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8th Grade Science Curriculum OUTLINEScience Safety Net Standards (SNS) are what 80% of the students should be able to understand by the end of the school year.Science Standards Strands 1, 2, and 3 are designed to be explicitly taught and embedded within each of the content Strands 4, 5, and 6; and are not intended to be taught in isolation. The processes, skills, and content of the first three strands are designed to “umbrella” and compliment the content of Life Science, Physical Science, & Earth & Space Science.1st 9 weeksIntroduce Scientific Method (SN # 2), Metrics ( include base units liter, meter, gram & prefixes Kilo, Hecto, Deka, deci, centi, milli), Introduce Science fair (SN #’s 1-4) Life Science strand 4, concept 2, Performance Objectives 1-3, concept 4 PO 1-6, (SN #’s 7-10)2nd 9 weeksContinue Scientific method , metrics & Science fair, have school Science Fair,(SN #’s 1-4) Strand 5 Physical Science, concept 1, performance objectives 1-3 & 7 (SN #’s 4,5, 9 & 10)3rd 9 weeksContinue scientific method, metrics, science fair, Navajo Nation Science Fair will occur,(SN #’s 1-4) Strand 5 Physical Science, concept 1, performance objectives 4-7 (SN #’s 4,5,9 & 10)4th 9 weeksContinue scientific method & metrics (SN #’s 1-4) Strand 5 Physical Science, concept 2, PO 1-5, (SN #’s 4, 5, & 6)Strand 1: Inquiry Process Concept 1: Observations, Questions, and HypothesisS1C1.PO.1 Formulate based on observations that lead to the development of a hypothesis.II can formulate questions based on observations.SynthesisTextbook-C (pg 174-184)Science Fair ParticipationFormulateObservationsStrand 1: Inquiry Process Concept 1: Observations, Questions, and HypothesisS1C1.PO 2 Use appropriate research information, not limited to a single source, to use in the development of a testable hypothesis. II can use research information to develop a testable hypothesis.SynthesisTextbook-C (pg 174-184)Science Fair ParticipationResearchTestableHypothesisStrand 1: Inquiry Process Concept 1: Observations, Questions, and HypothesisS1C1.PO 3 Generate a hypothesis that can be tested. II can generate a hypothesis that can be tested.ApplicationTextbook-C (pg 174-184)Science Fair ParticipationGenerateHypothesisTestedStrand 1: Inquiry ProcessConcept 2: Scientific Testing (Investigating and Modeling)S1C2.PO 1 Demonstrate safe behavior and appropriate procedures (e.g., use and care of technology, materials, organisms) in all science inquiry. I I can demonstrate safe behavior and appropriate procedures in science inquiry.ApplicationTextbook-C (pg 174-184)Science Fair ParticipationTechnologyAppropriateOrganismsStrand 1: Inquiry ProcessConcept 2: Scientific Testing (Investigating and Modeling)S1C2.PO 2 Design a controlled investigation to support or reject a hypothesis.I can design a controlled investigation to support or reject a hypothesis.ApplicationTextbook-C (pg 174-184)Science Fair ParticipationDesignControlledInvestigationHypothesisStrand 1: Inquiry ProcessConcept 2: Scientific Testing (Investigating and Modeling)S1C2.PO 3 Conduct a controlled investigation to support or reject a hypothesis.II can conduct a controlled investigation to support or reject a hypothesisApplicationTextbook-C (pg 174-184)Science Fair ParticipationControlledInvestigationHypothesisStrand 1: Inquiry ProcessConcept 2: Scientific Testing (Investigating and Modeling)S1C2.PO 4 Perform measurements using appropriate scientific tools (e.g., balances, microscopes, probes, micrometers).II can perform measurements using appropriate scientific tools.ApplicationTextbook-C (pg 174-184)Science Fair ParticipationMeasurementsAppropriateBalancesMicroscopesProbesMicrometersStrand 1: Inquiry ProcessConcept 2: Scientific Testing (Investigating and Modeling)S1C2.PO 5 Keep a record of observations, notes, sketches, questions, and ideas using tools such as written and/or computer logs.II can keep records using appropriate scientific tools.ApplicationInternet NotesSketchesQuestionsComputer LogStrand 1: Inquiry ProcessConcept 3: Analysis and Conclusions.S1C3.PO 1 Analyze data obtained in a scientific investigation to identify trends.II can analyze data, obtained in a scientific investigation to identify trends.AnalysisTextbook-C (pg 174-184)Science Fair Participation 1: Inquiry ProcessConcept 3: Analysis and Conclusions.S1C3.PO 2 Formulate a logical argument about a correlation between variables or sequence of events (e.g. construct a cause-and-effect chain that explains a sequence of events)II can formulate a logical argument about a correlation between variables and a sequence of events.SynthesisScience Fair ParticipationFormulateCorrelationVariablesSequenceCause-and EffectStrand 1: Inquiry ProcessConcept 3: Analysis and Conclusions.S1C3.PO 3 Interpret data that show a variety of possible relationships between two variables, including: Positive relationshipNegative relationshipNo relationshipII can interpret data showing a variety of possible relationships between two variables.EvaluationScience Fair ParticipationInterpretRelationshipsVariablesPositive relationship, Negative relationshipStrand 1: Inquiry ProcessConcept 3: Analysis and Conclusions.S1C3.PO 4 Formulate