7th Grade Science - DOC

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7th Grade Science - DOC Powered By Docstoc
					Revised June 2010

                                                 8th Grade Science
                                              Prioritizing Worksheet

Standard: 1            Nature of Science (SC.S.8.1)

      Demonstrate an understanding of history and nature of science as a human endeavor encompassing the
       contributions of diverse cultures and scientists.
      Demonstrate the ability to use the inquiry process to solve problems.


                                                                       Essential   Important   Compact
SC.O.8.1.1                                                                                         X
Formulate scientific explanations based on historical
observations and experimental evidence, accounting for
variability in experimental results.
SC.O.8.1.2                                                                                          X
Demonstrate how a testable methodology is employed to seek
solutions for personal and societal issues. (e.g., “scientific
method”).
SC.O.8.1.3                                                                                          X
Relate societal, cultural and economic issues to key scientific
innovations.
SC.O.8.1.4                                                                                          X
Conduct and/or design investigations that incorporate the skills and
attitudes and/or values of scientific inquiry (e.g., established
research protocol, accurate record keeping, replication of results
and peer review, objectivity, openness, skepticism, fairness, or
creativity and logic).

SC.O.8.1.5                                                                             X
Implement safe procedures and practices when manipulating
equipment, materials, organisms, and models.
SC.O.8.1.6                                                                             X
Use appropriate technology solutions within a problem solving
setting to measure and collect data; interpret data; analyze and/or
report data; interact with simulations; conduct research; and
present and communicate conclusions.
SC.O.8.1.7                                                                             X
Design, conduct, evaluate and revise experiments (e.g., compose a
question to be investigated, design a controlled investigation that
produces numeric data, evaluate the data in the context of
scientific laws and principles, construct a conclusion based on
findings, propose revisions to investigations based on manipulation
of variables and/or analysis of error, or communicate and defend
the results and conclusions).
SC.O.8.1.8
Draw conclusions from a variety of data sources to analyze and
interpret systems and models (e.g., use graphs and equations to                        X
measure and apply variables such as rate and scale, evaluate
changes in trends and cycles, predict the influence of external
variances such as potential sources of error, or interpret maps).
Revised June 2010




Standard: 2            Content of Science (SC.S.8.2)

       Demonstrate knowledge, understanding and applications of scientific facts, concepts, principles, theories
        and models as delineated in the objectives.
       Demonstrate an understanding of the interrelationships among physics, chemistry, biology,
        earth/environmental science, and astronomy.
       Apply knowledge, understanding and skills of science subject matter/concepts to daily life experiences.

                                                                       Essential    Important     Compact
SC.O.8.2.1                                                                                               X
Demonstrate an understanding of the interrelationships among
physics, chemistry, biology, earth/environmental science, and
astronomy.
SC.O.8.2.2                                                                               X
Examine and describe the structures and functions of cell
organelles.
SC.O.8.2.3                                                                 X
Explain how the circulatory, respiratory and reproductive systems
work together in the human body.
SC.O.8.2.4                                                                 X
Compare the variations in cells, tissues and organs of the
circulatory, respiratory and reproductive systems of different
organisms.
SC.O.8.2.5                                                                 X
Discuss how living cells obtain the essentials of life through
chemical reactions of fermentation, respiration and photosynthesis.
SC.O.8.2.6                                                                               X
Analyze how behaviors of organisms lead to species continuity (e.g.,
reproductive/mating behaviors, or seed dispersal).
SC.O.8.2.7                                                                 X
Demonstrate the basic principles of genetics; introduce Mendel’s
 law, monohybrid crosses, production of body and sex cells
(mitosis/meiosis), genes, chromosomes, and inherited traits.
SC.O.8.2.8                                                                 X
Compare patterns of human development to other vertebrates.
SC.O.8.2.9                                                                 X
Organize groups of unknown organisms based on observable
characteristics (e.g., create dichotomous keys).
SC.O.8.2.10                                                                X
Trace matter and energy flow in a food web as it flows from sunlight
to producers and consumers, design an environment in which the
chemical and energy needs for the growth, reproduction and
development of plants are met (e.g., food pyramids,
decomposition).
SC.O.8.2.11                                                                              X
Use the periodic table to locate and classify elements as metallic,
non-metallic or metalloid
SC.O.8.2.12                                                                X
Reconstruct development models of the atom (e.g., Crookes,
Thompson, Becquerel, Rutherford, or Bohr).
SC.O.8.2.13                                                                X
Calculate the number of protons, neutrons, and electrons and use
Revised June 2010

the information to construct a Bohr model of the atom.
SC.O.8.2.14                                                             X
Classify elements into their families based upon their valence
 electrons.
SC.O.8.2.15                                                             X
Evaluate the variations in diffusion rates and examine the effect of
changing temperatures.
SC.O.8.2.16                                                             X
Conduct and classify chemical reactions by reaction type (e.g.,
synthesis, decomposition, single replacement or double
replacement); energy type (e.g., endothermic and exothermic); and
write word equations for the chemical reactions.

