Sc20_cm_5-31-2012.doc.docx
SC20 8th
ADVANCED
SCIENCE CURRICULUM MAP
This curriculum map lists objectives organized by quarter. All objectives listed for each quarter should be taught within the time frame specified.
SC20
Revised: May 31, 2012
Timeline for 8th Grade Advanced Science Curriculum
Page(s)
1st QUARTER 4
1. HEREDITY 5-7
a. Inquiry: scientific question & hypothesis; nature of science; safety 6-7
b. Historical: Gregor Mendel 7
c. Personal /Social Perspectives: genetic engineering; radiation treatments 7
2. ADAPTATIONS (may extend into 2nd quarter) 8-11
a. Inquiry: experimental design; nature of science; safety reinforced 10
b. Historical: Charles Darwin 11
c. Personal /Social Perspectives: human impact on habitat 11
2nd QUARTER 12
3. FORCE AND MOTION 13-14
(Strand 1objectives must be completed by the end of 2nd quarter; other strands may extend into 3rd quarter) Added content
a. Inquiry: results/data and conclusions; nature of science; safety reinforced 15-17
b. Historical: Isaac Newton 17
c. Personal /Social Perspectives: airbags 17
3rd QUARTER 18
4. PROPERTIES OF MATTER 19-25
a. Inquiry: reinforce entire process; safety reinforced 19-25
b. Historical: Dmitri Mendeleev 25
c. Personal /Social Perspectives: chemical waste disposal; greenhouse gases 26
4th QUARTER 27
5. COMPREHENSIVE REVIEW (Complete before the Science AIMS test.)
1st
QUARTER
Heredity must be taught during 1st quarter. Adaptation objectives may extend into 2nd quarter. It is expected that the listed inquiry, historical, and personal/social perspective objectives will be integrated within units.
Page(s)
1. HEREDITY 3
a. Inquiry: scientific question & hypothesis; nature of science; safety 4-5
b. Historical: Gregor Mendel 6
c. Personal /Social Perspectives: genetic engineering; radiation treatments 6
2. ADAPTATIONS (may extend into 2nd quarter) 7-10
a. Inquiry: experimental design; nature of science; safety reinforced 8-9
b. Historical: Charles Darwin 10
c. Personal /Social Perspectives: human impact on habitat 10
Italics = a performance objective introduced at an earlier grade level
Bolded = knowledge or skill connected to a major concept
Knowledge PO’s without terms = no new vocabulary to be taught
Underlined = 9th grade Standards
1st Quarter
HEREDITY
8th GRADE SCIENCE SC20
|CLUSTERED Pos | |UNWRAPPED Pos | |
|Priority PO |Linking POs |Knowledge |Skills |
| | | | |
|S4 C2 PO 2 |S4 C2 PO 1 |S4 C2 PO 1 |S4 C2 PO 1 |
|Explain the basic principles of |Explain the purposes of cell division: |*cell |1. Identify the (*) terms in a |
|heredity. |growth & repair |*nucleus |model of a cell. |
| |reproduction |*chromosome |2. Describe the relationships |
| | |*gene |among the (*) terms. |
| | |*DNA |Explain the purposes (not |
| | |growth |processes) of cell division. |
| | |reproduction | |
| | |repair | |
| | | | |
| | | | |
| |S4 C2 PO 3 | | |
| |Distinguish between the |S4 C2 PO 3 |S4 C2 PO 3 |
| |nature of dominant and recessive traits.|heredity/inheritance |1. Define each term. |
| | |*trait |2. Use letters to represent |
| | |*dominant |dominant and recessive |
| | |*recessive |alleles. |
| | |gene |3. Construct and interpret the |
| | |*allele |results of a Punnett square |
| | |*cross |for the inheritance of: |
| | |*probability |● eye color (dark/light) |
| | |Punnett square |● widow’s peak |
| | |*heterozygous |● blood type (co-dominant) |
| | |*homozygous |4. Predict the appearance of traits given |
| | |*genotype |parental genotypes. |
| | |*phenotype |5. Apply each of the (*) terms |
| | |*co-dominant |when using a Punnett |
| | | |square. |
1st Quarter
HEREDITY
- Inquiry
8th GRADE SCIENCE SC20
|CLUSTERED Pos | |UNWRAPPED Pos | |
|Priority PO |Linking POs |Knowledge |Skills |
|S 1 C 2 PO 2 |S 1 C 1 PO 1 |S 1 C 1 PO 1 |S 1 C 1 PO 1 |
|Design a controlled investigation to |Formulate questions based on |scientific methods inquiry |1. Define scientific methods. |
|support or reject a hypothesis. |observations that lead to the |process |2. Distinguish between |
| |development of a hypothesis. |observation |observations and inferences. |
| | |inference |3. Write testable scientific |
| | |question (scientific) |questions based on |
| |S 1 C 1 PO 3 | |observations. |
| |Generate a hypothesis that can be | | |
| |tested. |S 1 C 1 PO 3 |S 1 C 1 PO 3 |
| | |hypothesis |1. Define (*) terms. |
| | |*testable |2. Write testable hypotheses |
| | |*variable |based on scientific questions. |
| | |cause |3. Given possible hypotheses, |
| | |effect |identify non-testable |
| |S1 C 1 PO 2 | |examples. |
| |Use appropriate research information, | | |
| |not limited to a single source, to use |S 1 C 1 PO 2 |S 1 C 1 PO 2 |
