# Science-8

### Pages to are hidden for

"Science-8"

```					    8th Grade Science

Wilbur D. Mills Education Cooperative Instructional Alignment
AR Department of Education
SLE         CONTENT STANDARD/                                                                               Essential
Number         Student Learning                                                                             Vocabulary
Expectations (SLE)

The Nature of Science frameworks are essential components to the science education of all
students. These frameworks are not scheduled into any particular quarter. They should be
integrated with appropriate content at the discretion of the instructor. All Nature of Science
frameworks should be learned by the conclusion of the 3rd quarter.
FIRST NINE WEEKS
1.1 Enduring Understanding - Science knowledge is gained using a structured process
which generates knowledge about the natural world in a safe manner.
1.1a Essential Question - How and why is scientific knowledge gained and modified?
NS.1.8.1   Justify conclusions based on       Evaluate and support          *define bias                   bias                Glencoe pg. 14, 19
appropriate and unbiased           conclusions based on          *define unbiased               evaluate
observations                       appropriate and unbiased      *collect data through          unbiased
observations                  appropriate and unbiased       appropriate
observations                   conclusion
*interpret data to form
conclusions
*justify conclusions based
on appropriate and
unbiased observations
NS.1.8.2   Evaluate the merits of empirical   Evaluate the merits of    *review steps of scientific        scientific method   Glencoe pg. 13-23
evidence based on experimental     empirical evidence based  method                             hypothesis          Mini lab pg. 18
design                             on experimental design    *define empirical evidence         replication
-hypothesis                        -hypothesis               *define components of              sample size
-replication                       -replication              experimental design                control
-sample size                       -sample size              *clarify the differences           dependent
-appropriate use of control                                  between independent and
-appropriate use of control                                  variable
-use of standardized               -use of standardized      dependent variables                independent
independent and dependent          independent and           *evaluate the merits of            variable
variables                          dependent variables       empirical evidence based
on experimental design
-hypothesis
-replication
-sample size
-appropriate use of control
-use of standardized
independent and
dependent variables
NS.1.8.3   Formulate a testable problem       Create a testable problem *define testable                   experimental
using experimental design          using experimental design *identify examples of              design
testable problems                  testable
*formulate a testable
problem using experimental
design
NS.1.8.4   Analyze a set of scientific data Analyze a set of scientific     *analyze a set of scientific   mean                see math frameworks
using mean, median, mode, and data using mean, median,           data using mean, median,       median
range using SI units             mode, and range using SI        mode, and range using SI       mode
units                           units                          range

Based on Northwest Arkansas
Revised 6-09                                          Instructional Alignment                                                   Page 1 of 20
AR Department of Education
SLE        CONTENT STANDARD/                                                                           Essential
Number          Student Learning                                                                       Vocabulary
Expectations (SLE)
NS.1.8.5 Suggest solutions to real world Hypothesize possible          *interpret scientific data in histograms         see math frameworks
The Nature of Science frameworks are essential components to the science education of all
problems by analyzing scientific solutions to real world      tables, charts and graphs     scatter plots
problems scheduled *suggest solutions to real
students. These frameworks are notby analyzing
data                                                                                        stem and leaf They should be
into any particular quarter.plots
-data tables/charts              scientific data in different world problems by
integrated with appropriate content at the discretion of the instructor.best fitNature of Science
-histograms                      types of graphs              analyzing scientific data
line of
All
line of regression
frameworks should be learned by the conclusion of the 3rd quarter.     -data tables/charts
-scatter plots                                                -histograms
-stem and leaf plots
-line and double line                                         -scatter plots
-graphs by approximating line of                              -stem and leaf plots
best fit                                                      -line and double line
-graphs by approximating
line of best fit
NS.1.8.6     Formulate inferences based on      Formulate inferences        *define inferences            inferences
scientific data                    based on scientific data    *formulate inferences
based on scientific data

NS.1.8.7     Communicate results and            Communicate results and *define peer review               peer review
conclusions from scientific        conclusions from scientific *draw conclusions from        inquiry
inquiry following peer review      inquiry for peer review     scientific inquiry
*communicate results and
conclusions from scientific
inquiry following peer
review
NS.1.8.8     Develop and implement              Develop and implement       *identify steps of the        implement
strategies for long-term,          strategies for long-term,   scientific method             strategy
accurate data collection           accurate data collection    *identify components of       consistency
experimental design           variable accuracy
*discuss the importance of
accuracy in collection of
scientific data
*discuss the purpose of
long-term data collection
*develop and implement
strategies for long-term,
accurate data collection,
i.e. weather data vs.
climate data

1.1b Essential Question - How are scientific laws, theories and hypotheses created?
NS.1.8.9     Generate questions that can        Generate questions that     *distinguish between          generate
and cannot be answered by          can and cannot be           questions that can and
science
*generate questions that
can and cannot be
NS.1.8.10    Explain the role of peer review,   Explain the role of peer    *define theory                modification
evidence, and modification in      review, evidence, and       *explain the purpose of       theory
the development of a theory        modification in the         peer review
development of a theory     *explain the role of peer
review, evidence, and
modification in the
development of a theory
*recognize the difference
between theory and
hypothesis

Based on Northwest Arkansas
Revised 6-09                                            Instructional Alignment                                           Page 2 of 20
AR Department of Education
SLE       CONTENT STANDARD/                                                                     Essential
Number        Student Learning                                                                  Vocabulary
Expectations (SLE)
NS.1.8.11 Evaluate the merit of          Evaluate the validity of *define hypothesis and law law
The Nature of Science frameworks are essential components to the science education of all
hypotheses, laws, and theories hypotheses, laws, and    *compare and contrast        merit and
students. These frameworks are not scheduledhypothesis, laws, and
theories                  into any particular quarter. They should be
reasoning
theories
integrated with appropriate content at the discretion of the instructor. All Nature of Science
*evaluate the importance of
frameworks should be learned by the conclusion of the 3rd quarter.scientific hypothesis, laws,
and theories

1.2 Enduring Understanding - All organisms are composed of cells - the fundamental unit of
life.
1.2a Essential Question - What is the hierarchical relationship of cells to an organism?
LS.2.8.1    Illustrate the hierarchical         Illustrate the hierarchical   *define cell, tissue, organ,    hierarchal           Arkansas Science
relationships of cells, tissues,    relationships of cells,       organ system, and               relationship         Essentials
organs, organ systems, and          tissues, organs, organ        organism                        cells                Lesson 2 pg.7; Lesson 3
organisms                           systems, and organisms        *describe the following         tissues              pg. 11
relationships: cells/tissues,   organs
tissues/organs,                 organ system
organs/organ systems,           organism
organ systems/organisms
*illustrate the hierarchical
relationships of cells,
tissues, organs, organ
systems, and organisms

1.2b Essential Question - How are protists and bacteria different from one another?