SC.O.8.2.17                                                             X
Identify and describe factors that affect chemical reaction rates,
including catalysts, temperature changes, light energies and particle
size.
SC.O.8.2.18                                                             X
Examine the various sources of energy (e.g., fossil fuels, wind,
solar, geothermal, nuclear, biomass).
SC.O.8.2.19                                                                 X
Explain the Doppler effect (e.g., sound).
SC.O.8.2.20                                                             X
Quantitatively represent wavelength, frequency and velocity (e.g.,
 v=λf).

SC.O.8.2.21                                                             X
Relate the conservation of energy theory to energy transformations
(e.g., electrical/heat, or mechanical/heat).
SC.O.8.2.22                                                             X
Quantitatively represent work, power, pressure (e.g., Work=Force x
distance, Power=Work/time, or pressure=force/area) from collected
data.

SC.O.8.2.23                                                             X
Graph and interpret the relationships of distance versus time, speed
versus time, and acceleration versus time
SC.O.8.2.24                                                             X
Describe Newton’s Laws of Motion; identify examples, illustrate
qualitatively and quantitatively drawing vector examples.
SC.O.8.2.25                                                             X
Illustrate and calculate the mechanical advantage of simple
machines.

SC.O.8.2.26                                                             X
Research and draw conclusions related to the quality and quantity of
surface and ground water.
SC.O.8.2.27                                                                 X
Identify and explain the principle forces of plate tectonics and
related geological events (e.g., earthquakes, volcanoes, or
landforms).
SC.O.8.2.28                                                                 X
Determine the impact of oceans on weather and climate; relate
global patterns of atmospheric movement on local weather.
Revised June 2010



SC.O.8.2.29                                                                X
Analyze the forces of tectonics, weathering and erosion that have
shaped the earth’s surface.
SC.O.8.2.30                                                                X
Model processes of soil formation and suggest methods of soil
preservation and conservation.
SC.O.8.2.31                                                                            X
Research and recognize the societal concerns of exploration and
colonization of space
SC.O.8.2.32                                                                            X
Explain phenomena associated with motions in sun-earth-moon
system (e.g., eclipses, tides, or seasons).

SC.O.8.2.33                                                                X
Describe the origin and orbits of comets, asteroids, and meteoroids.



Standard: 3            Application of Science (SC.S.8.3)

      Demonstrate the ability to use inquiry process to explore systems, models, and changes.
      Demonstrate an understanding of the interdependence between science and technology.
      Demonstrate an understanding of the utilization of technology to gather data and communicate designs,
       results and conclusions.
      Demonstrate an understanding of personal and societal benefits of science, and an understanding of public
       policy decisions as related to health, population, resource and environmental issues.

                                                                       Essential   Important       Compact

SC.O.8.3.1                                                                                            X
Synthesize concepts across various science disciplines to better
understand the natural world (e.g., form and function, systems, or
change over time).
SC.O.8.3.2                                                                             X
Investigate, compare and design scientific and technological
solutions to personal and societal problems.
SC.O.8.3.3                                                                             X
Communicate experimental designs, results and conclusions using
advanced technology tools.

SC.O.8.3.4
Collaborate to present research on current environmental and
technological issues to predict possible solutions.                                                   X

SC.O.8.3.5                                                                                            X
Explore occupational opportunities in science, engineering and
technology and evaluate the required academic preparation.
SC.O.8.3.6                                                                                            X
Given a current science-technology-societal issue, construct and
defend potential solutions.
Revised June 2010

                                                          Fayette County Schools
                                                        Learning Map/ Pacing Guide
                                                          Content Area: Science

       Grade 8                                                                                                                  1st Nine Weeks
                                                             Experimental Design

    Key         Students will use inquiry skills to design experiments, overcome design flaws, write procedures, construct tables and
 Learning/      graphs, write simple reports, and generate ideas.
  Power
Standards
Benchmark       SC.O.8.1.1       SC.O.8.1.2       SC.O.8.1.4           SC.O.8.1.5       SC.O.8.1.6         SC.O.8.1.7           SC.O.8.1.8          SC.O.8.3.3
   CSOs         Formulate        Demonstrate      Conduct and/or       Implement safe   Use appropriate    Design, conduct,     Draw                Communicate
                scientific       how a testable   design               procedures and   technology         evaluate and         conclusions         experimental
                explanations     methodology is   investigations       practices when   solutions within   revise               from a variety of   designs, results
                based on         employed to      that incorporate     manipulating     a problem          experiments (e.g.    data sources to     and conclusions
                historical       seek solutions   the skills and       equipment,       solving setting    compose a            analyze and         using advanced
                observations     for personal     attitudes and/or     materials,       to measure and     question to be       interpret           technology
                and              and societal     values of            organisms, and   collect date;                           systems and         tools.
                                                                                                           investigated,
                experimental     issues. (e.g.,   scientific inquiry   models.          interpret data;                         models (e.g.,
                                                                                                           design a
                evidence,        “scientific      (e.g.,                                analyze and/or                          use graphs and
                                 method”).                                                                 controlled
                accounting for                    established                           report data;                            equations to
                variability in                    research                              interact with      investigation that   measure and
                experimental                      protocol,                             simulations;       produces             apply variables
                results.                          accurate record                       conduct            numeric data,        such as rate
                                                  keeping,                              research; and      evaluate the data    and scale,
                                                  replication of                        present and        in the context of    evaluate
                                                  results and peer                      communicate        scientific laws      changes in
                                                  review,                               conclusions.       and principles,      trends and
                                                  objectivity,                                             construct a          cycles, predict
                                                  openness,                                                conclusion based     the influence of
                                                  skepticism,                                              on findings,         external
                                                  fairness, or                                             propose revisions    variances such
                                                  creativity and                                           to investigations    as potential
                                                  logic).                                                  based on             sources of
                                                                                                           manipulation of      error, or
                                                                                                                                interpret maps).
                                                                                                           variable and/or
                                                                                                           analysis of error,
                                                                                                           or communicate
                                                                                                                                                                5
Revised June 2010

                                                                                                      and defend the
                                                                                                      results and
                                                                                                      conclusions).