| |in the development of a testable |bias |1. Distinguish between appropriate and |
| |hypothesis. | |inappropriate sources of research information. |
| | | | |
| |S 1 C 2 PO 1 | | |
| |Demonstrate safe behavior and | |S 1 C 2 PO 1 |
| |appropriate procedures in all science | |1. Demonstrate safe behaviors |
| |inquiry. |S 1 C 2 PO 1 |during investigations |
| | | |(ongoing). |
| | | |2. Conduct investigations using |
| |S 1 C 3 PO 7 | |proper procedures (ongoing). |
| |Critique scientific reports from | | |
| |periodicals, television, or other media.| |S 1 C 3 PO 7 |
| | |S 1 C 3 PO 7 |1. Evaluate media sources and identify |
| | | |positive/negative evidence to justify the use/ |
| |S 2 C 2 PO 4 | |non-use of a source. |
| |Explain why scientific claims may be | | |
| |question-able if based on very small | |S 2 C 2 PO 4 |
| |samples of data, biased samples, or | |1. Explain why scientific claims may be |
| |samples for which there was no control. |S 2 C 2 PO 4 |questionable based on: |
| | | |sample size |
| | | |bias |
| |S 2 C 2 PO 1 | |lack of control |
| |Apply scientific processes to other | | |
| |problem solving or decision making | |S 2 C 2 PO 1 |
| |situations. | |1. Apply these scientific processes to everyday |
| | |S 2 C 2 PO 1 |situations. |
| | |compare | |
| | |classify | |
| | |predict | |
| | |infer | |
| | |identify variables | |
| | |organizing data | |
1st Quarter
HEREDITY
- Historical
- Personal/Social Perspectives
8th GRADE SCIENCE SC20
|CLUSTERED POs | |UNWRAPPED Pos | |
|Priority PO |Linking POs |Knowledge |Skills |
|S 2 C 2 PO 2 |S 2 C 1 PO 1 |S 2 C 1 PO 1 |S 2 C 1 PO 1 |
|Describe how scientific knowledge is |Identify how diverse people and/or | |1. Describe Mendel’s important contributions to |
|subject to change (when new info and/or |cultures, past and present, have made | |scientific progress. |
|technology challenges theories) |important contributions to scientific | | |
| |innovations. | | |
| | | | |
| |S 2 C 1 PO 2 | | |
| |Evaluate the effects of Mendelian |S 2 C 1 PO 2 |S 2 C 1 PO 2 |
| |Genetics on society. | |1. Evaluate the impact of Mendelian Genetics on |
| | | |society. (e.g. selective breeding, plant |
| | | |hybridization) |
| |S 2 C 1 PO 3 | | |
| |Evaluate the impact of a major | | |
| |scientific development occurring within |S 2 C 1 PO 3 |S 2 C 1 PO 3 |
| |the past decade. | |1. Evaluate the impact of a major scientific |
| | | |development in genetics occurring within the past|
| | | |decade. (e.g. pet cloning; DNA profiling) |
| |S 3 C 2 PO 4 | | |
| |Compare risks and benefits of | |S 3 C 2 PO 4 |
| |technological advances | |1. Compare the risks and benefits of |
| | |S 3 C 2 PO 4 |technological advancements including: |
| | |radiation |radiation treatments |
| | |genetic engineering |genetic engineering (e.g. selective breeding) |
| | | | |
| | | |S 2 C 1 PO 4 |
| |S 2 C 1 PO 4 | |1. Evaluate career opportunities related to life |
| |Evaluate career opportunities related to| |sciences. |
| |life and physical sciences. | | |
| | |S 2 C 1 PO 4 | |
| | |biology | |
| | |genetics | |
1st Quarter
ADAPTATIONS
(page 1 of 2)
8th GRADE SCIENCE SC20
|CLUSTERED POs | |UNWRAPPED Pos | |
|Priority PO |Linking POs |Knowledge |Skills |
| | | | |
|S 4 C 4 PO 6 (structural) | |S 4 C 4 PO 6 |S 4 C 4 PO 6 |
|Describe factors that allow for the| |adaptation (structural) |1. Describe plant |
|survival of living organisms. | |pollination |adaptations that help with |
| | |seed dispersal |pollination and seed |
| | |protective coloration |dispersal. |
| | | |2. Describe animal |
| | | |adaptations involving |
| | | |beak design and protective |
| | | |coloration. |
| | | | |
| |S 4 C 4 PO 3 (structural) |S 4 C 4 PO 3 |S 4 C 4 PO 3 |
| |Determine characteristics of organisms |natural selection |1. Predict if a specific trait will be |
| |that could change over several |environment |passed on to a future generation, given a |
| |generations. |ecosystem |set of environmental conditions. |
| | |habitat |Use the following traits: |
| | | |● beak design |
| | | |● protective coloration |
| | | | |
|S 4 C 4 PO 1 (behavioral) | | |S 4 C 4 PO 5 |
|Explain how an organism’s behavior |S 4 C 4 PO 5 (behavioral) |S 4 C 4 PO 5 |1. Explain how each of the |
|allows it to survive in an |Analyze behavioral cycles of organisms. |adaptation (behavioral) |terms contributes |
|environment. | |behavioral cycles |to the survival of |
| | |migration |organisms. |
| | |hibernation | |
| | |estivation | |
| | |dormancy (plants) | |
| |S 4 C 4 PO 4 (behavioral) | |S 4 C 4 PO 4 |
| |Compare the symbiotic and competitive |S 4 C 4 PO 4 |1. Describe behaviors that |
| |relationships in organisms within an |competition |affect survival of an |