LS.2.8.2    Identify different types of single- Identify different types of   *define single-celled           protist              Arkansas Science
celled organisms                    single-celled organisms       organisms                       bacteria             Essentials
-protist                                                          *define protists and            single-celled        Lesson 4 pg. 15; Lesson
-bacteria                                                         bacteria                        organisms            5 pg. 19
*identify different types of
single-celled organisms
-protist
-bacteria

LS.2.8.3    Relate the effect of bacteria on    Relate the effect of          *relate the effect of bacteria reminder: low-birth   Arkansas Science
oral health                         bacteria on oral health       on oral health                 weight                Essentials
diabetes              Lesson 5 pg. 19
heart disease
tooth decay
LS.2.8.4    Describe and illustrate single- Describe and illustrate           *describe single-celled                              Arkansas Science
celled organisms found in pond single-celled organisms            organisms found in pond                              Essentials
water                           found in pond water               water                                                Lesson 6 pg. 25
*illustrate single-celled
organisms found in pond
water
LS.2.8.5    Use a dichotomous key to            Use a dichotomous key to *define dichotomous key              dichotomous key      Arkansas Science
classify organisms found in         classify organisms found in *explain how to read a                                 Essentials
pond water                          pond water                  dichotomous key                                        Lesson 6 pg. 25; Lesson
*classify pond water                                   7 pg. 34
organisms using a
dichotomous key

Based on Northwest Arkansas
Revised 6-09                                             Instructional Alignment                                                    Page 3 of 20
AR Department of Education
SLE         CONTENT STANDARD/                                                                                 Essential
Number         Student Learning                                                                               Vocabulary
Expectations (SLE)

1.2c Essential Question - What are the identifying characteristics of unicellular and
The Nature of Science frameworks are essential components to the science education of all
multicellular organisms?
students. These frameworks are not scheduled into any particular quarter. They should be
integrated withand contrast
LS.2.8.6                                Compare at the discretionunicellular and
Compare appropriate content and contrast                                              unicellular    Arkansas Science
*define of the instructor. All Nature of Science
characteristics of unicellular characteristics of        multicellular                multi-cellular Essentials
frameworks should be learned by the conclusion of the 3rd quarter. wall
organisms and multi-cellular   unicellular organisms and *identify characteristics of cell           Lesson 6 pg. 25
organisms                            multi-cellular organisms       unicellular and multicellular genetic material
organisms
LS.2.8.7   Classify cells as eukaryotic or      Classify cells as eukaryotic *define nucleus               eukaryote            Arkansas Science
prokaryotic                          or prokaryotic               *define prokaryotic and       prokaryote           Essentials
eukaryotic                    nucleus              Lesson 8 pg. 41
*identify eukaryotic and
prokaryotic cells
*classify cells as eukaryotic
or prokaryotic

LS.2.8.8   Identify and describe similarities   Identify and describe          *define taxum                  taxum             Arkansas Science
and differences among                similarities and differences   *identify and describe                           Essentials
organisms of different, but          among organisms of             similarities and differences                     Lesson 9 pg. 48
closely related taxa (i.e., pine     different, but closely         among organisms of
trees, big cats, rodents,            related taxa                   different, but closely related
ungulates)                                                          taxa (i.e., pine trees, big
cats, rodents, ungulates)

1.2d Essential Question - What kind of historical breakthroughs relate to the study of
organisms?
LS.2.8.9   Investigate careers, scientists,     Investigate careers,           *investigate careers,        zookeeper           Arkansas Science
and historical breakthroughs         scientists, and historical     scientists, and historical   geneticist          Essentials
related to organisms                 breakthroughs related to       breakthroughs related to     paleontologist      Lesson 9 pg. 48
organisms                      organisms

Based on Northwest Arkansas
Revised 6-09                                            Instructional Alignment                                                 Page 4 of 20
AR Department of Education
SLE         CONTENT STANDARD/                                                                               Essential
Number         Student Learning                                                                             Vocabulary
Expectations (SLE)
SECOND NINE WEEKS
The Nature of Science frameworks are essential components to the science education of all
students. These frameworks are not scheduled into any particulargeneration to the next.
2.1 Enduring Understanding - Genetic traits are passed from one quarter. They should be
integrated with Question- How do organisms inherit traits from parents? Nature of Science
2.1a Essential appropriate content at the discretion of the instructor. All
Identify and conclusion of the inheritance, gene
frameworks should be learned by theexplain why *define gene, 3rd quarter.
LS.3.8.1 Identify and explain why                                                  Arkansas Science
inherited characteristics of living inherited characteristics of and phenotype                  inherited         Essentials
things depend on genes              living things depend on      *identify examples of          phenotype         Lesson 10 pg. 52
genes                        inherited characteristics
*explain why inherited
characteristics of living
things depend on genes
LS.3.8.2   Differentiate between dominant     Differentiate between         *define dominant trait and     dominant          Arkansas Science
and recessive traits               dominant and recessive        recessive trait                recessive         Essentials
traits                        *define genotype               differentiate     Lesson 10 pg. 52
*identify dominate and         traits
recessive traits by the use    genotype
of genotype as compared
to phenotype
*differentiate between
dominant and recessive
traits

LS.3.8.3   Observe and classify traits as     Observe and classify traits   *observe traits                tongue rolling     Arkansas Science
dominant or recessive              as dominant or recessive      -tongue rolling                detached earlobes Essentials
-tongue rolling                    -tongue rolling               -detached earlobes             widow's peak       Lesson 10 pg. 52
-detached earlobes                 -detached earlobes            -widow's peak                  hitchhiker's thumb
-widow's peak                      -widow's peak                 -hitchhiker's thumb            dimples
-hitchhiker's thumb                -hitchhiker's thumb           -dimples                       unibrow
-dimples                           -dimples                      -unibrow
-unibrow                           -unibrow                      *identify examples of
dominant and recessive
traits
*classify traits as dominant
or recessive
-tongue rolling
-detached earlobes
-widow's peak
-hitchhiker's thumb
-dimples
-unibrow
LS.3.8.4   Differentiate among observed       Differentiate among           *observe inherited traits of inherited trait     Arkansas Science
inherited traits and acquired      observed inherited traits     plants and animals            acquired trait     Essentials
traits of plants and animals       and acquired traits of        *observe acquired traits of                      Lesson 10 pg. 52
plants and animals            plants and animas
*differentiate among
observed inherited traits
and acquired traits of plants
and animals

LS.3.8.5   Interpret simple genetic crosses Interpret simple genetic        *define Punnett Square and genetic cross         Arkansas Science
using Punnett Squares            crosses using Punnett           genetic cross              Punnett Squares       Essentials
Squares                         *predict genetic crosses                         Lesson 10 pg. 52
using Punnett Square
*interpret simple genetic
crosses using Punnett
Squares

Based on Northwest Arkansas
Revised 6-09                                          Instructional Alignment                                                 Page 5 of 20
AR Department of Education
SLE       CONTENT STANDARD/                                                         Essential
Number        Student Learning                                                      Vocabulary
Expectations (SLE)
LS.3.8.6 Predict patterns that emerge Predict
are that
The Nature of Science frameworkspatternsessential componentsand the science education of all
from simple genetic crosses  emerge from simple
*define homozygous,
heterozygous, hybrid,
to heterozygous
homozygous
Arkansas Science
Essentials
students. These frameworks are not scheduledpurebred
genetic crosses     into any particular quarter. They should be
pure-bred     Lesson 11 pg. 58
*predict patterns that    hybrid
of simple
integrated with appropriate content at the discretion from the instructor. All Nature of Science
emerge
frameworks should be learned by the conclusion of the 3rd quarter.
