USD 263-MULVANE SCHOOL DISTRICT

CURRICULUM MAP

SCIENCE-8th Grade


OUTCOME/ ESSENTIAL QUESTION

 

CONTENT

 

OBJECTIVE/SKILL

 

ASSESSMENT

 
1. What are the fundamental abilities necessary for developing science inquiry?
(Review and use skills throughout entire year)
 
1. Basic concepts, skills, investigations, reasoning, safety and technology needed for science inquiry
 
1. Demonstrate the skills necessary for science inquiry processes: identify problems, design procedures to conduct investigations. Use tools, mathematical reasoning and technology to gather, organize, analyze, record and interpret data to form a conclusion. Distinguish between dependent and independent variables. (S1B1I1, S1B1I2, S1B1I3, S1B1I4, S1B1I5, S1B1I6)
2. Apply the following processing skills: observing (quantitative and qualitative data), classify, predict, measure, estimate, and develop questions to guide investigations. (S1B2I1, S1B2I2)
3. Analyze new scientific ideas, determine evidence that supports or contradicts data. (S1B3I2, S1B3I3)
 
Textbook, textbook questions, primary/secondary sources, worksheets, videos with quizzes or worksheets, tests, oral presentations, vocabulary, classroom discussion, pop quizzes, inquiry experiments, notes, field exploration, projects-individual and group based
 
1. How does Newton's three laws help us understand an object's motion?
2. How to mathematically figure that unbalanced forces and energy causes a change in an object's motion
 
1. Force, motion, inertia, and momentum
2. Speed, velocity, acceleration, potential and kinetic energy
 
1. Demonstrate an understanding how Newton's three laws effect an object's motion. Describe motion using terms like: force, inertia, and momentum. (S2B3I3)
2. Use calculations to understand speed, velocity, acceleration, potential, and kinetic energy. (S2B3I4)
 
Textbook, textbook questions, primary/secondary sources, worksheets, videos with quizzes or worksheets, tests, oral presentations, vocabulary, classroom discussion, pop quizzes, inquiry experiments, notes, field exploration, projects-individual and group 
 
1. How to classify matter by looking at different properties?
2. How are elements and compounds related and how are bonds formed?
3. What are chemical reactions and how they occur?
 
1. Observable chemical and physical properties of metals, nonmetals, and chemicals
2. Atomic structure, element differences, elements forming compounds, chemical bonding
3. Identify chemical reactions, changes in properties and mass. Identify types of chemical reactions. Include acid and base reaction
 
1. Compare and contrast metals and nonmetals (S2B1I3)
2. Compare the atomic structure of different elements. Use chemical formulas to show how compounds form. Learn to use the periodic chart when working with elements, compounds, and chemical bonding. (S2B2I3)
3. Determine what a chemical reaction is and how changes in physical properties and conservation of mass occurs. Balance chemical equations to show how balanced chemical reactions (conservation of mass) occur. (S2B2I2)
 
Textbook, textbook questions, primary/secondary sources, worksheets, videos with quizzes or worksheets, tests, oral presentations, vocabulary, classroom discussion, pop quizzes, inquiry experiments, notes, field exploration, projects-individual and group 
 
1. What causes organisms to break down?
 
1. Organismal breakdown caused by disease, damage, heredity, and aging.
 
1. Translate how disease and damage can breakdown an organism. (S3B1I3) Deduce how heredity effects the breakdown of organisms. (S3B1I3) Identify how aging causes the breakdown of organisms. (S3B1I3)
 
Textbook, textbook questions, primary/secondary sources, worksheets, videos with quizzes or worksheets, tests, oral presentations, vocabulary, classroom discussion, pop quizzes, inquiry experiments, notes, field exploration, projects-individual and group 
 
1. Why do you look like you do?
 
1. Passing of hereditary, genetics, chromosomes and probability of traits being passed
 
1. Review information concerning heredity. (S3B2I4) Apply how genetics effect the organism. (S3B2I4) Differentiate how sets of chromosomes effect the appearance and make up of organisms. (S3B2I4) Demonstrate a knowledge of probability and how it relates to genetics. (S3B2I4)
 
Textbook, textbook questions, primary/secondary sources, worksheets, videos with quizzes or worksheets, tests, oral presentations, vocabulary, classroom discussion, pop quizzes, inquiry experiments, notes, field exploration, projects-individual and group 
 
1. How do organisms adapt to our everchanging environment?
 
1. How organisms maintain, regulate and balance internal conditions in a changing environment, plant adapatations due to phototropism, geotropism, and thermotropism.
 
1. Identify how organisms regulate internal conditions in a changing environment. (S3B3I3) Compare and contrast how plants are effected and adapt to phototropism, geotropism, and thermotropism. (S3B3I3) Experiment how environment changes effect plant growth. (S3B3I3) 
 
Textbook, textbook questions, primary/secondary sources, worksheets, videos with quizzes or worksheets, tests, oral presentations, vocabulary, classroom discussion, pop quizzes, inquiry experiments, notes, field exploration, projects-individual and group 
 
1. What changes does the earth continually go through?
2. What are the major Earth systems and how do they interact?
3. How are past and present earth processes similar?
 
1. Plate movements, geologic events like volcanoes, earthquakes, and land formation developments. Water's effect on the earth's surface through erosion. Ocean effect on climate and
2. Atmosphere, biosphere, geosphere, and hydrosphere
3. The Earth's constructive and destructive forces
 
1. Identify and model the plate movements of the Earth.
2. Discuss how plate movements affect volcano and earthquake activity. Discuss how plate movements affect landform development. Develop an understanding of how water affects the solid surface of the earth. Affects will include climate zones in relation to ocean currents, and top soil erosion in relation to percipitation and run-off. (S4B1)
3. Study the theories of geologic time. Make models of geologic time theories to scale. Compare fossils found in different rock layers in Kansas. Determine the possible past arrangements of the continents by fitting together continents as puzzle pieces. (S4B2)
 
Textbook, textbook questions, primary/secondary sources, worksheets, videos with quizzes or worksheets, tests, oral presentations, vocabulary, classroom discussion, pop quizzes, inquiry experiments, notes, field exploration, projects-individual and group 
 
1. What are the components of the solar system?
2. What are the motion and forces that determine the phases of the moon, and other solar system phenomena?
3. What are the risks of natural hazards that occur on the earth?
 
1. The parts of the solar system-these include the sun, planets, moons, asteroids, and comets
2. The motion and forces that determine the phases and eclipses of the moon, and the arrangement of the solar system.
3. Human Response and Understanding of Earthquakes, Tornadoes, and Hurricanes
 
1. Students will compare the sun and its characteristics with other stars. Students will sequence the life cycle of a star. Stars (discuss plasma) will be classified according to brightness, color, temperature, age, and distance from the Earth. (S4B3)
2. Students will demonstrate the positions of the sun, earth, and moon to create eclipses, phases of the moon, and tides. Students will demonstrate the force of gravity using string and ball rotation. Students will demonstrate the light intensity of the sun in relation to the angle of incidence that it hits the earth. (S4B4)
3. Determine the result of plate boundary interactions that include subduction, translation, and spreading. Evaluate human activites that can cause or contribute to natural hazards. (S6B3)
 
Textbook, textbook questions, primary/secondary sources, worksheets, videos with quizzes or worksheets, tests, oral presentations, vocabulary, classroom discussion, pop quizzes, inquiry experiments, notes, field exploration, projects-individual and group