| |ecosystem. |predation |organism. (e.g. pack |
| | |symbiosis |hunting vs. loners, herding, |
| | |mutualism |animal dwellings) |
| | |commensalism |2. Define and classify types |
| | |parasitism |of interactions between |
| | | |species as competitive, |
| | | |predatory or symbiotic. |
| | | |3. Classify the type of |
| | | |symbiotic relationships for |
| | | |pairs of organisms. |
1st Quarter
ADAPTATIONS
(page 2 of 2)
8th GRADE SCIENCE SC20
|CLUSTERED POs | |UNWRAPPED Pos | |
|Priority PO |Linking POs |Knowledge |Skills |
| | | | |
|S 4 C 4 PO 1 (behavioral) & |S 4 C 4 PO 2 |S 4 C 4 PO 2 |S 4 C 4 PO 2 |
|S 4 C 4 PO 6 (structural) |(behavioral & structural) |endotherm |1. Describe how an organism’s (including |
| |Describe how an organism can maintain a |ectotherm |humans) structural and behavioral |
| |stable internal environment while living |diurnal |adaptations are used to maintain body |
| |in a constantly changing external |nocturnal |temperature. (e.g. ways to get warm/stay |
| |environment. | |cool, color/thickness of fur, type of |
| | | |dwelling, panting, molting, etc.) |
| | | |2. Compare diurnal and |
| | | |nocturnal behaviors in |
| | | |organisms. |
| | | | |
1st Quarter
ADAPTATIONS
- Inquiry
8th GRADE SCIENCE SC20
|CLUSTERED POs | |UNWRAPPED POs | |
|Priority PO |Linking POs |Knowledge |Skills |
|S 1 C 2 PO 2 | |S 1 C 2 PO 2 |S 1 C 2 PO 2 |
|Design a controlled investigation to | |controlled |1. Identify variables that need |
|support or reject a hypothesis. | |experiment |to be controlled during |
| | |controlled variable |investigations. |
| | |(constant) |2. Identify control and |
| | |control group |experimental groups for |
| | |experimental group |investigations. |
| | | |3. Design a controlled |
| | | |experiment to test a |
| | | |hypothesis. |
| | | |4. Distinguish between |
| | | |controlled and uncontrolled |
| | | |investigations. |
| | | | |
| |S 1 C 1 PO 3 |S 1 C 1 PO 3 |S 1 C 1 PO 3 |
| |Generate a hypothesis that can be |independent |1. Identify independent |
| |tested. |variable |variables to be tested. |
| | |dependent |2.Identify dependent variables |
| | |variable |to be measured. |
| | | | |
| |S 1 C 4 PO 4 |S 1 C 4 PO 4 |S 1 C 4 PO 4 |
| |Write clear, step-by-step instructions | |1. Write clear, step-by-step |
| |(procedures) for conducting | |instructions for conducting |
| |investigations or operating equipment | |investigations or operating |
| |(without personal pronouns) | |equipment (without |
| | | |personal pronouns). |
| |S 1 C 3 PO 5 | | |
| |Explain how evidence supports the |S 1 C 3 PO 5 |S 1 C 3 PO 5 |
| |validity and reliability of a |validity |1. Evaluate the validity of an |
| |conclusion. | |experimental design |
| | | |based on the following |
| | | |evidence: |
| | | |testing a single variable |
| | | |controlling extraneous variables |
| | | |experimental design tests the hypothesis |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
1st Quarter
ADAPTATIONS
- Historical
8th GRADE SCIENCE SC20
|CLUSTERED POs | |UNWRAPPED Pos | |
|Priority PO |Linking POs |Knowledge |Skills |
|S 2 C 2 PO 2 |S 2 C 1 PO 1 |S 2 C 1 PO 1 |S 2 C 1 PO 1 |
|Describe how scientific knowledge is |Identify how diverse people and/or |theory (Darwin) |1. Describe Darwin’s important contributions to |
|subject to change (when new info and/or |cultures, past and present, have made | |scientific progress (specifically natural |
|technology challenges theories) |important contributions to scientific | |selection). |
| |innovations. | | |
| | | | |
| |S 2 C 1 PO 4 | | |
| |Evaluate career opportunities related to|S 2 C 1 PO 4 |S 2 C 1 PO 4 |
| |life and physical sciences. |biology |1. Evaluate career opportunities related to life |
| | |ecology |sciences. |
1st Quarter
ADAPTATIONS
- Personal/Social Perspectives
8th GRADE SCIENCE SC20
|CLUSTERED POs | |UNWRAPPED Pos | |
|Priority PO |Linking POs |Knowledge |Skills |
|S 3 C 1 PO 2 |S 3 C 2 PO 3 |S 3 C 2 PO 3 |S 3 C 2 PO 3 |
|Analyze possible solutions to address |Design and construct a solution to an | |Design and construct a solution to a local need |
|the environmental risks associated with |identified need or problem using simple | |or problem using simple classroom materials. |
|chemicals and biological systems. |classroom materials. | |(e.g. human impact on habitat, water pollution) |
2nd
QUARTER
By the end of 2nd quarter, all Strand 1 objectives and Adaptations objectives should have been taught. Strand 2, 3, and 5 objectives may extend into 3rd quarter. It is expected that the listed inquiry, historical and personal/social perspective objectives will be integrated within units.