genetic crosses
LS.3.8.7    Conduct investigations             Conduct investigations          *indicate that phenotype of phenotype            Arkansas Science
demonstrating that the             demonstrating that the          a genetic trait is the result genotype           Essentials
phenotype of a genetic trait is    phenotype of a genetic trait    of a genotype                                    Lesson 10 pg. 52
the result of genotype             is the result of genotype       *conduct investigations
demonstrating that the
phenotype of a genetic trait
is the result of genotype
LS.3.8.8    Explain how genetic variation      Explain how genetic             *define mutation and          mutation           Arkansas Science
within a species is a result of    variation within a species is   incomplete dominance          incomplete         Essentials
dominant traits and recessive      a result of dominant traits     *explain how genetic          dominance          Lesson 10 pg. 52
traits                             and recessive traits            variation within a species is
a result of dominant traits
and recessive traits

LS.3.8.10   Distinguish between                Distinguish between             *define selective breeding   selective breeding Arkansas Science
characteristics of plants and      characteristics of plants       *identify desirable                             Essentials
animals through selective          and animals through             characteristics of plants                       Lesson 10 pg. 52
breeding                           selective breeding              and animals
*distinguish between
characteristics of plants
and animals through
selective breeding
LS.3.8.11   Investigate careers, scientists,   Investigate careers,            *investigate careers,        dog breeder         Arkansas Science
and historical breakthroughs       scientists, and historical      scientists, and historical   genetic counselor   Essentials
related to genetics                breakthroughs related to        breakthroughs related to     lab technician      Lesson 10 pg. 52;
genetics                        genetics                     FBI                 Lesson 11 pg. 58;
Lesson 13 pg. 68

2.2 Enduring Understanding - Survival is influenced by genetic inheritance and interaction
with the environment.
2.2a Essential Question - What factors contribute to the survival or extinction of a species
over time?
LS.3.8.9    Compare and contrast patterns      Compare and contrast            *define                      embryology          Arkansas Science
of embryological development       patterns of embryological       -embryology                  postanal tail       Essentials
for all vertebrates, including     development for all             -postanal tail               gill slits          Lesson 12 pg. 63
humans                             vertebrates, including          -gill slits                  backbone
humans                          -backbone (notochord)        (notochord)
-homologous                  homologous
-analogous                   analogous
-vestigial                   vestigial
*identify patterns of
embryological development
*compare and contrast
patterns of embryological
development for all
vertebrates, including
humans

Based on Northwest Arkansas
Revised 6-09                                           Instructional Alignment                                                   Page 6 of 20
AR Department of Education
SLE         CONTENT STANDARD/                                                                  Essential
Number          Student Learning                                                               Vocabulary
Expectations (SLE)
LS.3.8.13 Identify basic ideas related to Identify
The Nature of Science frameworksbasic ideas of
biological evolution
*identify basic ideas related Evolution
are essential components to the science education of all
biological evolution to biological evolution       diversity
Arkansas Science
Essentials
-diversity of frameworks are not scheduled -diversity of species
students. These species                                         into any particular quarter. They should be
variations       Lesson 14 pg. 71
-variations within species                           -variations within species    adaptation
integrated with appropriate content at the discretion of the instructor. selection
All Nature of Science
frameworks should be learned by the conclusion of the 3rd quarter.
-natural selection                                   -natural selection            extinction
-extinction of a species                             -extinction of a species

LS.3.8.12   Compare the theory of evolution Compare the theory of              *identify characteristics of a Theory of            Arkansas Science
to the characteristics of a     evolution to the                   scientific theory              Evolution            Essentials
scientific theory               characteristics of a               *identify basic ideas of the scientific theory      Lesson 14 pg. 71
scientific theory                  Theory of Evolution
*compare the Theory of
Evolution to the
characteristics of a
scientific theory

LS.3.8.15   Explain the process of natural      Explain the process of         .explain the process of         natural selection   Arkansas Science
selection                           natural selection              natural selection               species             Essentials
Lesson 14 pg. 71
LS.3.8.16   Identify genetic traits that make   Identify genetic traits that   *identify genetic traits that   Survival of the     Arkansas Science
organisms more likely to survive    make organisms more            make organisms more             fittest             Essentials
and reproduce in a particular       likely to survive and          likely to survive and           adapt               Lesson 14 pg. 71
environment                         reproduce in a particular      reproduce in a particular       species
environment                    environment
LS.3.8.14   Explain that the fossil record      Explain that the fossil        .explain that the fossil        era                 Arkansas Science
provides evidence of life forms'    record provides evidence       record provides evidence of     fossil              Essentials
appearance, diversification, and    of life forms' appearance,     life forms' appearance,                             Lesson 14 pg. 71
extinction                          diversification, and           diversification, and
extinction                     extinction
LS.4.8.1    Analyze the effect of changes in    Analyze the effect of          *identify adaptations that      natural selection   Arkansas Science
environmental conditions on the     changes in environmental       are selected by                 survival of the     Essentials
survival of individual organisms    conditions on the survival     environmental change            fittest             Lesson 16 pg. 80
and entire species                  of individual organisms and    *determine how a species
entire species                 adaptations are selected by
environmental change
*analyze the effect of
changes in environmental
conditions on the survival of
individual organisms and
entire species
LS.3.8.17   Investigate careers, scientists,    Investigate careers,           *investigate careers,           Darwin              Arkansas Science
and historical breakthroughs        scientists, and historical     scientists, and historical      geologist           Essentials
related to natural selection and    breakthroughs related to       breakthroughs related to        Lamarck             Lesson 12 pg. 63;
the fossil record                   natural selection and the      natural selection and the                           Lesson 14 pg. 71;
fossil record                  fossil record                                       Lesson 15 pg. 77

2.3 Enduring Understanding - Humans influence Earth's natural balance.
2.3a Essential Question - In what ways does human activity help and hinder the Earth's
natural balance?

Based on Northwest Arkansas
Revised 6-09                                            Instructional Alignment                                                     Page 7 of 20
AR Department of Education
SLE        CONTENT STANDARD/                                                                  Essential
Number        Student Learning                                                                Vocabulary
Expectations (SLE)
ESS.8.8.1 Analyze the causes and predict Analyze the causes and   *recognize the difference
The Natureconsequences of global
the
to smog warming Arkansas Science
of Science frameworks are essential componentseffect the science education of all
predict the consequences between greenhouse         global            Essentials
students. These frameworks are not scheduledand global warming
warming                        of global warming         into any particular quarter. They should be
greenhouse effect Lesson 41 pg. 239
-weather                       -weather                 *identify
integrated with appropriate content at the discretion causes of global ozone All Nature of Science
-temperature                   -temperature             warming
of the instructor.