  Unit EQ                      How can questions about the universe be answered through experimental design?
 Textbook       Students and Research Practical Strategies for Classrooms and Science Competitions
Correlation
Tech Steps                                                                None
    21st        http://www.longwood.edu/cleanva/images/sec6.designexperiment.pdf
  Century       http://www.sciencebuddies.org/science-fair-projects/project_variables.shtml
  Online
Resources/
    Lab
 Activities
  Lesson        1. How can scientific inquiry lead to solving problems?
   EQ’s         2. How can poor experimental design be improved?
                3. How can technology be used to improve experimental design?
   Unit         Hypothesis        Dependent Variable               Independent Variable                      Constants                    Control Group
Vocabulary      Trials

       Grade 8                                                                                                            1st Nine Weeks
                                                           Chemical Processes

    Key         Power Standard 4: Students will understand the history            Power Standard 5: After writing word equations to
 Learning/      of atomic theory as they draw and build models of atoms,          predict products, students will classify and experimentally
   Power        classify their models as they determine their placement on        observe reactions, assess factors that influence the
 Standards      the periodic table, use them explain the properties of            reaction rates and heat diffusion, and relate the laws of
                elements, and research natural and technological uses for         conservation of energy and matter.
                those elements.
Benchmark       SC.O.8.2.12     SC.O.8.2.11      SC.O.8.2.13     SC.O.8.2.14      SC.O.8.2.15       SC.O.8.2.16         SC.O.8.2.17       SC.O.8.2.21
  CSOs          reconstruct     use the          calculate the   classify         evaluate the      conduct and         identify and      relate the
                development     periodic table   number of       elements into    variations in     classify            describe          conservation of
                models of the   to locate and    protons,                         diffusion rates   chemical            factors that      energy theory
                                                                 their families
                atom (e.g.,     classify         neutrons, and                    and examine       reactions by        affect chemical   to energy
                Crookes,        elements as      electrons and   based upon       the effect of     reaction type       reaction rates,   transformations
                Thompson,       metallic, non-   use the         their valence    changing          (e.g., synthesis,   including         (e.g.,

                                                                                                                                                            6
Revised June 2010

                Becquerel,       metallic or    information to   electrons.     temperatures.      decomposition,   catalysts,       electrical/heat,
                Rutherford, or   metalloid.     construct a                                        single           temperature      or mechanical
                Bohr).                          Bohr model of                                      replacement or   changes, light   /heat).
                                                the atom.                                          double           energies and
                                                                                                   replacement);    particle size.
                                                                                                   energy type
                                                                                                   (e.g.,
                                                                                                   endothermic
                                                                                                   and
                                                                                                   exothermic);
                                                                                                   and write word
                                                                                                   equations for
                                                                                                   the chemical
                                                                                                   reactions.
  Unit EQ                                                         How does matter interact?
 Textbook       McDougal         McDougal       McDougal         McDougal       McDougal           McDougal Littell Integrated       McDougal
Correlation     Littell          Littell        Littell          Littell        Littell            Science – Course 3                Littell
                Integrated       Integrated     Integrated       Integrated     Integrated         - Chemical Interactions -         Integrated
                Science –        Science –      Science –        Science –      Science –          3.1, 3.2, 3.3                     Science –
                Course 3-        Course 3 –     Course 3 -       Course 3 –     Course 3 –                                           Course 3
                Chemical         Chemical       Chemical         Chemical       Cells &                                              - Chemical
                Interactions     Interactions   Interactions     Interactions - Heredity -                                           Interactions -
                – 1.1 &          – 1.3          – 1.1            1.2            2.3                                                  3.4
                Timelines in
                Science                                                                                                              McDougal
                                                                                                                                     Littell
                                                                                                                                     Integrated
                                                                                                                                     Science –
                                                                                                                                     Course 1 –
                                                                                                                                     Matter &
                                                                                                                                     Energy -
                                                                                                                                     3.2
Tech Steps                                                                    None

21st Century                                    Build an Atom                   http://ericir.sy   http://www.sc    http://www.p     http://www.ei
   Online                                                                       r.edu/cgi-         iencespot.net    racticalche      a.doe.gov/kid
Resources/                                      http://www.sciencespot.net/     bin/printlesso     /Media/Chem      mistry.org/e     s/energy.cfm
     Lab                                        Media/ptablebasics.pdf          ns.cgi/Virtual     ReactionsWk      xperiments/i     ?page=about
                                                                                                                                                        7
Revised June 2010