Page(s)
3. FORCE AND MOTION (Strand 1objectives must be completed
by the end of 2nd quarter; other strands may extend into 3rd quarter) 11-16
a. Inquiry: results/data and conclusions; nature of science; safety reinforced 12-16
b. Historical: Isaac Newton 12-16
c. Personal /Social Perspectives: airbags 16
Italics = a performance objective introduced at an earlier grade level
Bolded = knowledge or skill connected to a major concept
Knowledge PO’s without terms = no new vocabulary to be taught
Underlined = 9th grade Standards
2nd Quarter
FORCE AND MOTION
8th GRADE SCIENCE SC20
|CLUSTERED PO’s | |UNWRAPPED PO CLUSTER | |
|Priority PO |Linking PO’s |Knowledge |Skills |
| | |(Content to learn?) |(Ability to do what?) |
|S 5 C 2 PO 2 | |S 5 C 2 PO 2 |S 5 C 2 PO 2 |
|(1st Law of Motion) | |inertia |1. Define each term. |
|Identify the conditions (variables)| |force |2. Identify variables that |
|under which an object will continue| |net force |affect inertia. (C2 PO3) |
|in its state of motion. | |Newton (unit of meas.) |3. Explain why given |
| | |motion |situations demonstrate |
|C2 PO3 | |reference point |Newton’s 1st Law. |
|Explain how Newton’s 1st Law | |position |4. Predict the outcome of situations involving |
|applies to objects at rest or | |mass |Newton’s 1st Law |
|moving at constant velocity. | | | |
| | | | |
| | | | |
| | | | |
| |S 5 C 2 PO 1 |S 5 C 2 PO 1 |S 5 C 2 PO 1 |
| |Demonstrate velocity as the rate of |rate |1. Define each term. |
| |change of position over time. |speed (distance/time) |2. Differentiate between |
| | |total distance traveled |distance & displacement. |
|S5 C2 PO2 | |displacement (change in position) |3. Differentiate among |
|Analyze relationships among | |velocity = displacement |examples of speed, |
|position, rate, and time. | |time |velocity & acceleration. |
| | |average velocity |4. Calculate the average |
| | |acceleration |velocity of an object, |
| | |negative acceleration |given the formula |
| | | |(v=d/t) |
| | | | |
| |C2 PO 1 |C2 PO 1 | |
| |Determine the rate of change of a |Slope |C2 PO 1 |
| |quantity. |Independent variable |Solve for a rate problem using correct units. |
| | |Dependant variable |Determine the rate of an object in motion. |
| | | |Calculate the speed of an object. |
| | | |Calculate the velocity of an object. |
| | | |Analyze the difference between speed and |
| | | |velocity. |
| | | |Calculate the change in rate (acceleration) of an|
| | | |object. |
| | | |Graph the slope of position over time for |
| | | |velocity. |
| | | |Graph the slope of change of distance over change|
| | | |of time for acceleration |
2nd Quarter
FORCE AND MOTION
8th GRADE SCIENCE SC20
|CLUSTERED PO’s | |UNWRAPPED PO CLUSTER | |
|Priority PO |Linking PO’s |Knowledge |Skills |
| | |(Content to learn?) |(Ability to do what?) |
|S 5 C 2 PO 3 | |S 5 C 2 PO 3 |S 5 C 2 PO 3 |
|(2nd Law of Motion) | |force = mass x acceleration |1. Predict what will |
|Describe how the acceleration of a | | |happen to the other two |
|body is dependent on its mass and | | |variables when one |
|the net applied force | | |variable increases or |
| | | |decreases. (F=ma) |
| | | |2. Explain how given |
| | | |situations demonstrate |
| | | |Newton’s 2nd Law. |
| | | |3. Predict the outcome of situations involving |
| | | |Newton’s 2nd Law. |
| | | | |
| | | |C2 PO4 |
| |C2 PO4 |C2 PO4 |Model the 2nd law using a car and ramp. |
| |Using Newton’s 2nd Law of Motion, |Mass |Analyze and calculate the force, mass, or |
| |analyze the relationships among the |Acceleration |acceleration of different moving objects. |
| |net force acting on a body, the mass |Force |Acceleration due to gravity. |
| |of the body, and the resulting | | |
| |acceleration. | | |
| | | |S 5 C 2 PO 5 |
| | | |Create & interpret the |
|S 5 C 2 PO 4 |S 5 C 2 PO 5 | |results of position- |
|(3rd Law of Motion) |Create a graph devised from |S 5 C 2 PO 5 |time graphs & velocity- |
|Describe forces as interactions |measurements of moving objects and |constant velocity |time graphs. |
|between bodies. |their interactions. |constant acceleration | |
| | | |S 5 C 2 PO 4 |
| | | |1. Define each term. |
| | |S 5 C 2 PO 4 |2. Identify examples of |
| | |action force |action-reaction force |
| | |reaction force |pairs. |
| | | |3. Explain why given |
| | | |situations demonstrate |
| | | |Newton’s 3rd Law. |
| | | |4. Predict the outcome of situations involving |
| | | |Newton’s 3rd Law |
| | | | |
| |C2 PO5 | |C2 PO5 |
| |Use Newton’s 3rd Law to explain forces| |Diagram the action/reaction forces of various |
| |as interactions between bodies |C2 PO5 |examples. |
| | |Forces in pairs | |
2nd Quarter
FORCE AND MOTION
-Inquiry
8th GRADE SCIENCE SC20
|CLUSTERED PO’s | |UNWRAPPED PO CLUSTER | |
|Priority PO |Linking PO’s |Knowledge |Skills |
| | |(Content to learn?) |(Ability to do what?) |
|S 1 C 2 PO 3 |S 1 C 2 PO 4 |S 1 C 2 PO 4 |S 1 C 2 PO 4 |
|Conduct a controlled investigation |Perform measurements using appropriate|equipment names |1. Identify equipment by name. |
|to support or reject a hypothesis. |scientific tools. |units of measure |2. Identify appropriate unit of |
| | | |measure to use. |
| | | |3. Perform accurate |
| | | |measurements using |
| | | |appropriate tools. |
| | | |4. Define the variables (e.g. |
| | | |mass, volume, force, etc.) |
| | | |being measured. |
| |S 1 C 2 PO 5 | | |
| |Keep a record of observations, notes, |S 1 C 2 PO 5 |S 1 C 2 PO 5 |
| |sketches, questions, & ideas using |data table (data chart) |1. Organize information in a |