CFCs
frameworks should be learned by the conclusion of the 3rd quarter.
-ocean water levels            -ocean water levels      *predict consequences of
global warming
*analyze the causes and
predict the consequences
of global warming
-weather
-temperature
-ocean water levels

Based on Northwest Arkansas
Revised 6-09                                     Instructional Alignment                                       Page 8 of 20
AR Department of Education
SLE         CONTENT STANDARD/                                                                Essential
Number         Student Learning                                                              Vocabulary
Expectations (SLE)

The Enduring Understanding - Although weather components to trends can be observed and
2.4 Nature of Science frameworks are essential changes daily, the science education of all
predicted over Question - How does movement of water in the hydrosphere illustrate
2.4a Essential time.
students. These frameworks are not scheduled into any particular quarter. They should be
*identify of the instructor. Effect
integrated with appropriate content at the discretion global patterns of Coriolis All Nature of Science
equilibrium in nature? patterns Investigate how global
ESS.8.8.2 Investigate how global                                                                  Arkansas Science
of water currents
frameworks should influence local patterns of water currents water currentspatterns of convection
weather
the
be learned by the conclusion of global 3rd quarter.
influence local weather *relate                   currents
Essentials
Lesson 42 pg. 249;
-Gulf Stream                  -Gulf Stream          water currents to local      El Nino         Lesson 43 pg. 255
-Atlantic Currents            -Atlantic Currents    weather                      La Nina
-California Current           -California Current   *investigate how global
patterns of water currents
influence local weather
-Gulf Stream
-Atlantic Currents
-California Current

Based on Northwest Arkansas
Revised 6-09                                     Instructional Alignment                                     Page 9 of 20
AR Department of Education
SLE         CONTENT STANDARD/                                                                            Essential
Number         Student Learning                                                                          Vocabulary
Expectations (SLE)

THIRD NINE WEEKS
The Nature of Science frameworks are essential components to the science education of all
3.1 Enduring Understanding - Earth scheduled into any particular quarter. They should be
students. These frameworks are not is in constant change.
integrated with Question - What forces the discretion of to change?
3.1a Essential appropriate content at cause the Earth the instructor. All Nature of Science
frameworks should be learned by the conclusion of the 3rd quarter.
ESS.9.8.1 Explain processes that have Explain processes that *identify sudden events that catastrophism Arkansas Science
changed Earth's surface that     have changed Earth's         have changed Earth's          uniformitarianism     Essentials
have resulted from sudden        surface that have resulted   surface                                             Lesson 24 pg. 132;
events (i.e., earthquakes and    from sudden events (i.e.,    *identify gradual change                            Lesson 47 pg. 274;
volcanoes) and gradual changes   earthquakes and              events impacting Earth's                            Lesson 50 pg. 290;
(i.e., uplift, erosion, and      volcanoes) and gradual       surface                                             Lesson 51 pg. 294;
weathering)                      changes (i.e., uplift,       *explain processes that                             Lesson 52 pg. 300
erosion, and weathering)     have changed Earth's
surface that have resulted
from sudden events (i.e.,
earthquakes and
changes (i.e., uplift,
erosion, and weathering)
PS.6.8.1    Model how motion and forces      Model how motion and         *define compression,          compression           Arkansas Science
change Earth's surface           forces change Earth's        tension, weathering, and      shearing              Essentials
-compression                     surface                      erosion                       folding               Lesson 21 pg.115;
-tension                                                      *describe how motion and      faulting              Lesson 22 pg. 121;
-weathering                                                   forces change Earth's         tension               Lesson 23 pg. 126;
-erosion                                                      surface                       erosion weathering    Lesson 24 pg. 132;
*model how motion and                               Lesson 25 pg. 137;
forces change Earth's                               Lesson 26 pg. 145;
surface                                             Lesson 27 pg. 151;
-compression                                        Lesson 28 pg. 155
-tension
-weathering
-erosion
ESS.8.8.3   Conduct investigations to        Conduct investigations to    *describe how mountains,      fault-block           Arkansas Science
compare and contrast different   compare and contrast         plateaus, and plains are      folding               Essentials
landforms found on Earth         different landforms found    formed (define essential      volcanic              Lesson 44 pg. 259
-mountains                       on Earth                     vocabulary as needed)         anticline             DSM Kit Earth Processes
-plateaus                        -mountains                   *compare and contrast         syncline
-plains                          -plateaus                    different types of landform   shearing -
-plains                      formations                    transform
*conduct investigations to    boundary
compare and contrast          compression -
different landforms found     convergent
on Earth                      boundary
-mountains                    tension - divergent
-plateaus                     boundary
-plains                       deformation
subduction

Based on Northwest Arkansas
Revised 6-09                                         Instructional Alignment                                                 Page 10 of 20
AR Department of Education
SLE          CONTENT STANDARD/                                                             Essential
Number           Student Learning                                                          Vocabulary
Expectations (SLE)
ESS.8.8.5 Compare and contrast the
Science frameworks arecontrast the forces
and
essential components to glaciers (U-shaped Arkansas Science
The Nature of landforms caused by Comparelandforms caused *identify Earth's external the science education of all
different                 different                                           valley)         Essentials
by Earth's scheduled into any particular quarter. They should 259
students. These frameworks are notexternal forces: *determine how Earth's
Earth's external forces:                                                      flooding         Lesson 44 pg. be
-plains                   -plains                external forces form plains, wind
integrated with appropriate content at the discretion of the instructor. All Nature of Science
-canyons                  -canyons               canyons, deltas, valleys,    streams, rivers
frameworks should be learned by the conclusion of the 3rd quarter.shaped valleys
-deltas                   -deltas                and swamps                   V-
-valleys                  -valleys               *compare and contrast the alluvial fan
-swamps                   -swamps                different landforms caused plains
by Earth's external forces: canyons
-plains                      deltas
-canyons                     valleys
-deltas                      swamps
-valleys
-swamps

ESS.8.8.7   Use topographic maps to            Use topographic maps to *define topographic map               contour lines        Arkansas Science
identify surface features of Earth identify surface features of *identify surface features of    contour interval     Essentials
Earth                        Earth (i.e., mountains,          scale                Lesson 45 pg.264
plateaus, plains, streams,       relief               GPS Systems
elevations, etc.)                legend
*use topographic maps to         surface features
identify surface features of     (terrain features)
Earth

ESS.8.8.4   Synthesize and model the result    Synthesize and model the      *identify constructive forces   deposition           Arkansas Science
of both constructive and           result of both constructive   on land forms                   erosion              Essentials
destructive forces on land forms   and destructive forces on     *identify destructive forces    weathering            Lesson 22 pg. 121;
-deposition                        land forms                    on land forms                   crustal              Lesson 23 pg. 126;
-erosion                           -deposition                   *create models of               deformation          Lesson 24 pg. 132;
-weathering                        -erosion                      constructive and                                     Lesson 25 pg. 137;
-crustal deformation               -weathering                   destructive forces on land                           Lesson 26 pg. 145;
-crustal deformation          forms                                                Lesson 27 pg. 151
*synthesize the result of
constructive and
destructive forces on land
forms

