8th Grade Science Curriculum
Overview
http://science.dmschools.org
http://grading.dmschools.org
2016-2017
8th Grade Science Curriculum Overview 2016-2017
Standards-Referenced Grading Basics
The teacher designs instructional activities and assessments that grow and measure a student’s skills in the elements identified on our topic scales.
Each scale features many such skills and knowledges, also called learning targets. These are noted on the scale below with letters (A, B, C) and occur
at Levels 2 and 3 of the scale. In the grade book, a specific learning activity could be marked as being 3A, meaning that the task measured the A item
at Level 3.
Topic
Evidence shows the student can...
The common core state
Score
standard code is located
on each scale.
The Learning Goal is the
complete Level 3 of the
scale.
Each lettered bullet point
represents one Learning
Target.
When the time comes to identify the Topic Score for a topic, the teacher looks at all of the
pieces of the Body of Evidence for that topic. The table to the right describes what Topic Score
a student receives based on what the Body of Evidence shows. The scores listed on this table
are the only valid scores that may be entered into the Topic Score assignment in a grade book.
DMPS Grading Resources: http://grading.dmschools.org
Demonstrate all learning targets from Level 2, Level 3,
and Level 4
4.0
Demonstrate all learning targets from Level 2 and
Level 3 with partial success at Level 4
3.5
Demonstrate all learning targets from Level 2 and
Level 3
3.0
Demonstrate all Level 2 learning targets and some of
the Level 3 learning targets
2.5
Demonstrate all learning targets from Level 2 but
none of the learning targets from Level 3
2.0
Demonstrate some of the Level 2 learning targets and
none of the Level 3 learning targets
1.5
Demonstrate none of the learning targets from Level 2
or Level 3
1.0
Produce no evidence appropriate to the learning
targets at any level
0
*Students who demonstrate success at Level 3 learning targets but
not Level 2 learning targets are the students for whom additional
investigation and multiple opportunities are most vital.
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8th Grade Science Curriculum Overview 2016-2017
Transitioning to the new Iowa Science Standards:
In order to ensure our current K-12 students are scientifically-literate, global citizens who are prepared for college and career success, We are in the
process of transitioning to new science standards that reflect what students in grades K-12 should know and be able to do as a result of instruction.
Recognizing science is not just a body of knowledge that reflects current understanding of the world; it is also a set of practices used to establish,
extend, and refine that knowledge, Iowa’s Science Standards are written as a modified version of the Next Generation Science Standards and are
designed to address six major conceptual shifts.
1. The NGSS reflect how science is done in the real world by intertwining three dimensions - Scientific and Engineering Practices, Crosscutting
Concepts, and Disciplinary Core Ideas. Scroll to the bottom of each hyperlink to see the K-12 matrix for each practice and concept.
2. The NGSS are student performance expectations.
3. The NGSS build coherently from grades K through 12.
4. The NGSS focus on deeper understanding of content and applications of content.
5. The NGSS integrate science, technology, and engineering throughout grades K–12.
6. The NGSS correlate to the Common Core State Standards in English language arts (ELA) and mathematics.
Teacher responsibilities for the 2016-17 school year.
Working within your current curriculum, engage in the following activities over the course of next year. This is your time to intentionally focus on
the crosscutting concepts and science and engineering practices before we completely switch to the new standards.





Focus on deliberate, guided integration of science and engineering practices into lessons/units. It may be helpful to record which science and engineering
practices are being used by students and modeled by teachers. Explicitly address all eight practices at some point throughout the year
Use prompts that encourage students to identify and use appropriate crosscutting concepts. It may be helpful to post the crosscutting concepts in the room
to help focus conversations and connections. Explicitly address all seven crosscutting concepts throughout the year.
Field test lessons/unit and classroom assessments that are intentionally focused on building students’ learning toward each of the dimensions (SEPs, CCCs,
and DCIs) of the new standards.
Begin to intentionally teach content that was not previously taught and begin to pare down content that is no longer included or no longer emphasized in
the standards.
Begin evaluating instructional resources and begin modifying existing materials to more completely align with the standards.
Please contact Adam Puderbaugh at [email protected] if you are interested in professional development opportunities around the new standards.
Areas highlighted in yellow at the bottom of the topic scales are suggested areas to start your NGSS exploration.
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8th Grade Science Curriculum Overview 2016-2017
Unit
Scientific Inquiry
Approximately 1-3 Weeks
Motion and Forces and Energy
Approximately 14 Weeks
Waves, Sound and Light
Approximately 6 Weeks
Astronomy
Approximately 6 Weeks
Cells and Heredity
Approximately 6 Weeks
Yearlong Skills Topics
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Content Standards
Content Topics
Start to reference NGSS science and engineering practices

Scientific Investigative Skills
Understand and apply knowledge of motion and forces.

