movement and moon's orbit to the
observed cyclical phases of the moon.
Journaling Record their answers in their science journal. Debrief with the class.
Answer the guiding and essential questions in their science journal.
Resources
Holt Science & Technology
8th grade Textbook
Chapter 20
 Section 3 pp. 550
Internet Sites
Lunar Lollipops
Moon Phases
Modeling Moon Phases
Earth-Moon-Sun Placemat
Video Clips
Moon Phases movie
Moon Phases
SAISD © 2010-2011 – Second Grading Period
Science - Grade 8
Page 29 of 33
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
Ignite! Learning - Science
Unit: Earth Science - Lesson: Earth, Sun, Moon
Topic # 6 The Lunar Cycle
 The Moon's Eight Phases
 Phases of the Moon
English Proficiency Standards (ELPS)
ELPS Student Expectations
ELPS 3E - share information in cooperative learning interactions.
ELPS 4F - use visual and contextual support and support from peers and teachers to
read grade-appropriate content area text, enhance and confirm
understanding and develop vocabulary, grasp of language structures, and
background knowledge needed to comprehend increasingly challenging
language.
ELPS Student Sentence Stems
 What I know about ____ is …
 I think …
 Would you please show me on the (diagram/picture/organizer/notes/etc.)…
 I don't understand…
Evidence of Learning
Formative Mini Assessments
TAKS
College-Readiness
Anticipated Skills for SAT/ACT/College Board/Career/Life
College Readiness Objectives Addressed:
Science Standards
I - E2: Use essential vocabulary of the discipline being
studied.
IX - B1: Understand interactions among the sun, Earth,
and moon.
No 10th or 11th grade TAKS Release item available
8th grade TAKS Release Test 2006
Correct Answer: D
7th grade District Interim 2008
Correct Answer: C
SAISD © 2010-2011 – Second Grading Period
Science - Grade 8
Page 30 of 33
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
Science – Grade 8
Unit of Study: Astronomy
CURRICULUM GUIDE
Week 9 - Lesson 3 - Tides (4 days)
Guiding Questions




Essential Pre-requisite Skills
What causes tides?
Why do spring tides exhibit such extremes of range/
What is the position of the Earth, moon and Sun during the different tidal
ranges?
Why does the ocean appear to shrink?
The student can:
 Understand that gravity is the force that governs the motion of our solar system
(6.11B)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
5E Model of Instruction (link)
Engage

Show the students the picture of the Bay of Fundy (link). Explain to students
this picture was taken in the same location, but at different times of the day. Ask
students to infer what has happened. (8.7C)
Explore

Have students investigate the tides and their relationship with the Earth, the
sun, and the moon by performing activity Timing the Tides (link).
(8.2A, C, E; 8.3A, B, C, 8.7C)
Differentiation (Additional Support):
Have student model the movement of the Sun, Moon and Earth to create neap and
spring tides. (8.7C)
Differentiation (Mastery):

Ask students to record the times of high and low tide from the local paper or
other source over a period of two weeks. Have them graph the data and then
analyze the change. (8.7C)
Explain

Monitor as students read Chapter 20 - Section 3 (p. 548 - 553). Ask
students:
(1) What causes tides?
(2) What positions are the Moon, Earth and Sun in when high tides occur?
(3) What positions are the Moon, Earth and Sun in when low tides occur?
(4) If you are standing on a beach and high tide occurs, at what time will high tide
occur the next day?

Reinforce The Lure of the Moon (p. 548 - 549) & Figure 20 (p. 549)
& Tidal Variations (Figures 23 & 24 on p. 551)
(8.7C)
 Discuss with the students spring and neap tides by viewing the interactive
website Moon Tides (link)
So students can….
THINK-PAIR-SHARE (link)
Think about and record information in their science journal. Discuss with their
learning partner. Debrief with class.
Paired Heads Together
Work in pairs to perform investigation and huddle to make sure they both can
respond, an "A" or "B" is called, the student with that letter responds describing
their observations and conclusions.
Use cutouts of the Sun, Moon and Earth to create models of their position during
neap and spring tides.
Journaling Graph data from a local paper or other source about times of high and low tides.
Analyze the data and draw conclusions.
Mix - Pair - Discuss
Pair with a classmate to read information, summarize the information, and
discuss questions posed by the teacher.
SAISD © 2010-2011 – Second Grading Period
Science - Grade 8
Page 31 of 33
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
Elaborate

Have students graph tidal data for Corpus Christi (link)
(8.2A, C, E; 8.3A; 8.7C)
Evaluate

Draw a random configuration of the sun, moon, and Earth. Have students
show the bulges on the Earth’s waters indicating high and low tides. Also, see
worksheet Types of Tides (link) for evaluation of spring and neap tides.
(8.2A, C, E; 8.3A, B, C, 8.7C)

Quiz with the following as possible questions:
(1) What causes tides?
(2) Which tides have the smallest tidal range?
(3) Which tides have the greatest tidal range?
(4) What is the position of the Moon and Sun when a spring tide occurs? Neap
tide? (8.7C)

Review the guiding and essential questions for this lesson. (8.7C)
Content Vocabulary
Vocabulary Cards (link)

tides

tidal range

spring tides

neap tides
Academic Vocabulary

relate

position

effect

relationship

gravitational
Journaling Graph tidal data in their science journal, analyze and draw conclusions.
Identify the locations of the high and low tides based on the configuration of the
sun, moon, and Earth.
Journaling Record their answers in their science journal. Debrief with the class.
Answer the guiding and essential questions in their science journal.
Resources
Holt Science & Technology
8th grade Textbook
Chapter 20
 Section 3 pp. 548 - 553
Unit 7 Resource Booklet
Critical Thinking Worksheet 20 - Tides of Trouble
Texas Directed Reading Workbook
Worksheet 20 - Section 3
Internet Sites
Timing the Tides
Ignite! Learning - Science
Unit: Earth Science - Lesson: Earth's Ocean
Topic # 3 Tides
 High and Low Tides
 The Mystery of Earth's Tides
Unit: Physical Science - Lesson: Force
Topic # 5 Gravity and Tides
 The Gravity Song
 The Tides
SAISD © 2010-2011 – Second Grading Period
Science - Grade 8
Page 32 of 33
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
English Proficiency Standards (ELPS)
ELPS Student Expectations
ELPS 2I - demonstrate listening comprehension of increasingly complex spoken
English by following directions, retelling or summarizing spoken messages,
responding to questions and requests, collaborating with peers, and taking
notes commensurate with content and grade-level needs.
ELPS 3E - share information in cooperative learning interactions.
ELPS 4F - use visual and contextual support and support from peers and teachers to
read grade-appropriate content area text, enhance and confirm
understanding and develop vocabulary, grasp of language structures, and
background knowledge needed to comprehend increasingly challenging
language.
ELPS Student Sentence Stems
ELPS Student Sentence Stems
 What I know about ____ is …
 I think …
 Would you please show me on the (diagram/picture/organizer/notes/etc.)…
 I don't understand…
Evidence of Learning
Formative Mini Assessments
TAKS
No 8th grade TAKS Release item available
College-Readiness
Anticipated Skills for SAT/ACT/College Board/Career/Life
College Readiness Objectives Addressed:
Science Standards
I - E2: Use essential vocabulary of the discipline being
studied.
IX - B1: Understand interactions among the sun, Earth,
and moon.
No 10th or 11th grade TAKS Release item available
8th grade District Interim Assessment 2007-08
Correct Answer: J
SAISD © 2010-2011 – Second Grading Period
Science - Grade 8
Page 33 of 33
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.