a future investigation based on the data collected.II can formulate a future investigation based on collected data.SynthesisScience Fair ParticipationFormulateInvestigationStrand 1: Inquiry ProcessConcept 3: Analysis and Conclusions.S1C3.PO 5 Explain how evidence supports the validity and reliability of a conclusion.II can explain how evidence supports the validity and reliability of a prehensionScience Fair ParticipationEvidenceValidityReliabilityStrand 1: Inquiry ProcessConcept 3: Analysis and Conclusions.S1C3.PO 6 Identify the potential investigational error that may occur (e.g., flawed investigational design, inaccurate measurement, computational errors, unethical reporting).II can identify the potential errors that may occur in a scientific investigation.AnalysisScience Fair ParticipationPotentialInvestigational error,FlawedStrand 1: Inquiry ProcessConcept 3: Analysis and Conclusions.S1C3.PO 7 Critique scientific reports from periodicals, television, or other media.II can critique scientific reports from a variety of sources.EvaluationScience Fair ParticipationCritiquePeriodicalsMediaStrand 1: Inquiry ProcessConcept 3: Analysis and Conclusions.S1C3.PO 8 Formulate new questions based on the results of a previous investigation.II can formulate new questions from the results of a previous investigation.SynthesisScience Fair ParticipationFormulateInvestigationStrand 1: Inquiry Process Concept 4: CommunicationS1C4.PO 1 Communicate the results of an investigation.II can communicate the results of an investigationApplicationScience Fair ParticipationCommunicateInvestigationStrand 1: Inquiry Process Concept 4: CommunicationS1C4.PO 2 Choose an appropriate graphic representation for collected data:Line graphDouble bar graphStem and leaf plotHistogramII can choose an appropriate graphic representation for collected prehensionApplicationScience Fair ParticipationGraphic Representation;DataLine GraphDouble Bar Graph, Stem and Leaf Plot,HistogramStrand 1: Inquiry Process Concept 4: CommunicationS1C4.PO 3 Present analysis and conclusions in clear, concise formats.II can present analysis and conclusions in clear, concise formats.ApplicationScience Fair ParticipationAnalysisConclusionConciseFormatsStrand 1: Inquiry Process Concept 4: CommunicationS1C4.PO 4 Write clear, step-by-step instructions for conducting investigations or operating equipment (without the use of personal pronouns).II can write clear, step-by step instructions for conducting investigations.ApplicationScience Fair ParticipationConductingPronouns (personal)Strand 1: Inquiry Process Concept 4: CommunicationS1C4.PO 5 Communicate the results and conclusion of the investigation. II can communicate the results and conclusion of a scientific investigation.ApplicationScience Fair ParticipationCommunicateResultsConclusionInvestigationStrand 2: History and Nature of ScienceConcept 1 History of Science as a Human EndeavorS2C1.PO 1 Identify how diverse people and/or cultures, past, and present, have made important contributions to scientific innovations (e.g., Watson and Crick (scientist), support Strand 4; Rosalind Franklin (scientist), supports Strand 4; Charles Darwin (scientist) support Strand 4; George Washington Carver (scientist, inventor), supports Strand 4: Joseph Priestly (scientist), supports Strand 5; Isaac Newton 9 (scientist), supports Strand 5.I I will evaluate the impact of major scientific development occurring within the past decade.EvaluationInternet accessLibrarySkypeScientific Development;DecadeStrand 2: History and Nature of ScienceConcept 1 History of Science as a Human EndeavorS2C1.PO 2 Evaluate the effects of the following major scientific milestones on society:Mendelian GeneticsNewton’s LawsII can evaluate the effects of major scientific milestones in societyEvaluationInternet accessLibrarySkypeEvaluateMilestonesSocietyMendelian Genetics;Newton’s LawStrand 2: History and Nature of ScienceConcept 1 History of Science as a Human EndeavorS2C1.PO 3 Evaluate the impact of a major scientific development occurring within the past decade.II can evaluate the impact of major scientific development occurring within the past decade.EvaluationInternet accessLibrarySkypeScientificDevelopment;DecadeStrand 2: History and Nature of ScienceConcept 1 History of Science as a Human EndeavorS2C1.PO 4 Evaluate career opportunities related to life and physical sciences.II can evaluate career opportunities related to life and physical sciences.EvaluationInternet accessLibrarySkypeEvaluateOpportunitiesPhysical SciencesStrand 2: History and Nature of ScienceConcept 2: Nature of Scientific Knowledge: S2C2.PO 1 Apply the following processes to other problem solving or decision making situations:ObservingQuestioningCommunicatingComparingMeasuringClassifyingPredictingOrganizing dataInferringGeneratingHypothesisIdentifying variablesII can apply appropriate scientific processes in problem solving situations.ApplicationScience Fair ParticipationObserving Questioning Communicating Comparing Measuring ClassifyingPredictingOrganizingDataInferringGeneratingHypothesisVariablesStrand 2: History and Nature of ScienceConcept 2: Nature of Scientific KnowledgeS2C2.PO 2. Describe how scientific knowledge