| |tools such as written &/or computer | |logical manner. |
| |logs. | |2. Organize collected data in |
| | | |properly labeled data tables. |
| |S 1 C 4 PO 2 | | |
| |Choose an appropriate graphic | | |
| |representation for collected data: | | |
| |line graph, double bar graph, stem and|S 1 C 4 PO 2 |S 1 C 4 PO 2 |
| |leaf plot and histogram. |line graph |1. Choose an appropriate |
| | |double bar graph |graph for collected data. |
| | |stem & leaf plot |2. Create and properly label |
| |S 1 C 3 PO 1 |histogram |graphs. |
| |Analyze data obtained in a scientific | | |
| |investigation to identify trends. | | |
| | |S 1 C 3 PO 1 |S 1 C 3 PO 1 |
| |S 1 C 3 PO 3 |trend |1. Identify trends from data |
| |Interpret data that show a variety of | |obtained in investigations. |
| |possible relationships (correlations) | | |
| |between two variables, including: | | |
| |positive, negative & no relationship. |S 1 C 3 PO 3 |S 1 C 3 PO 3 |
| | |correlation |1. Identify relationships |
| | |positive relationship |between variables as |
| | |negative relationship |positive, negative, or no |
| | |no relationship |relationship. |
2nd Quarter
FORCE AND MOTION
- Inquiry
(page 2 of 3)
8th GRADE SCIENCE SC20
|CLUSTERED PO’s | |UNWRAPPED PO CLUSTER | |
|Priority PO |Linking PO’s |Knowledge |Skills |
| | |(Content to learn?) |(Ability to do what?) |
|S 1 C 2 PO 3 |S 1 C 3 PO 2 |S 1 C 3 PO 2 |S 1 C 3 PO 2 |
|Conduct a controlled investigation |Form a logical argument about a | |1. Analyze and describe the |
|to support or reject a hypothesis. |correlation between variables or | |cause-effect relationships |
| |sequence of events. | |between variables (or |
| | | |sequence of events) based |
| | | |on data. |
| |S 1 C 4 PO 3 | | |
| |Present analyses and conclusions in |S 1 C 4 PO 3 |S 1 C 4 PO 3 |
| |clear, concise formats. |results |1. Write analyses matching |
| | |analysis |collected data. |
| | |conclusion |2. Write conclusions that |
| |S 1 C 4 PO 1 | |address the questions. |
| |Communicate the results of an | | |
| |investigation. |S 1 C 4 PO 1 & |S 1 C 4 PO 1 & |
| |S 1 C 4 PO 5 |S 1 C 4 PO 5 |S 1 C 4 PO 5 |
| |Communicate the results and conclusion|(combine POs) |1. Communicate the results of |
| |of the investigation. | |experiments, informally and |
| | | |formally. |
| |S 1 C 3 PO 4 | | |
| |Formulate a future investigation based| | |
| |on the data collected. | | |
| | |S 1 C 3 PO 4 |S 1 C 3 PO 4 |
| |S 1 C 3 PO 8 | |1. Identify possible future investigations based |
| |Formulate new questions based on the | |on data collected. |
| |results of a previous investigation. | | |
| | | |S 1 C 3 PO 8 |
| |S 1 C 3 PO 5 |S 1 C 3 PO 8 |1. Formulate new questions based on the results |
| |Explain how evidence supports the | |of a previous investigation. |
| |validity and reliability of a | | |
| |conclusion. | |S 1 C 3 PO 5 |
| | | |1. Explain how the following |
| | |S 1 C 3 PO 5 |evidence supports the |
| | |reliability |reliability of a conclusion: |
| | | |sample size |
| | | |number of trials |
| | | |2. Distinguish between validity and reliability. |
2nd Quarter
FORCE AND MOTION
-Inquiry
(page 3 of 3)
-Historical
-Personal/Social Perspectives
8th GRADE SCIENCE SC20
|CLUSTERED PO’s | |UNWRAPPED PO CLUSTER | |
|Priority PO |Linking PO’s |Knowledge |Skills |
| | |(Content to learn?) |(Ability to do what?) |
|S 1 C 2 PO 3 |S1 C 3 PO 6 |S 1 C 3 PO 6 |S 1 C 3 PO 6 |
|Conduct a controlled investigation |Identify the potential investigational| |1. Identify potential |
|to support or reject a hypothesis. |error that may occur. | |investigational errors such |
| | | |as flawed investigational |
| | | |design, inaccurate |
| | | |measurement, computational |
| | | |errors, or unethical reporting. |
| |S 2 C 2 PO 3 | | |
| |Defend the principle that accurate |S 2 C 2 PO 3 |S 2 C 2 PO 3 |
| |record keeping, openness, and |replication |1.Defend the credibility of students’ |
| |replication are essential for |credibility |experimental results in terms of accurate record |
| |maintaining an investigator’s | |keeping, openness (sharing of information), and |
| |credibility with other scientists and | |replication (repeatable results) |
| |society. | | |
| | | | |
|S 2 C 2 PO 2 |S 2 C 1 PO 1 | |S 2 C 1 PO 1 |
|Describe how scientific knowledge |Identify how diverse people and/or |S 2 C 1 PO 1 |1. Describe Newton’s important contributions to |
|is subject to change (when new info|cultures, past and present, have made |law (Newton) |scientific progress (specifically Newton’s Laws |
|and/or technology challenges |important contributions to scientific | |of Motion). |
|theories) |innovations. | | |
| | | | |
| |S 2 C 1 PO 2 | |S 2 C 1 PO 2 |
| |Evaluate the effects of Newton’s Laws | |1. Evaluate the impact of Newton’s Laws on |
| |on society. |S 2 C 1 PO 2 |society. (e.g. rockets, seat belts, guard rails,|
| | | |etc.) |
| | | | |
| |S 3 C 2 PO 4 | |S 3 C 2 PO 4 |
| |Compare risks and benefits of | |1. Compare the risks and benefits of |
| |technological advances. |S 3 C 2 PO 4 |technological advancements including: |
| | | |airbags |
| | | | |
| | | |S 2 C 1 PO 4 |
| |S 2 C 1 PO 4 | |1. Evaluate career opportunities related to |
| |Evaluate career opportunities related | |physical sciences. |
| |to life and physical sciences. |S 2 C 1 PO 4 | |
| | |physics | |
3rd
QUARTER
Throughout 3rd quarter, all inquiry objectives should be reinforced. It is expected that the listed historical and personal/social perspective objectives will also be integrated within units.