ESS.8.8.8   Demonstrate an understanding       Demonstrate an                *identify agents of erosion erosion                  Arkansas Science
of the agents of erosion           understanding of the          *classify schematics as                              Essentials
-gravity                           agents of erosion             different agents of erosion                           Lesson 22 pg. 121;
-water                             -gravity                      (plant, animal, water, ice,                          Lesson 23 pg. 126;
-ice                               -water                        wind, gravity)                                       Lesson 24 pg. 132;
-wind                              -ice                          *classify surface formations                         Lesson 25 pg. 137;
-animals, including humans         -wind                         by the agents of erosion                             Lesson 26 pg. 145;
-animals, including humans                                                         Lesson 27 pg. 151

Based on Northwest Arkansas
Revised 6-09                                           Instructional Alignment                                                   Page 11 of 20
AR Department of Education
SLE         CONTENT STANDARD/                                                                       Essential
Number          Student Learning                                                                    Vocabulary
Expectations (SLE)
ESS.8.8.9 Using models of rivers, predict Using models of rivers,   *identify variables of rivers load            Arkansas Science
The Nature of Science frameworks arewhen
changes when variables, such infer changes
essential components to the science education of all
(i.e., load, slope, amount of slope           Essentials
as load, slope, amount of water, variables, scheduled into any particular quarter. They should be
students. These frameworks are notsuch as load, water, composition of                             mature river    Lesson 25 pg. 137
or the composition of a stream slope, amount of water, or stream bed)                   young river
integrated with appropriate content at theadiscretionload, the instructor. All river GEMS Kit - River Cutters
bed, are changed through         the composition of       *define
of slope, stream rejuvenated Nature of Science
conclusion
frameworks should be learned by the are changed bedof the 3rd quarter.river
erosion or deposition            stream bed,                                            old
through erosion or       *determine how erosion        salinity stream
deposition               and deposition change         bed
variables
*using models of rivers,
predict changes when
slope, amount of water, or
the composition of a stream
bed, are changed through
erosion or deposition

ESS.8.8.10   Explain how weathering and   Explain how weathering    *discuss how weathering   discharge         Arkansas Science
erosion affect the ocean's   and erosion affect the    and erosion affect the    evaporation       Essentials
salinity                     oceans salinity           fluctuations of ocean     water cycle       Lesson 46 pg. 269
salinity

Based on Northwest Arkansas
Revised 6-09                                     Instructional Alignment                                       Page 12 of 20
AR Department of Education
SLE            CONTENT STANDARD/                                                                                 Essential
Number            Student Learning                                                                               Vocabulary
Expectations (SLE)
3.1c Essential Question - What natural forces are responsible for creating the natural
The Nature of Science frameworks are essential components to the science education of all
students. of Arkansas?
divisions These frameworks are not scheduled into any particular quarter. They should be
integrated withlocal, regional, and content local, regional, *researchof the instructor. All Plain- ArkansasScience
ESS.8.8.6 Research appropriate       Research at the discretion local, regional,         Gulf Coastal Nature of Science
state landforms created by and state landforms        and state landforms      Southeast corner Essentials
created by external forces created by external quarter.
frameworks should be learned by the conclusion of the 3rd forces Arkansas River Lesson 1 pg. 1
external forces on Earth
-Gulf Coastal Plain                on Earth                       on Earth                        Valley-Between
-Arkansas River Valley             -Gulf Coastal Plain            -Gulf Coastal Plain             the Ouachita and
-Mississippi Alluvial Plain,       -Arkansas River Valley         -Arkansas River Valley          Ozark Plateau
including the delta region         -Mississippi Alluvial Plain,   -Mississippi Alluvial Plain,    Mississippi Alluvial
-Crowley's Ridge                   including the delta region     including the delta region      Plain-Southeast
-Crowley's Ridge               -Crowley's Ridge                corner to
Crowley's Ridge
Crowley's Ridge-
Northeast corner
Ozark Plateau-
Northwest corner
(erosional
plateaus)
Ouachita
Mountains-
Between the River
Valley and Coastal
Plain (true
mountains)

3.1b Essential Question - What kind of historical breakthroughs relate to the study of
ESS.8.8.11   Investigate careers, scientists,   Investigate careers,           *investigate careers,           geologist              Arkansas Science
and historical breakthroughs       scientists, and historical     scientists, and historical      quarry manager         Essentials
related to external forces that    breakthroughs related to       breakthroughs related to        landfill               Lesson 25 pg. 137;
change the Earth                   external forces that change    external forces that change     volcanologist          Lesson 26 pg. 145;
the Earth                      the Earth                       seismologist           Lesson 27 pg. 151
gemologist

3.2 Enduring Understanding - Scientists determine the relative age of rocks by the laws of
superposition and cross-cutting.
3.2a Essential Question - How do scientists determine the relative age of fossils?
ESS.9.8.2    Analyze how rock sequences         Analyze how rock               *define igneous intrusion       erosion                Arkansas Science
may be disturbed                   sequences may be               *identify Earth's forces that   deposition             Essentials
-erosion                           disturbed                      may disturb rock                folding                Lesson 44 pg. 259;
-deposition                        -erosion                       sequences                       faulting               Lesson 53 pg. 305
-igneous intrusion                 -deposition                    *analyze how rock               uplifting
-folding                           -igneous intrusion             sequences may be                igneous
-faulting                          -folding                       disturbed                       intrusion
-uplifting                         -faulting                      -erosion
-uplifting                     -deposition
-igneous intrusion
-folding
-faulting
-uplifting

Based on Northwest Arkansas
Revised 6-09                                            Instructional Alignment                                                      Page 13 of 20
AR Department of Education
SLE        CONTENT STANDARD/                                                                        Essential
Number          Student Learning                                                                    Vocabulary
Expectations (SLE)
ESS.9.8.3 Explain how scientists
The Nature of Science ages of Explain how scientists ages *define superposition to the of
determine the relative        determine the
frameworks are relative
essential components
-law of
law            Arkansas Science
science education of all
superposition  Essentials
of fossils found in layers of into any particular quarter. They should be
students. These frameworks are not scheduled-law of cross-cutting
fossils found in layers of                                                              law of cross-  Lesson 53 pg. 305
sedimentary rock              sedimentary rock              *explain how scientists     cutting
integrated with appropriate content at the discretion of the instructor. All Nature of Science
-law of superposition         -law of superposition         determine the relative ages
-law of the conclusionfossils found in layers of
frameworksofshould be learned by cross-cutting
-law cross-cutting                                          of of the 3rd quarter.
sedimentary rock
-law of superposition
-law of cross-cutting
ESS.9.8.4    Apply geologic laws of             Apply geologic laws of       *infer the history of the      law of             Arkansas Science
superposition and cross-cutting    superposition and cross-     region based on its rock       superposition      Essentials
to determine the relative age of   cutting to determine the     formation                      law of cross-      Lesson 53 pg. 305
rock in a cross section            relative age of rock in a    *discuss how the laws of       cutting
cross section                superposition and cross-
cutting are used to
determine the relative age
of a rock in a cross-section
*apply geologic laws of
superposition and cross-
cutting to determine the
relative age of rock in a
cross section

3.3 Enduring Understanding - Soil contains a complex mixture of different components.
3.3a Essential Question - What major components of soil are needed to sustain plant life?