Resources                                        (Periodic Table Basics)              /Lessons/Sci st.pdf                 ntermediate    _forms_of_e
                                                                                      ence/Chemis (Resource)              /rates-of-     nergy-forms
                                                                                      try/CHM0013                         reaction/mic   (Resource)
                                                                                      .html                               robes-and-     http://galileo.
                                                                                      (Diffusion of                       bread-         phys.virginia.
                                                                                      Molecules)                          making-        edu/Educatio
                                                                                                                          using-         n/outreach/8t
                                                                                                                          yeast,132,E    hGradeSOL/
                                                                                                                          X.html         EnergyBallFr
                                                                                                                          (Microbes      m.htm
                                                                                                                          and bread      (Energy of a
                                                                                                                          making         Bouncing
                                                                                                                          using yeast)   Ball)
  Lesson        1. How has      1. How can an    1. How can        1. How are         1. How can        1. How can        1. How can     1. How does
   EQ’s            the theory      element’s        the               elements           diffusion be      chemical          chemical       the total
                   of atomic       placement        number of         arranged           affected?         reactions         reactions      amount of
                   structure       on the           atomic            into families                        be                be             energy
                   developed       periodic         particles in      on the                               described?        affected?      always
                   over time?      table help       an atom           periodic                                                              remain
                                   determine        be deter-         table?                                                                constant?
                                   its              mined?
                                   properties?
                                                 2. How do
                                                     Bohr
                                                     models
                                                     differ from
                                                     element to
                                                     element?
   Unit         Crookes         metal            Bohr model        periodic table     diffusion         chemical          catalyst       law of
Vocabulary      Thompson        nonmetal         protons           group/family                            reaction                         conservation
                Rutherford      metalloid        neutrons          period                               reactant                            of energy
                Bohr                             electrons         valence                              product
                                                                      electrons                         law of
                                                                                                           conservation
                                                                                                           of mass
                                                                                                        precipitate
                                                                                                        exothermic
                                                                                                           reaction
                                                                                                        endothermic
                                                                                                           reaction

                                                                                                                                                           8
Revised June 2010

                    synthesis
                       reaction
                    decomposition
                       reaction
                    combustion
                       reaction
                    replacement
                       reaction




                                    9
Revised June 2010

                                                      Fayette County Schools
                                                    Learning Map/ Pacing Guide
                                                      Content Area: Science
       Grade 8                                                                                                 2nd Nine Weeks
                                          Earth’s Structure, Processes, and Change

    Key         Power Standard 6: Students will understand earth’s            Power Standard 7: As students research and consider
 Learning/      changing surface as they experimentally demonstrate           using various sources of energy to address societal needs,
   Power        weathering, erosion, and soil formation, diagram and          they will focus on the quality, quantity, and availability of
 Standards      analyze ocean currents and global weather patterns, and       surface and ground water and other natural resources,
                research the causes and effects of geological events          local and global economic consequences, and the long
                associated with plate tectonics.                              term effects on wildlife and climate.
Benchmark       SC.O.8.2.27 SC.O.8.2.28 SC.O.8.2.29 SC.O.8.2.30 SC.O.8.2.1                          SC.O.8.2.18           SC.O.8.2.26
  CSOs          identify and   determine        analyze the    model          demonstrate an        examine the           research and
                explain the    the impact of forces of         processes of understanding of        various sources       draw conclusions
                principle      oceans on        tectonics,     soil           the                   of energy (e.g.,
                                                                                                                          related to the
                forces of      weather and weathering          formation      interrelationships fossil fuels, wind,
                plate          climate;         and erosion    and suggest among physics,           solar, geothermal, quality and
                tectonics      relate global that have         methods of     chemistry,            nuclear,              quantity of
                and related    patterns of      shaped the     soil           biology,              biomass).             surface and
                geological     atmospheric earth’s             preservation earth/environment                             ground water.
                events (e.g., movement          surface.       and con-       al science, and
                earthquakes, on local                          servation.     astronomy.
                volcanoes,     weather.
                or
                landforms).
  Unit EQ                                          1. How is the Earth in a state of constant change?
                                                        2. In what ways do resources affect life?
 Textbook       McDougal      McDougal         McDougal        McDougal       McDougal Littell Integrated Science –        McDougal Littell
Correlation     Littell       Littell          Littell         Littell        Course 3 - The Changing Earth 5.1,           Integrated
                Integrated    Integrated       Integrated      Integrated     5.2, 5.3                                     Science –
                Science –     Science –        Science –       Science –                                                   Course 3 - The
                Course 3-     Course 3-        Course 3-       Course 1 –                                                  Earth’s Waters
                The           The Earth’s      The             Earth’s                                                     2.2, 2.3
                Changing      Waters           Changing        Surface 4.2,
                                                                                                                                         10
Revised June 2010