is subject to change as new information and/or technology challenges prevailing theories.IStrand 2: History and Nature of ScienceConcept 2: Nature of Scientific KnowledgeS2C2.PO3 Defend the principle that accurate record keeping, openness, and replication are essential for maintaining an investigator’s credibility with other scientists and society.IStrand 2: History and Nature of ScienceConcept 2: Nature of Scientific KnowledgeS2C2.PO4 Explain why scientific claims may be questionable if based on very small samples of data, biased samples, or samples for which there was no control. IStrand 3: Science in Personal and Social PerspectivesConcept 1: Changes in Environments S3C1.PO1 Analyze the risk factors associated with natural, human induced, and/or biological hazards, including:waste disposal of industrial chemicalsgreenhouse gasesIStrand 3: Science in Personal and Social PerspectivesConcept 1: Changes in Environments S3C1.PO2 Analyze possible solutions to address the environmental risks associated with chemicals and biological systems.IStrand 3: Science in Personal and Social PerspectivesConcept 2: Science and Technology in SocietyS3C2.PO 1 Purpose viable methods of responding to an identified need or problem.II can propose viable methods of responding to an identified need.SynthesisInternet accessLibrarySkypeViableStrand 3: Science in Personal and Social PerspectivesConcept 2: Science and Technology in SocietyS3C2.PO 2 Compare solutions to best address an identified need or problem.II can compare solutions to best address an identified need.AnalysisInternet accessLibrarySkypeSolutionsStrand 3: Science in Personal and Social PerspectivesConcept 2: Science and Technology in SocietyS3C2.PO 3 Design and construct a solution to an identified need or problem using simple classroom materials. II can design and construct a solution to an identified need.Application accessLibraryConstructSolutionStrand 3: Science in Personal and Social PerspectivesConcept 2: Science and Technology in SocietyS3C2.PO 4 Compare risks and benefits of the following technological advances:Radiation treatmentsGenetic engineering (see Strand 4 Concept 2)Airbags (See Strand 5 Concept 2)II can compare risks and benefits to common technological advances.AnalysisInternet accessLibrarySkypeRadiationTreatments;Genetic Engineering;AirbagsStrand 4: Life ScienceConcept 2: Reproduction and HeredityS4C2.PO 1 Explain the purposes of cell division:Growth and repairReproductionI MI can explain cell division and its’ prehensionScience Fair ParticipationCell divisionPurposeGrowth and repair;ReproductionStrand 4: Life ScienceConcept 2: Reproduction and HeredityS4C2.PO 2 Explain the basic principles of heredity using the human examples of Eye colorWidow’s peakBlood typeI MI can explain the basic principles of prehensionScience Fair ParticipationPrinciplesHeredityWidow’s peakBlood typeStrand 4: Life ScienceConcept 2: Reproduction and HeredityS4C2.PO 3 Distinguish between the nature of dominant and recessive traits in humans.I MI can distinguish between dominant and recessive traits.ApplicationScience Fair ParticipationDistinguishDominantRecessiveStrand 4: Life ScienceConcept 4: Diversity, Adaptation and BehaviorS4C4.PO 1 Explain how an organism behavior allows it to survive in an environment.I MI can explain how an organism allows itself to prehensionScience Fair ParticipationOrganismOrganism behavior;SurviveEnvironmentStrand 4: Life ScienceConcept 4: Diversity, Adaptation and BehaviorS4C4.PO 2 Describe how an organism can maintain a stable internal environment while living in a constantly changing external environment.I MI can describe how an organism can remain stable in a changing external prehensionScience Fair ParticipationStable Internal environment;External environmentStrand 4: Life ScienceConcept 4: Diversity, Adaptation and BehaviorS4C4.PO 3 Determine characteristics of organisms that could change over several generations.I MI can determine characteristics of organisms that change over prehensionScience Fair ParticipationCharacteristicsGenerationsStrand 4: Life ScienceConcept 4: Diversity, Adaptation and BehaviorS4C4.PO 4 Compare the symbiotic and competitive relationships I organisms within an ecosystem (e.g., lichen, mistletoe/tree, clownfish/sea anemone, native/nonnative species).I MI can compare symbiotic and competitive relationships within an ecosystem.ApplicationScience Fair ParticipationCompareSymbioticCompetitiveEcosystemStrand 4: Life ScienceConcept 4: Diversity, Adaptation and BehaviorS4C4. P O 5 Analyze the following behavioral cycles of organisms:HibernationMigrationDormancy (plants)I MI can analyze behavioral cycles of organisms.AnalysisScience Fair ParticipationBehavioral cyclesHibernationMigrationDormancy (plants)Strand 4: Life ScienceConcept 4: Diversity, Adaptation and BehaviorS4C4.PO 6 Describe the following factors that allow for the survival of living organisms:Protective colorationBeak designSeed dispersalPollinationI MI can describe factors that allow living organisms to prehensionScience Fair ParticipationFactorsSurvivalProtective Coloration;Beak designSeed dispersalPollination ................
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