Page(s)
1. PROPERTIES OF MATTER 17-24
d. Inquiry: reinforce entire process; safety reinforced 18-22
e. Historical: Dmitri Mendeleev 23
a. Personal /Social Perspectives: chemical waste disposal; greenhouse gases 24
Italics = a performance objective introduced at an earlier grade level
Bolded = knowledge or skill connected to a major concept
Knowledge PO’s without terms = no new vocabulary to be taught
Underlined = 9th grade Standards
3rd Quarter
PROPERTIES OF MATTER
8th GRADE SCIENCE SC20
|CLUSTERED PO’s | |UNWRAPPED PO CLUSTER | |
|Priority PO |Linking PO’s |Knowledge (Content to learn?) |Skills (Ability to do what?) |
|S 5 C 1 PO 4 |S 5 C 1 PO 6 |S 5 C 1 PO 6 |S 5 C 1 PO 6 |
|Classify matter in terms of |Explain the systematic organization |C 1 PO 3 |Define each term. |
|elements, mixtures, or compounds.|of the periodic table. (elements) |matter |Identify the family/group & period of various |
| | |periodic table |elements using a periodic table. |
| | |element |Identify patterns in the periodic table for: |
| | |period |metal/nonmetal/ metalloid |
| | |group/family |family/group characteristics |
| | | |atomic numbers |
| | | | |
| | | |C 1 PO 3 |
|C 1 PO 3 | | |1. Locate specific groups on the periodic table. |
|Describe/predict properties of | | |(ex: alkali metals, halogens, etc.) |
|elements and compounds. | | |2. Identify physical and chemical properties of |
| | | |specific groups. |
| | | |3. Identify trends in the periodic table that |
| | | |determine its organization. |
| | | |atom size (nucleus; # of energy levels) |
| | | |grouped by similar characteristics |
| | | |increasing atomic number |
| | | |metals/metalloids/nonmetals |
| | | |4. Locate specific elements on the periodic table |
| | | |and describe their characteristics. |
| | | | |
| | | |C 1 PO 6 &C 1 PO 8 |
| | | |1. Determine number of protons, neutrons, and |
| | | |electrons for a given atom. |
| | | |2. Explain why atoms are neutral in charge. |
| |C 1 PO 6 | |3. Determine if two atoms are isotopes of the same |
| |Describe the features and components |C 1 PO 6 & |element. |
| |of the atom. |C 1 PO 8 |4. Determine the number of energy levels for a |
| |C 1 PO 8 |atom |given atom (not to include sublevels). |
| |Explain the details of atomic |nucleus |5. State the maximum capacity of electrons for each|
| |structure (e.g., electron |protons |of the first three energy levels. |
| |configuration, energy levels) |neutrons |6. Draw and label the parts of a given atom, |
| | |isotope |including number of protons, neutrons and electrons.|
| | |electrons |(ex: Bohr model) |
| | |energy level | |
| | |atomic number |C 4 PO 4 |
| | |atomic mass |1. Explain the role of valence electrons in |
| | |symbol |bonding. |
| | | |2. Differentiate between ionic and covalent |
| | | |bonding. |
| | | | |
| | | | |
| | | | |
| | | | |
| |C 4 PO 4 | | |
| |Distinguish among the types of bonds.|C 4 PO 4 | |
| | |ions | |
| | |valence | |
| | |covalent | |
| | |ionic | |
| | |bonding | |
| | |molecule | |
| | |compound | |
| | | | |
| | | | |
3rd Quarter
PROPERTIES OF MATTER
8th GRADE SCIENCE SC20
|CLUSTERED PO’s | |UNWRAPPED PO CLUSTER | |
|Priority PO |Linking PO’s |Knowledge |Skills |
| | |(Content to learn?) |(Ability to do what?) |
|S 5 C 1 PO 7 |S 5 C 1 PO 1 |S 5 C 1 PO 1 |S 5 C 1 PO 1 |
|Investigate how the transfer of |Identify different kinds of matter |matter |1. Define each term. |
|energy can affect the physical and |based on specific physical properties.|states of matter |2. Identify the 3 common |
|chemical properties of matter. | |boiling point |states of matter. |
|(MPS focus is on physical and | |melting point |3. Identify the state of |
|chemical properties, not on | |solubility |matter of various |
|energy.) | |soluble |substances. |
| | |insoluble |4. Compare the solubilities |
| | |density |of various substances. |
| | | |5. Predict the layering of |
| | | |substances based on |
| | | |their specific densities. |
| | | |6. Identify different kinds |
| | | |of matter based on |
| | | |specific physical |
|C 1 PO 3 | | |properties. |
|Describe/predict properties of | | | |
|elements and compounds. |C 1 PO 1 | | |
| |Describe substances based on their |C 1 PO 1 |C 1 PO 1 |
| |physical properties. |property |1. Describe common physical properties of |
| | |physical property |various types of matter. (ex: states of matter, |
| | | |density, etc.) |
|S 5 C 5 PO 1 | | |2. Use physical properties to identify unknown |
|Describe various ways in which | | |substances |
|matter and energy interact | | | |
| |S 5 C 3 PO 7 | |S 5 C 3 PO 7 & |
| |Explain how molecular motion is |S 5 C 3 PO 7 & |S 5 C 3 PO 6 |
| |related to temperature and phase |S 5 C 3 PO 6 |1. Describe the effect on particle speed and |
| |changes. |phase change |spacing as temperature is changed. |
| | |sublimation |2. Distinguish between heat and temperature. |
| |S 5 C 3 PO 6 |freezing | |
| |Distinguish between heat and |melting | |
| |temperature. |evaporation | |
| | |condensing | |
| | |temperature | |
| | |heat | |