                Earth – 1.1, 3.2                     Earth -1.3,      4.3
                1.2, 2,1, 2.2,                       1.4
                & 3.1, 3.2
                                                     McDougal
                                                     Littell
                                                     Integrated
                                                     Science –
                                                     Course 1 –
                                                     Earth’s
                                                     Surface 4.1,
                                                     5.1, 5.2, 5.3,
                                                     5.4
Tech Steps                                                                        None
21st Century    http://urbane                        http://www.te    http://www.le                             http://eia.doe.gov/   http://www.nation
   Online       xt.illinois.ed                       achersdomai      arnnc.org/lp/                             kids/energy.cfm?p     algeographic.co
Resources/      u/earth/teac                         n.org/resourc    pages/3701                                age=activities_inte   m/xpeditions/less
     Lab        her.cfm                              e/nat08.earth    (Soil and                                 rmediate              ons/14/g912/tgso
 Activities     (Shake,                              .geol.eros.lp    Erosion)                                  (Resource)            uhegan.html
                Rattle, and                          breakit/                                                                         (Research
                Roll)                                (Breaking it                                                                     Activity)
                                                     Down –
                                                     Weathering
                                                     and Erosion)
  Lesson        1. How has        1. How do          1. How has       1. How is rock    1. How can energy be obtained from            1. How is water a
   EQ’s             the              ocean              the Earth’s      related to        alternative resources?                        limited
                    movement         currents           surface          soil?                                                           resource?
                    of tectonic      interact with      been
                    plates           climate and        shaped?       2. How can
                    caused           weather?                            soil be
                    geologic                                             protected
                    changes                                              and con-
                    on                                                   served?
                    Earth?
   Unit         mantle            Ocean current      tectonics        humus             natural resource                              concentration
Vocabulary      crust             downwelling        divergent        soil horizon      renewable resource                            sewage system
                tectonic plate    upwelling             boundary      soil profile      nonrenewable resource                         septic system
                continental       El Niño            convergent       desertification   fossil fuel                                   point-source
                   drift                                boundary                        conservation                                     pollution

                                                                                                                                                      11
Revised June 2010

                convection                    transform                      recycling                                 nonpoint-source
                plate tectonics                    boundary                  nuclear fission                              pollution
                fault                         rift valley                    hydroelectric energy                      drought
                stress                        hot spot                       solar cell                                desalination
                earthquake                    subduction                     geothermal energy
                volcano                       collision                      biomass
                                              weathering                     hydrogen fuel cell
                                              exfoliation
                                              abrasion
                                              erosion
                                              deposition
                                              mass wasting
                                              glacier


       Grade 8                                                                                                2nd Nine Weeks
                                                              Beyond Earth

    Key         Power Standard 12: Students will model and explain sun-earth-moon systems, research and describe the origin and
 Learning/      orbits of comets, asteroids, and meteoroids, and dispute societal concerns of exploration and colonization of space.
  Power
Standards
Benchmark       SC.O.8.2.31                            SC.O.8.2.32                          SC.O.8.2.33
   CSOs         Research and recognize the societal    Explain phenomena associated with    Describe the origin and orbits of
                concerns of exploration and            motions in sun-earth-moon system     comets, asteroids, and meteoroids.
                colonization of space.                 (e.g., eclipses, tides, or seasons).
  Unit EQ                         How do relationships between celestial bodies influence occurrences on Earth?
 Textbook       McDougal Littell Integrated Science – McDougal Littell Integrated Science –  McDougal Littell Integrated Science –
Correlation     Course 1 – Space Science 1.3, 1.4      Course 1 – Space Science 2.1, 2.3     Course 1 – Space Science 3.4

Tech Steps                                                              None
21st Century    http://school.discoveryeducation.com/l
   Online       essonplans/programs/discovermagazi
Resources/      ne-solarsystem/
     Lab        (Colonization of Mars – Research
 Activities     Activity)
  Lesson        1. What are the benefits and             1. How can the positions of the Sun,       1. How do celestial bodies move
    EQ’s            concerns of space exploration?          Earth, and moon affect phenomena           through the solar system in
                                                                                                                                         12
Revised June 2010

                                    on Earth?         relation to the planets?
   Unit         satellite       axis of rotation   asteroid
Vocabulary      space station   revolution         comet
                lander          season             meteor
                probe           equinox            meteorite
                                solstice
                                eclipse
                                umbra
                                penumbra




                                                                                 13
Revised June 2010



                                                      Fayette County Schools
                                                    Learning Map/ Pacing Guide
                                                      Content Area: Science
       Grade 8                                                                                                 3rd Nine Weeks
                                                    Forces, Motion, and Energy

    Key         Power Standard 13: As students will investigate                Power Standard 11: After analyzing variations in the pitch
 Learning/      Newton’s Laws of Motion as they use simple machines and of a sound of a moving object (i.e. siren, train, car),
   Power        toy cars to graph and interpret the relationships of speed     students will quantitatively represent the Doppler Effect by
 Standards      and acceleration, quantitatively represent work, power,        substituting assigned values into the algebraic equation
                pressure, force, and calculate mechanical advantage.           v=ëf and solving for v.
Benchmark       SC.O.8.2.22 SC.O.8.2.23 SC.O.8.2.24 SC.O.8.2.25 SC.O.8.2.19                                     SC.O.8.2.20
  CSOs          quantitatively graph and        describe        illustrate and explain the Doppler effect       quantitatively represent
                represent       interpret the Newton’s          calculate the (e.g., sound).                    wavelength, frequency and
                work, power, relationships Laws of              mechanical
                                                                                                                velocity (e.g., v=λf).
                pressure        of distance     Motion;         advantage of
                (e.g.,          versus time, identify           simple
                Work=Force speed                examples,       machines.
                x distance,     versus time, illustrate
                Power=Work and                  qualitatively
                /time, or       acceleration and
                pressure=for versus time. quantitatively
                ce/area)                        drawing
                from                            vector
                collected                       examples.
                data.
  Unit EQ                                 1. How can mathematics be used to show scientific relationships?
                                                 2. How can mathematics be used to analyze sound?
 Textbook       McDougal       McDougal        McDougal         McDougal       McDougal Littell Integrated      McDougal Littell Integrated
Correlation     Littell        Littell         Littell          Littell        Science – Course 1 –             Science – Course 1 –
                Integrated     Integrated      Integrated       Integrated     Waves, Sound, & Light – 2.2 Waves, Sound, & Light –
                Science –      Science –       Science –        Science –                                       1.2
                Course 2 –     Course 2 –      Course 2 –       Course 2 –