ESS.8.8.12   Investigate the types of           Investigate the types of     *define organic compounds      mechanical         Arkansas Science
weathering involved in the         weathering involved in the   *define inorganic              weathering         Essentials
breakdown of organic and           breakdown of organic and     compounds                      chemical           Lesson 47 pg. 274
inorganic components of Earth's    inorganic components of      *identify types of             weathering
surface                            Earth's surface              weathering involved in the     organic
breakdown of organic and       inorganic
inorganic compounds
*clarify how types of
weathering contribute to
breakdown of components
of Earth's surface
*investigate the types of
weathering involved in the
breakdown of organic and
inorganic components of
Earth's surface

ESS.8.8.13   Illustrate soil profiles           Illustrate soil profiles     *explain different soil        parent rock        Arkansas Science
horizons                       (bedrock)          Essentials
*identify types of soil        top soil           Lesson 48 pg. 279
profiles                       humus
*illustrate soil profiles      horizons A, B, C
subsoil
leaching
clay
ESS.8.8.14   Apply knowledge of soil profiles Apply knowledge of soil        *collect local soil samples                       Arkansas Science
to local soil samples            profiles to local soil         *apply knowledge of soil                          Essentials
samples                        profiles to local soil                            Lesson 48 pg. 279
samples

Based on Northwest Arkansas
Revised 6-09                                             Instructional Alignment                                              Page 14 of 20
AR Department of Education
SLE          CONTENT STANDARD/                                                                   Essential
Number           Student Learning                                                                Vocabulary
Expectations (SLE)
ESS.8.8.15 Investigate the formation of soil Investigate the formation of *identify types of soil            Arkansas Science
The Nature of Science frameworks are essential components to the science education of all
types                             soil types                   *discuss how soil forms            Essentials
students. These frameworks are not scheduled*investigate the formation     into any particular quarter. They should be
Lesson 48 pg. 279
of soil types
integrated with appropriate content at the discretion of the instructor. All Nature of Science
ESS.8.8.16
Identify components of soil as Identify components of
conclusion of(matter)andthe soil
frameworks should be learned by the or organic soil *identifythe 3rdnonliving
inorganic or organic through   as inorganic           things
living
in
quarter. Arkansas Science
Essentials
investigations                   through investigations         (i.e., rocks, air, water,                           Lesson 48 pg. 279
worms, etc.)
*conduct investigations to
identify components of soil
as inorganic or organic
through investigations

ESS.8.8.17   Identify the basic nutrients     Identify the basic nutrients   *identify the basic nutrients   fertilizer          Arkansas Science
needed by plants that are        needed by plants that are      needed by plants that are       nitrogen - growth   Essentials
present in soils                 present in soils               present in soils                phosphorus -        Lesson 49 pg. 285
-nitrogen                        -nitrogen                      -nitrogen                       flowering
-phosphorus                      -phosphorus                    -phosphorus                     potassium - roots
-potassium                       -potassium                     -potassium

ESS.8.8.18                                                                 *identify ways plants use
Identify ways plants use organic Recognize how plants use humus, water, air, minerals, etc. to grow                 Arkansas Science
and inorganic components in                                   organic and inorganic                                 Essentials
the soil                                                      components in the soil (i.e.,                         Lesson 48 pg. 279
hummus, water, air,
minerals, etc.)
ESS.8.8.19   Investigate and analyze the       Investigate and analyze the *identify types of soil       clay                    Arkansas Science
composition of a variety of soils composition of a variety of *conduct investigations to sand                       Essentials
soils                       determine composition         peat                    Lesson 48 pg. 279
*analyze composition

ESS.8.8.20   Conduct investigations on soil   Conduct investigations on      *define porosity                porosity            Arkansas Science
permeability                     soil permeability              *define permeability            permeability        Essentials
*conduct investigations on                          Lesson 26 pg. 145
soil permeability

Based on Northwest Arkansas
Revised 6-09                                          Instructional Alignment                                                   Page 15 of 20
AR Department of Education
SLE            CONTENT STANDARD/                                                                                 Essential
Number            Student Learning                                                                               Vocabulary
Expectations (SLE)

FOURTH NINE WEEKS
The Nature of Science frameworks are essential components to the science education of all
students. These frameworks are not scheduled into any particular quarter. They should be
4.1 Enduring Understanding - The motion of celestial bodies result in patterns of observable
integrated with appropriate content at the discretion of the instructor. All Nature of Science
phenomena.
frameworks should be learned by the conclusion of the 3rd quarter. to the Earth impact
4.1a Essential Question - How does the relative position of the sun
astronomical events and daily occurrences?
ESS.10.8.1   Summarize the effects of gravity Summarize the effects of           *define mass and weight    mass                  Arkansas Science
on bodies in space               gravity on bodies in space         *relate mass and weight to weight                Essentials
gravity                    gravity               Lesson 54pg. 310;
*summarize the effects of                        Lesson 55 pg. 315
gravity on bodies in space                       DSM Kit - Newton's Toy
Box
ESS.10.8.2   Identify variables that affect the   Identify variables that        *identify variables that                         Arkansas Science
amount of gravitational force        affect the amount of           affect the amount of                             Essentials
between two objects                  gravitational force between    gravitational force between                      Lesson 56 pg. 321
-mass of the objects                 two objects                    two objects
-distance between the objects        -mass of the objects           -mass of the objects
-distance between the          -distance between the
objects                        objects

ESS.10.8.3   Relate the effects of the moons Relate the effects of the           .relate the effects of the    high tides         Arkansas Science
gravitational force on Earth's  moons gravitational force           moons gravitational force     low tides          Essentials
ocean tides                     on Earth's ocean tides              on Earth's ocean tides        spring tides       Lesson 54 pg. 310
neap tides         DMS Kit - Earth, Moon
and Sun

ESS.10.8.4   Identify the causes of the           Identify the causes of the     .recognize how the force of                      Arkansas Science
following:                           tides                          the moon's gravity affects                       Essentials
-high tides                          -high tides                    the tides on Earth                               Lesson 54pg. 310
-low tides                           -low tides                     -high tides
-spring tides                        -spring tides                  -low tides
-neap tides                          -neap tides                    -spring tides
-neap tides

4.2 Enduring Understanding - Galaxies contain billions of objects that can not be seen by
naked eye due to their great distance from Earth.
4.2a Essential Question - What are the relationships between the universe, galaxies, our
solar system, and other celestial bodies?