| | |kinetic energy |S 1 C 3 PO 5 |
| | | |1. Illustrate the particles and their energy |
| |S 1 C 3 PO 5 | |levels for solids, liquids, and gasses. |
| |Design models (conceptual or physical)|S1 C3 PO5 |2. Diagram how phase change occurs in terms of |
|S 5 C 5 PO 4 |to represent “real world” scenarios. |Kinetic molecular theory |molecular energy. |
|Describe the basic assumptions of |phase change | |S5 C5 PO4 |
|kinetic molecular theory. |collisions | |1. Illustrate how atoms move based on the amount |
| |S 5 C 5 PO 5 | |of energy in a system. |
| |Apply kinetic molecular theory to the | |2. Explain how increase in kinetic energy leads |
| |behavior of matter. |S5 C5 PO4 |to an increase in temperature. |
| | |Kinetic molecular theory |3. List phase order and the physical change |
| | | |occurring between them. |
| | | |4. Determine if energy is lost or gained by |
| | | |direction of phase change. |
3rd Quarter
PROPERTIES OF MATTER
8th GRADE SCIENCE SC20
|CLUSTERED PO’s | |UNWRAPPED PO CLUSTER | |
|Priority PO |Linking PO’s |Knowledge |Skills |
| | |(Content to learn?) |(Ability to do what?) |
|S 5 C 1 PO 4 |S 5 C 1 PO 5 |S 5 C 1 PO 5 |S 5 C 1 PO 5 |
|Classify matter in terms of |Classify mixtures as being homogeneous|mixture |Define each term. |
|elements, mixtures, or compounds. |or heterogeneous. (mixtures) |homogeneous |Classify mixtures as |
| | |heterogeneous |heterogeneous or |
| | | |homogeneous. |
| |S 5 C 1 PO 3 | | |
| |Identify the types of evidence that a |S 5 C 1 PO 3 |S 5 C 1 PO 3 |
| |chemical reaction has occurred. |compound |1. Define each term. |
| |(compounds) |chemical reaction |2. Identify the type of |
| |formation of a precipitate |precipitate |evidence that a |
| |generation of gas |absorption of heat (warmer) |chemical reaction has |
| |unexpected color change |release of heat (cooler) |occurred for various |
| |absorption or release of heat | |reactions. |
| | | | |
| | | | |
| | |S 5 C 1 PO 4 |S 5 C 1 PO 4 |
| | |Classify matter in terms of |Classify substances as |
| | |elements, mixtures, or compounds. |elements, compounds or mixtures. |
| | | | |
| |C 1 PO 2 | | |
| |Describe substances based |C 1 PO 2 |C 1 PO 2 |
| |on their chemical properties. |chemical property |1. Describe common chemical properties of |
| | | |various types of matter. (ex: reactivity, |
| | | |flammability, etc.) |
| | | |2. Use chemical properties to identify unknown |
| | | |substances. |
| | | | |
| | | | |
| |C 4 PO 2 | |C 4 PO 2 |
| |Identify the indicators of chemical |C 4 PO 2 |1. Distinguish between a physical and a chemical|
| |change, including formation of a |physical change |change. |
| |precipitate, evolution of a gas, color|chemical change |2. Recognize and identify the four indicators of|
| |change, absorption or release of heat |chemical reaction |a chemical reaction (precipitate, gas, color |
| |energy |endothermic |change, heat) |
| | |exothermic |3. After making observations, determine if a |
| | |precipitate |chemical reaction has occurred and defend the |
| | |indicators |decision. |
| | | |4. Identify examples of chemical |
| | | |reactions in everyday life. |
3rd Quarter
PROPERTIES OF MATTER
8th GRADE SCIENCE SC20
|CLUSTERED PO’s | |UNWRAPPED PO CLUSTER | |
|Priority PO |Linking PO’s |Knowledge |Skills |
| | |(Content to learn?) |(Ability to do what?) |
|C 5 PO 1 |C 3 PO 1 |C 3 PO 1 |C 3 PO 1 |
|Describe various ways in which |Describe the ways in which energy is |energy |Identify the type of energy stored in a system |
|matter and energy interact |stored in a system. |system | |
| | |closed system | |
| | |chemical | |
| | |mechanical | |
| | | |C 3 PO 2 |
| |C 3 PO 2 |C 3 PO 2 |Identify how energy is transferred from system to|
| |Describe various ways in which energy |Mechanical contact |system |
| |is transferred from one system to |Thermal conduction | |
| |another |Electromagnetic radiation | |
| | | |C 4 PO 10 |
| |C 4 PO 10 |C 4 PO 10 |Perform chemical reactions in which the phase |
| |Explain the energy transfers within |Phase change |changes but the mass stays the same. |
| |chemical reactions using the law of |Exothermic |Conduct a scientific experiment in which the mass|
| |conservation of energy. |Endothermic |is conserved. |
| | | |Diagram or illustrate ways in which energy is |
| | | |transferred to a non-usable form such as sound, |
| | | |heat, or friction. |
| | | | |
| | | |S 5 C3 PO 3 |
| | | |ID examples |
| |S 5 C3 PO 3 | |Energy leaving a system to surroundings |
| |Recognize that energy is conserved in |S 5 C3 PO 3 |(exothermic). |
| |a closed system. |Energy of system |Energy leaving surroundings to system |
| | |Energy of surroundings |(endothermic). |
| | | | |
| | | |S 5 C 1 PO 2 |
| |S 5 C 1 PO 2 | |1. Define each term. |
|S 5 C 1 PO 7 |Identify different kinds of matter | |2. Compare the reactivity |
|Investigate how the transfer of |based on specific chemical properties |S 5 C 1 PO 2 |of various substances. |
|energy can affect the physical and | |reactivity |3. Identify acids, bases, and |