                                                                                                                                        14
Revised June 2010

                Motion &     Motion &        Motion &        Motion &
                Forces – 3.3 Forces – 1.2,   Forces – 2.1,   Forces – 5.1
                4.1, 4.3     1.3             2.2, 2.3

Tech Steps                                                               None
21st Century    http://bergm                 http://www.le   http://downlo                           http://www2.gsu.edu/~mstjr
   Online       annscience.                  ssonopoly.or    ad.micron.co                            h/waves.html
Resources/      wikispaces.c                 g/svef/?q=no    m/pdf/educat                            (Internet Lesson)
     Lab        om/file/view/                de/9067         ion/lessonpla
 Activities     Work-                        (Making         ns/machines
                Power+Lab.                   Motion)         extension.pdf
                doc                                          (Resource)
                (Work,
                Power, and                                   http://k12pag
                Energy                                       es.r8esc.k12.
                Activity)                                    in.us/lessons
                                                             /science/3_5/
                                                             98.111.2413
                                                             0.html
                                                             (Calculating
                                                             Mechanical
                                                             Advantage)
  Lesson        1. How are 1. How can 1. How can             1. How do     1. How can the Doppler    1. How are wavelength,
   EQ’s            force      the        the                     machines     effect be explained?      frequency, and velocity
                   and work   properties motion of               help                                   related?
                   related?   of motion  objects                 people do
                              be il-     be il-                  work?
                2. How is     lustrated  lustrated?
                   power      and inter-
                   related    preted?
                   to work
                   and
                   time?

                3. How is
                   pressure
                                                                                                                              15
Revised June 2010

                    related
                    to force
                    and
                    area?
   Unit         work           speed          force         machine        Doppler effect   wavelength
Vocabulary      joule          velocity       net force     mechanical                      frequency
                power          vector         Newton’s         advantage                    velocity
                watt           acceleration      Laws of    efficiency
                horsepower                       Motion
                pressure                      inertia
                Pascal                        centripetal
                                                 force




                                                                                                         16
Revised June 2010

                                                      Fayette County Schools
                                                    Learning Map/ Pacing Guide
                                                      Content Area: Science
       Grade 8                                                                                                4th Nine Weeks
                                            Structure and Function of Living Things

    Key         Key Learning: As students compare the level of organization of cells, tissues and organs in living things, they will
 Learning/      construct and use models of the human body to demonstrate and explain the interdependence of the circulatory,
  Power         respiratory, and reproductive systems.
Standards
Benchmark       SC.O.8.2.3:                        SC.O.8.2.4:                            SC.O.8.2.2:
   CSOs         explain how the circulatory,       compare the variations in cells,       examine and describe the structures
                                                   tissues and organs of the circulatory,
                respiratory and reproductive systems                                      and functions of cell organelles.
                work together in the human body.   respiratory and reproductive systems
                                                   of different organisms.
  Unit EQ                                        How do systems in your body interact?
 Textbook    McDougal Littell                                                             McDougal Littell Integrated Science –
Correlation Integrated Science – Course 2                                                 Course 3 – Cells & Heredity –
             Human Biology – Chapter 2.1, 3.1, & 4.3                                      Chapter 1.2
Tech Steps                                                           None
21st Century                                                                              http://www.medicine.nevada.edu/dept/
   Online                                                                                 k_12/downloads/lp_life/ls46/Candy%2
Resources/                                                                                0Cell%20Model.pdf
     Lab                                                                                  (Making Candy Cells)
 Activities
  Lesson     1. How are human body systems interdependent?                                1. How do cell organelles work
    EQ’s                                                                                      together?
     Unit    respiratory system                      cell                                 cell membrane
Vocabulary cellular respiration                      tissue                               cytoplasm
             circulatory system                      organ                                nucleus
             blood                                                                        eukaryotic cell
             red blood cell                                                               prokaryotic cell
             artery                                                                       organelle
             vein                                                                         cell wall

                                                                                                                                       17
Revised June 2010

                capillary                                                                        chloroplast
                menstruation                                                                     mitochondria
                fertilization
                embryo
                fetus


**Math Connection**
Collaboration between the math and science teacher is encouraged, as this lesson addresses many math and science WV CSO’s.

Overview:
These activities emphasize the connections between science and mathematics by using a performance, or authentic, assessment
format. Students have the opportunity to explore applications involving their own heart.