ESS.10.8.5   Define the terms galaxy and          Define the terms galaxy        *define the terms galaxy      galaxy             Arkansas Science
universe                             and universe                   and universe                  universe           Essentials
solar system       Lesson 57 pg. 325
DSM Kit - Astronomy
FOSS - Planetary
Science
GEMS Kit - Earth, Moon
and Stars

ESS.10.8.6   Illustrate the appearance of         Illustrate the appearance of   *define clarity             irregular            Arkansas Science
galaxies as seen through a           galaxies as seen through a     *identify types of galaxies spiral               Essentials
telescope                            telescope                      according to clarity and    elliptical clarity   Lesson 57 pg. 325
-clarity                             -clarity                       shape
-shape                               -shape                         *illustrate the appearance
of galaxies as seen through
a telescope
-clarity
-shape

Based on Northwest Arkansas
Revised 6-09                                              Instructional Alignment                                                Page 16 of 20
AR Department of Education
SLE        CONTENT STANDARD/                                                                   Essential
Number        Student Learning                                                                 Vocabulary
Expectations (SLE)
ESS.10.8.7 Compare and contrast the Milky Compare and contrast the *describe the Milky Way   Milky Way      Arkansas Science
frameworks are essential components to the science education of all
The Nature of Sciencegalaxies Milky Way Galaxy to other Galaxy
Way Galaxy to other                                                                              Essentials
into and describe
students. These frameworks are not scheduled*identifyany particular quarter. They should be
galaxies                                                          Lesson 57 pg. 325
various galaxies
integrated with appropriate content at the discretion of the instructor. All Nature of Science
*compare and contrast the
frameworks should be learned by the conclusion of the 3rdtoquarter.Milky Way Galaxy other
galaxies

ESS.10.8.8   Illustrate the position of our      Illustrate the position of our *define light year and          light year        Arkansas Science
solar system within the Milky       solar system within the        astronomical unit               AU - astronomical Essentials
Way Galaxy                          Milky Way Galaxy               *identify the position of our unit                Lesson 57 pg. 325
solar system within the
Milky Way Galaxy
*illustrate the position of our
solar system within the
Milky Way Galaxy

ESS.10.8.9   Investigate careers, scientists,    Investigate careers,         *investigate careers,        astronomer          Arkansas Science
and historical breakthroughs        scientists, and historical   scientists, and historical   Galileo             Essentials
related to gravity, galaxies, and   breakthroughs related to     breakthroughs related to     Kepler              Lesson 55 pg. 315;
the universe                        gravity, galaxies, and the   gravity, galaxies, and the   Copernicus          Lesson 57 pg. 325
universe                     universe

4.3 Enduring Understanding - Matter is composed of particles which combine in predictable
ways.
4.3a Essential Question - What composes all matter?
PS.5.8.1     Compare the atomic theory to        Compare the atomic theory *recount characteristics of Atomic Theory           Arkansas Science
the characteristics of a scientific to the characteristics of a a scientific theory                               Essentials
theory                              scientific theory           *discuss the atomic theory                        Lesson 17 pg. 85
*compare the atomic theory
to the characteristics of a
scientific theory

PS.5.8.2     Explain the structure of atoms      Explain the structure of     *specify components of an atom                   Arkansas Science
atoms                        atom                      proton (+)             Essentials
neutron (0)            Lesson 18 pg. 93
electron (-)
nucleus
electron levels
PS.5.8.3     Determine the number of          Determine the number of         *define atomic number        Atomic number ( = Arkansas Science
protons, neutrons, and electrons protons, neutrons, and          *define mass number          protons)          Essentials
in an atom                       electrons in an atom            *determine the number of     mass number       Lesson 19 pg. 101
protons, neutrons, and       ( = Protons +
electrons in an atom         Neutrons)
AMU
ions
isotopes

PS.5.8.4     Create atomic models of             Create atomic models of      *identify common elements Bohr models            Arkansas Science
common elements                     common elements              *illustrate atomic models of Lewis structure     Essentials
common elements                                  Lesson 20 pg. 107
*create atomic models of
common elements

Based on Northwest Arkansas
Revised 6-09                                             Instructional Alignment                                                Page 17 of 20
AR Department of Education
SLE         CONTENT STANDARD/                                                                             Essential
Number         Student Learning                                                                           Vocabulary
Expectations (SLE)

The Enduring Understanding - Waves transfer energy, have measurable properties, andof all
4.4 Nature of Science frameworks are essential components to the science education
behave in predictable ways.
students. These frameworks are not scheduled into any particular quarter. They should be
integrated with appropriate content at the discretion of the instructor. All Nature of Science
4.4a Essential Question - How does a change in energy affect the characteristics of a wave?
frameworks should be learned by the conclusion of the 3rd quarter.
PS.7.8.4   Conduct investigations            Conduct investigations       *explain the different parts   amplitude         Arkansas Science
demonstrating the                 demonstrating the            of a wave                      wavelength        Essentials
characteristics of a wave         characteristics of a wave    *conduct investigations        frequency          Lesson 32 pg. 184
-wavelength                       -wavelength                  demonstrating the              speed
-frequency                        -frequency                   characteristics of a wave      crest
-speed                            -speed                                                      trough
PS.7.8.5   -amplitude
Conduct investigations of         -amplitude
Conduct investigations of   *define longitudinal waves      longitudinal      Arkansas Science
longitudinal and transverse       longitudinal and transverse *define transverse waves        (compression)     Essentials
waves to determine how they       waves to determine how      *discuss differences            rarefaction       Lesson 33 pg. 189
are different                     they are different          between the two types of        transverse
waves
*conduct investigations of
longitudinal and transverse
waves to determine how
they are different

4.4b Essential Question - What are the characteristics of wave types?
PS.7.8.6   Explain how energy is             Explain how energy is        *identify different types of   conduction        Arkansas Science
transferred through waves         transferred through waves    waves                          convection        Essentials
-seismic waves                    -seismic waves               *explain how energy is         radiation         Lesson 28 pg. 155;
-sound waves                      -sound waves                 transferred through waves      seismic           Lesson 32 pg. 184;
-water waves                      -water waves                 -seismic waves                 (p, s, l waves)   Lesson 33 pg. 189;
-electromagnetic waves            -electromagnetic waves       -sound waves                   volcanoes         Lesson 34 pg. 194
-water waves
-electromagnetic waves

PS.7.8.7   Describe how waves travel        *describe the three phases *describe the three phases solid                    Arkansas Science
through different kinds of media of matter and how waves of matter and how waves       liquid                   Essentials
travel through them        travel through them        gas                      Lesson 32 pg. 184;
density                  Lesson 35 pg. 200;
Lesson 36 pg. 206
PS.7.8.8   Differentiate among reflection,   Differentiate among         *define reflection of waves reflection            Arkansas Science
refraction, and absorption of     reflection, refraction, and *define refraction of waves refraction            Essentials
various types of waves            absorption of various types *define absorption of waves absorption            Lesson 34 pg. 194
of waves

4.7 Enduring Understanding - Energy can be neither created or destroyed but can be
changed from one form to another. The different forms of energy can be identified by their
properties.
4.7a Essential Question - What are some energy transformations that occur in daily life?