|chemical properties of matter. | |chemical change/reaction |neutrals on a pH scale. |
|(MPS focus is on physical and | |pH scale |4. Identify the relative |
|chemical properties, not on | |acid |strength/weakness of |
|energy.) | |base |acids or bases using the |
| | |neutral |pH scale. |
| | |oxidation (corrosion) |5. Determine the pH of |
| | | |unknown substances and |
| | | |classify as acids, bases |
| | | |or neutrals. |
| | | |6. Identify examples of |
| | | |oxidation reactions. |
| | | |7. Identify different kinds |
| | | |of matter based on |
| | | |specific chemical |
| | | |properties. |
|S 3 C 1 PO 1 | | | |
|Evaluate how the processes of |S 5 C 4 PO 12 | |S 5 C 4 PO 12 |
|natural ecosystems affect, and are |Compare the nature, behavior, | |1. Compare and contrast characteristics of acids |
|affected by, humans. |concentration, and strengths of acids | |and bases. |
| |and bases. |S 5 C 4 PO 12 |2. Perform titration and determine the relative |
| | |titration |concentrations of acids and bases. |
| | |neutralization | |
| | |OH¯ | |
|S5 C4 PO1 | |H+ | |
|Apply the law of conservation of | |salt |C4 PO1 |
|matter to changes in a system. | | |Through analysis of experimental data discover |
| | | |the law of conservation of matter. |
| | | |Apply the law of conservation of matter to |
| | |C4 PO1 |predict the mass of products during a chemical |
| | |Law of conservation of matter |reaction. |
| | | | |
| | | |C4 PO3 |
| | | |Determine the number of atoms of each element in |
| | | |a given formula. |
| |C4 PO3 | |Predict the total mass of products given the |
| |Represent a chemical reaction by using| |total mass of reactants. |
| |a balanced equation. |C4 PO3 |Write a balanced equation given the reactants and|
| | |Reactant |products. |
| | |Product | |
| | |Formula | |
| | |(produces/yields) |C4 PO11 |
| | |Balanced |Determine how temperature, catalyst, and/or |
| |C4 PO11 |Coefficient |concentration speed up or slow down a reaction. |
| |Predict the effect of various factors |Subscript | |
| |on the equilibrium state and on the |Chemical equation | |
| |rates of chemical reaction. (MPS |C4 PO11 | |
| |Note: At this level, include only how |Temperature | |
| |factors affect reaction rate) |Concentration | |
| | |Catalyst | |
3rd Quarter
PROPERTIES OF MATTER
- Historical
8th GRADE SCIENCE SC20
|CLUSTERED POs | |UNWRAPPED POs | |
|Priority PO |Linking POs |Knowledge |Skills |
|S 2 C 2 PO 2 |S 2 C 1 PO 1 |S 2 C 1 PO 1 |S 2 C 1 PO 1 |
|Describe how scientific knowledge is |Identify how diverse people and/or | |1. Describe Dmitri Mendeleev’s contributions to |
|subject to change (when new info and/or |cultures, past and present, have made | |scientific progress. |
|technology challenges theories) |important contributions to scientific | | |
| |innovations. | | |
| | | | |
| |S 2 C 1 PO 3 | | |
| |Evaluate the impact of a major |S 2 C 1 PO 3 |S 2 C 1 PO 3 |
| |scientific development occurring within | |1. Evaluate the impact of a major scientific |
| |the past decade. | |development in chemistry occurring within the |
| | | |past decade. (e.g. greenhouse gases, chemical |
| | | |waste disposal) |
| | | | |
| |S 2 C 1 PO 4 | | |
| |Evaluate career opportunities related to| |S 2 C 1 PO 4 |
| |life and physical sciences. |S 2 C 1 PO 4 |1. Evaluate career opportunities related to |
| | |chemistry |physical sciences. |
3rd Quarter
PROPERTIES OF MATTER
-Personal/Social Perspectives
8th GRADE SCIENCE SC20
|CLUSTERED POs | |UNWRAPPED POs | |
|Priority PO |Linking POs |Knowledge |Skills |
|S 3 C 1 PO 1 |S 3 C 2 PO 4 |S 3 C 2 PO 4 |S 3 C 2 PO 1 & PO 4 |
|Analyze the risk factors associated with|Compare risks and benefits technological|greenhouse gases |1. Compare the risks and benefits of |
|natural, human induced, and/or |advances. | |environmental and technological advances |
|biological hazards | | |including: |
| | | |waste disposal of industrial chemicals |
| | | |greenhouse gases |
| | | | |
| | | |S 3 C 2 PO 1 |
| | | |1. Propose reasonable solutions to these |
| |S 3 C 2 PO 1 |S 3 C 2 PO 1 |problems: |
| |Propose viable methods of responding to | |waste disposal of industrial chemicals |
| |an identified need or problem. | |greenhouse gases |
| | | | |
| | | |S 3 C 2 PO 2 |
| | | |1. Compare solutions to identify which |
|S 3 C 1 PO 2 |S 3 C 2 PO 2 | |solution(s) best address these problems: |
|Analyze possible solutions to address |Compare solutions to best address an |S 3 C 2 PO 2 |waste disposal of industrial chemicals |
|the environmental risks associated with |identified need or problem. | |greenhouse gases |
|chemicals and biological systems. | | | |
| | | |S 3 C 2 PO 3 |
| | | |Design and construct a solution to a local need |
| | | |or problem using simple classroom materials. |
| |S 3 C 2 PO 3 | | |
| |Design and construct a solution to an | | |
| |identified need or problem using simple |S 3 C 2 PO 3 | |
| |classroom materials. | | |
4th
QUARTER
1. COMPREHENSIVE REVIEW - Complete before the Science AIMS test.
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