Activating Thinking Strategy – Read the picture book, The Magic School Bus: Inside the Human Body.

Thinkfinity Lesson Link: The Beat of your Heart


       Grade 8                                                                                               4th Nine Weeks
                                            Classification and Survival of Organisms

    Key         Power Standard 10: As students group the organisms          Power Standard 8: Students will diagram and explain
 Learning/      based on observable characteristics, they will apply the    how living cells/organisms use fermentation, respiration,
   Power                                                                    and respiration to obtain energy; they will incorporate these
                basic principles of genetics and relate species continuity to
 Standards      behaviors of organisms.                                     processes in models as they trace the flow of energy and
                                                                            matter in food webs and cyclic processes in nature.
Benchmark       SC.O.8.2.6      SC.O.8.2.7      SC.O.8.2.9     SC.O.8.2.8:  SC.O.8.2.5                     SC.O.8.2.10
  CSOs          analyze how     demonstrate     organize       compare      discuss how living cells       trace matter and energy
                behaviors of    the basic       groups of      patterns of  obtain the essentials of life  flow in a food web as it
                organisms       principles of   unknown        human        through chemical reactions     flows from sunlight to
                lead to         genetics;       organisms      development of fermentation, respiration    producers and consumers,
                species         introduce       based on       to other     and photosynthesis.            design an environment in
                continuity      Mendel’s        observable     vertebrates.                                which the chemical and
                (e.g.,          law,            charact-                                                   energy needs for the
                                                                                                                                      18
Revised June 2010

                reproductive/   monohybrid      eristics (e.g.,                                            growth, reproduction and
                mating          crosses,        create                                                     development of plants are
                behaviors, or   production of   dichotomous                                                met (e.g., food pyramids,
                seed            body and        keys).                                                     decomposition).
                dispersal).     sex cells
                                (mitosis/
                                meiosis),
                                genes,
                                chrom-
                                osomes, and
                                inherited
                                traits.
   Unit                                                 Classification and Survival of Organisms
 Textbook       McDougal        McDougal        McDougal       McDougal      McDougal Littell Integrated   McDougal Littell Integrated
Correlation     Littell         Littell         Littell        Littell       Science – Course 3 – Cells    Science – Course 1
                Integrated      Integrated      Integrated     Integrated    & Heredity – Chapter 2.2      Ecology
                Science –       Science –       Science –      Science –                                   Chapter 1.3
                Course 2        Course 3 –      Course 3 –     Course 2 –
                Diversity of    Cells &         Life Over      Diversity of
                Living Things   Heredity –      Time –         Living Things
                – 2.3, 3.3, &   Chapters 3      Chapter 2.1, – Chapter 5
                3.4             &4              2.2

Tech Steps                                                                None
21st Century                    http://www.n    Dichotomous                  http://science-
   Online                       clark.net/Ge    Key Practice                 class.net/Lessons/Photosynt
Resources/                      netics          (Resource)                   hesis_Cell_Resp/evidence_
     Lab                        (Activity and                                of_photosynthesis.pdf
 Activities                     Other           http://www.le                (Evidence of
                                Resources)      ssonplanspa                  Photosynthesis)
                                                ge.com/OWa
                                                ckyPeopleDi                  http://science-
                                                chotomousK                   class.net/Lessons/Photosynt
                                                ey612.htm                    hesis_Cell_Resp/respiration
                                                (Resource)                   %20in%20yeast.pdf

                                                                                                                                       19
Revised June 2010

                                                                             (Respiration in Yeast)
                                             http://www.m
                                             icrobeworld.o
                                             rg/index.php
                                             ?option=com
                                             _content&vie
                                             w=article&id
                                             =344&Itemid
                                             =212
                                             (Creepy
                                             Critters)

  Unit EQ                                             What allows for organisms’ survival?
  Lesson        1. How do     1. How is it   1. How can 1. How does 1. How do cells obtain the        1. How does energy flow
   EQ’s             behaviors     possible      a scientist   human         essentials for life?         through an ecosystem?
                    help          to            group         develop-
                    organisms     predict       unknown       ment
                    to            the           organ-        compare
                    survive?      charact-      isms?         to other
                                  eristics                    verte-
                                  of off-                     brates?
                                  spring?
   Unit         consumer      DNA            classification   vertebrate     chemical energy          producer
Vocabulary      heterotroph   chrom-         taxonomy         endoskeleton   glucose                  consumer
                behavior          osome      binomial         amphibian      photosynthesis           decomposer
                predator      interphase        nomen-        reptile        chlorophyll              food chain
                prey          mitosis           clature       incubation     cellular respiration     food web
                migration     cytokinesis    dichotomous      mammal         fermentation             energy pyramid
                hibernation   asexual           key           placenta
                seed               repro-                     gestation
                embryo             duction
                germination   binary
                pollen            fission
                gymnosperm sexual
                angiosperm        repro-
                flower            duction
                                                                                                                             20
Revised June 2010

                fruit   gene
                        heredity
                        allele
                        phenotype
                        genotype
                        dominant
                        recessive
                        Punnett
                            square
                        ratio
                        probability
                        percentage
                        gamete
                        egg
                        sperm
                        fertilization
                        meiosis