PS.7.8.9   Describe and diagram the          Illustrate the wavelengths   *define the various            X-ray             Arkansas Science
electromagnetic spectrum          of the spectrum moving       components of the              gamma             Essentials
from left to right           electromagnetic spectrum       ultraviolet       Lesson 37 pg. 215
*describe the                  visible
electromagnetic spectrum       infrared
*illustrate the wavelengths    microwave
from left to right             electromagnetic
spectrum

Based on Northwest Arkansas
Revised 6-09                                         Instructional Alignment                                              Page 18 of 20
AR Department of Education
SLE       CONTENT STANDARD/                                                                       Essential
Number         Student Learning                                                                   Vocabulary
Expectations (SLE)
PS.7.8.10 Analyze the electromagnetic Compare the benefits or     *identify the benefits of the Benefits:
The Nature of Science frameworkseffects essential components to the rays-vitamin Deducation of all
spectrum                    harmful
are of the       different types of waves of UV
science Arkansas Science
Essentials
different types of waves of into any particular quarter. They should be
students. These frameworks are not scheduledthe electromagnetic                                 X-ray and gamma- Lesson 37 pg. 215
the electromagnetic         spectrum
integrated with appropriate content at the discretion the harmful effects radiation treatment
spectrum                    *identify
of the instructor. All Nature of Science
Infrared-night
of the types of
frameworks should be learned by the conclusionthe different3rd quarter. warmth
of                            vision,
electromagnetic spectrum communication
*compare the benefits or      Microwave-
harmful effects of the        communication
different types of waves of and cooking
the electromagnetic           Harmful:
spectrum                      UV rays, X-ray,
gamma-skin
cancer, cataracts

PS.7.8.11   Investigate examples of real       Investigate examples of       *identify examples of real   medical             Arkansas Science
world uses of the                  real world uses of the        world uses of the            breakthroughs       Essentials
electromagnetic spectrum           electromagnetic spectrum      electromagnetic spectrum     (CT, MRIs)          Lesson 37 pg. 215
*Investigate examples of     technology:
real world uses of the       TVs, radios,
electromagnetic spectrum     microwaves,
remote controls,
lasers
PS.7.8.12   Conduct investigations             Demonstrate that when         *discuss white light          prism                Arkansas Science
demonstrating the separation of    white light is slowed down    *demonstrate that when        diffraction gradient Essentials
white light into its spectrum      it bends and separates into   white light is slowed down it                      Lesson 37 pg. 215
using refraction                   the spectrum                  bends and separates into
the spectrum
PS.7.8.13   Compare ways to transfer           Compare ways to transfer      *identify ways to transfer   fiber optics        Arkansas Science
information                        information                   information                                      Essentials
-sound                             -sound                        *compare ways to transfer                        Lesson 37 pg. 215;
-light                             -light                        information                                      Lesson 38 pg. 222;
-microwave energy                  -microwave energy             -light                                           Lesson 40 pg. 234
-microwave energy
PS.7.8.14   Investigate careers, scientists,   Investigate careers,          *investigate careers,        Medical technician Arkansas Science
and historical breakthroughs       scientists, and historical    scientists, and historical   sonar, GPS -       Essentials
related to waves and the           breakthroughs related to      breakthroughs related to     oceanographer      Lesson 37 pg. 215
electromagnetic spectrum           waves and the                 waves and the                military
electromagnetic spectrum      electromagnetic spectrum

Based on Northwest Arkansas
Revised 6-09                                           Instructional Alignment                                                Page 19 of 20
AR Department of Education
SLE         CONTENT STANDARD/                                                                              Essential
Number         Student Learning                                                                            Vocabulary
Expectations (SLE)

The Enduring Understanding - Electrical currents provide a means of transferring electrical
4.6 Nature of Science frameworks are essential components to the science education of all
students. These frameworks are not scheduled into any particular quarter. They should be
energy.
integrated with Question - How do series circuits differ from parallel circuits?
4.6a Essential appropriate content at the discretion of the instructor. All Nature of Science
Construct open and closed *define the circuit
frameworks should be learned by the conclusion of series 3rd quarter.
PS.7.8.1 Construct open and closed                                               series Arkansas Science
electrical circuits                 electrical circuits          *define parallel circuit    parallel                Essentials
-series circuits                                                 *differentiate between open                         Lesson 31 pg. 177
-parallel circuits                                               and closed circuits                                 FOSS - Electronics
*construct open and closed                          DSM- Electrical
electrical circuits                                 Connections
-series circuits
-parallel circuits
PS.7.8.2   Describe and diagram open and Describe and diagram               *describe and diagram      resistance (ohms) Arkansas Science
closed series and parallel    open and closed series             open and closed series and switch            Essentials
circuits                      and parallel circuits              parallel circuits          voltage (volts)    Lesson 31 pg. 177

PS.7.8.3   Compare and contrast open and Compare and contrast           *identify circuits as closed current (amps)             Arkansas Science
closed series circuits and    open and closed series         or open                                                 Essentials
parallel circuits             circuits and parallel circuits *compare and contrast                                    Lesson 31 pg. 177
open and closed series
circuits and parallel circuits

4.5 Enduring Understanding - Electrical currents produce magnetic fields. Changing
magnetic fields produce electric currents.
4.5a Essential Question - How does an electrical current produce a magnet?
PS.6.8.2   Conduct investigations              Conduct investigations       *define field force           force field           Arkansas Science
demonstrating the field force       demonstrating the field      *identify magnetic field      protons               Essentials
(lines of force) in magnetic fields force (lines of force) in    *identify lines of force in   neutrons              Lesson 29 pg. 163
magnetic fields              magnetic fields               magnetic north        FOSS - Magnetism and
*conduct investigations       true north            Electricity
demonstrating the field
force (lines of force) in
magnetic fields
PS.6.8.4   Analyze and compare the             Analyze and compare the      *determine the relationship generator               Arkansas Science
relationship between electricity    relationship between         between electricity and     motor                   Essentials
and magnetism                       electricity and magnetism    magnetism                   transformer             Lesson 30 pg. 168
*analyze and compare the
relationship between
electricity and magnetism
PS.6.8.5   Investigate careers, scientists,    Investigate careers,         *investigate careers,         Heavy machine
and historical breakthroughs        scientists, and historical   scientists, and historical    operator
related to motion and forces that   breakthroughs related to     breakthroughs related to      Junkyard
change Earth's surface              electricity and magnetism    electricity and magnetism     Technician

4.5b Essential Question - How does a magnet produce an electrical current?
PS.6.8.3   Design and conduct                  Design and conduct         *identify variables affecting   variables:            Arkansas Science
investigations applying variables   investigations applying    strength of an                  gauge of wire         Essentials
affecting the strength of an        variables affecting the    electromagnet                   (Ohm's)               Lesson 30 pg. 168
electromagnet                       strength of an             *design and conduct             # of coils
electromagnet              investigations applying         size of nails, etc.
variables affecting the         voltage of battery
Create electromagnets with strength of an
different gauges of wire,  electromagnet
coils, nail size

Based on Northwest Arkansas
Revised 6-09                                            Instructional Alignment                                                Page 20 of 20

```
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
 views: 4 posted: 11/29/2011 language: English pages: 20