                                        21
Revised June 2010

                                                   Fayette County Schools
                                                 Learning Map/ Pacing Guide
                                                   Content Area: Science
       Grade 8                                                                                             Ongoing
                                                      Nature of Science

   Key    Power Standard 2: The student will demonstrate sound            Power Standard 1: The student will explore various
Learning/ scientific procedures by designing appropriate                  occupational opportunities in science, engineering and
  Power   investigations, using safe data collection techniques,          technology and synthesize concepts and across various
Standards comparing the relationship between dependent and                science disciplines as they investigate, compare and
          independent variables, and carefully analyzing data to          design solutions to personal and societal problems.
          draw conclusions or revise experiments.
Benchmark SC.O.8.1.5      SC.O.8.1.6     SC.O.8.1.7       SC.O.8.1.8      SC.O.8.3.1           SC.O.8.3.2           SC.O.8.3.5
  CSOs    implement       use            design,          draw            synthesize           investigate,         explore
          safe            appropriate    conduct,         conclusions     concepts across      compare and          occupational
          procedures      technology     evaluate and from a              various science      design scientific    opportunities in
          and             solutions      revise           variety of      disciplines to       and technological    science,
          practices       within a       experiments data sources         better understand    solutions to         engineering and
          when            problem        (e.g.,           to analyze      the natural world    personal and         technology and
          manipulating solving           compose a        and interpret   (e.g., form and      societal problems.   evaluate the
          equipment,      setting to     question to      systems and     function, systems,                        required
          materials,      measure and be                  models (e.g.,   or change over                            academic
          organisms,      collect data; investigated, use graphs          time).                                    preparation.
          and models. interpret          design a         and
                          data;          controlled       equations to
                          analyze        investigation measure and
                          and/or report that              apply
                          data; interact produces         variables
                          with           numeric          such as rate
                          simulations; data,              and scale,
                          conduct        evaluate the evaluate
                          research;      data in the      changes in
                          and present context of          trends and
                          and com-       scientific       cycles,
                          municate       laws and         predict the
                                                                                                                                       22
Revised June 2010

                                      principles,
                           conclusions.                influence of
                                      construct a      external
                                      conclusion       variances
                                      based on         such as
                                      findings,        potential
                                      propose          sources of
                                      revisions to     error, or
                                      investiga-       interpret
                                      tions based      maps).
                                      on
                                      manipulation
                                      of variables
                                      and/or
                                      analysis of
                                      error, or
                                      com-
                                      municate
                                      and defend
                                      the results
                                      and
                                      conclusions).
  Unit EQ                        How can science and technology help predict solution to problems?
 Textbook                                                     McDougal Littell
Correlation                                    Integrated Science Handbook & Resources
Tech Steps          None    Database       None             None          Animate a        None                   None
                            Analysis                                 Change Process
                           Assessment                                   Assessment
                             Rubric                                         Rubric
    21st
 Century
  Online
Resources
 Lesson                               1. What is the role of science and technology in the 21st Century?
   EQ’s
Unit           none        none           experi-       conclusion      none                none           none

                                                                                                                         23
Revised June 2010

Vocabulary                                     mental
                                               design


                                               Nature of Science - Continued
   Key    Power Standard 9: The student will gain an                      Power Standard 3: Given a current science-technology-
Learning/ understanding innovation, invention, models, and                societal issue and using advanced technology tools,
  Power   methodologies as they research historical and cultural          students will collaborate to present experimental designs
Standards contributions in science; an inquiry process will provide       and construct and defend potential solutions.
          explanations of how these contributions have shaped the
          world we live in and lead to effective problem solving skills
          for the 21st century.
Benchmark SC.O.8.1.1      SC.O.8.1.2      SC.O.8.1.3     SC.O.8.1.4       SC.O.8.3.3          SC.O.8.3.4          SC.O.8.3.6
  CSOs    formulate       demonstrate relate             conduct          communicate         collaborate to      given a current
          scientific      how a           societal,      and/or           experimental        present research    science-
          explanations testable           cultural and   design           designs, results    on current          technology-
          based on        methodology economic           investiga-       and conclusions     environmental       societal issue,
          historical      is employed issues to key tions that            using advanced      and technological   construct and
          observations to seek            scientific     incorporate      technology tools.   issues to predict   defend potential
          and             solutions for innovations. the skills and                           possible            solutions.
          experimental personal and                      attitudes                            solutions.
          evidence,       societal                       and/or
          accounting      issues. (e.g.,                 values of
          for variability “scientific                    scientific
          in              method”).                      inquiry (e.g.,
          experimental                                   established
          results.                                       research
                                                         protocol,
                                                         accurate
                                                         record
                                                         keeping,
                                                         replication of
                                                         results and
                                                         peer review,
                                                         objectivity,
                                                                                                                                      24
Revised June 2010

                                               openness,
                                               skepticism,
                                               fairness, or
                                               creativity
                                               and logic).
  Unit EQ                  How can science and technology help predict solution to problems?
 Textbook                                             McDougal Littell
Correlation                            Integrated Science Handbook & Resources
Tech Steps                                                  None
    21st
  Century
  Online
Resources
  Lesson                         1. What is the role of science and technology in the 21st Century?
   EQ’s
Unit        none    scientific       none          none            none                none           none
Vocabulary             method




                                                                                                             25

				
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