Motion

Forces

Forms and transfer of Energy

Properties of Mechanical and Electromagnetic Waves

Interactions of Waves

Structure and interactions of the Universe

Structure and Interactions of the Solar System

Structure and function relationships in cells

Reproduction and Genetic Variation

Scientific Tool Use and Measurement

Science Reading and Writing: Research
Understand and apply knowledge of forms of energy and
energy transfer.
Understand and apply knowledge of forms of energy and
energy transfer.
Understand and apply knowledge of the components of our
solar system.
Understand and apply knowledge of the basic components
and functions of cells, tissues, organs and organ systems.
Understand and apply knowledge of how different
organisms pass on traits (heredity).
The Skills Topics are designed to be taught throughout the
year and assessed when you have sufficient evidence. You
may choose to assess them in either first or second
semester.
8th Grade Science Curriculum Overview 2016-2017
Topic
Scientific
Investigative
Skills
4
3
Proficient
Knowledge:
In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was
taught.
Students will:
 Design, conduct, and collect data for a scientific investigation:
A. Create an independently generated testable question and formulate a related hypothesis (questioning and
hypothesizing)
B. Generate dependent and independent variables in an experiment
C. Design, conduct and evaluate the validity of an investigative experiment (experimental design)
D. Determine the relationship between the variable and the results of an experiment (experimental design)
E. Collect relevant data from an experiment
 Analyze, write, and communicate for a scientific investigation:
F. Support conclusions with relevant data and reasoning (data analysis and conclusions)
G. Represent data graphically and analyze the graph
H. Communicate scientific findings (scientific communication)
2
Students will recognize or recall:
Specific vocabulary such as:
A. hypothesis, observation, qualitative, quantitative, inference, procedure, evidence, claim, conclusion, graph, theory,
law, prediction, model, opinion, cause, effect, variable (independent & dependent), control, experiment, reliability,
validity, investigative question, testable question
Basic knowledge such as:
B. Create a testable question
C. Conduct an investigative experiment
D. Identify the variables and control in an experiment
This Topic will eventually be replaced by the integration of science and engineering practices into all topics. Look at Appendix F for grade band
expectations for all of the SEP’s.
http://www.nextgenscience.org/sites/default/files/Appendix%20F%20%20Science%20and%20Engineering%20Practices%20in%20the%20NGSS%20%20FINAL%20060513.pdf
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8th Grade Science Curriculum Overview 2016-2017
Topic
Motion
4
3
Proficient
2
Knowledge:
In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was
taught.
Students will:
A. Compare and contrast the motion of objects as described by their position, direction of motion, and speed
B. Illustrate an objects motion by measuring its movement and creating an appropriate graph
C. Measure and interpret and objects motion to determine if it is accelerating
D. Manipulate the formula s = d/t to determine an object’s speed, distance or time
Students will:
Recognize or recall specific vocabulary such as:
A. speed, acceleration, velocity, reference point, distance, constant, time
Basic knowledge such as:
B. Remember that velocity is speed with a direction
C. Recognize that acceleration is a change in velocity
D. Calculate speed as distance/time
E. Describe motion as a change in position
F. Graph an object’s change in position
NGSS Exploration
Science and Engineering Practice Exploration: Asking Questions and Defining Problems (Explore 6-8 expectations with examples below.)
 Ask questions that can be investigated within the scope of the classroom, outdoor environment, and museums and other public facilities with
available resources and, when appropriate, frame a hypothesis based on observations and scientific principles.
Crosscutting Concept Exploration: Stability and Change
 Explanations of stability and change in natural or designed systems can be constructed by examining the changes over time and forces at
different scales
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8th Grade Science Curriculum Overview 2016-2017
Topic
Forces
4
3
Proficient
2
Knowledge
In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was
taught.
Students will:
A. Plan and Conduction an investigation that provides evidence for Newton’s three laws
o An object that is not being subjected to a force will continue to move at a constant speed and in a straight line.
Unbalanced forces will cause changes in speed or direction of an object’s motion (Newton’s 1st Law).
o The relationship between an object’s mass, acceleration and the force applied (Newton’s 2nd Law).
o All forces are opposed by an equal force (Newton’s 3rd Law).
B. Develop a model that illustrates that objects in contact exert forces on one another (friction, pushes & pulls)
C. Apply Newton’s Law of Universal Gravitation to explain the motion of objects
Students will:
Recognize or recall specific vocabulary such as:
A. force, net force, friction, gravity, momentum, mass, weight, balanced, unbalanced, inertia, Newtons (units)
Basic knowledge such as:
B. Describe and provide examples of Newton’s 3 Laws (Inertia, acceleration, and paired forces)
C. Explain how balanced and unbalanced forces affect motion
D. Recall that gravity is affected by mass and distance
E. Describe how friction affects motion
F. Explain weight is a function of gravity
NGSS Exploration
Science and Engineering Practice Exploration: Planning and Carrying Out Investigations (Explore 6-8 expectations with examples below.)
 Collect data to produce data to serve as the basis for evidence to answer scientific questions or test
Crosscutting Concept Exploration: Stability and Change
 Small changes in one part of a system might cause large changes in another part
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8th Grade Science Curriculum Overview 2016-2017
Topic
Energy
and
Energy
Transfer
4
3
Proficient
2
Knowledge:
In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was
taught.
Students will:
A. Create a model to explain the Law of Conservation of Energy
B. Develop an explanation supported by evidence to account for the movement of heat/thermal energy in system?”
(explanation should address thermal equilibrium and types of thermal energy transfer)
Students will:
Recognize or recall specific vocabulary such as:
A. potential, kinetic, mechanical, chemical, light, sound, electrical, thermal, nuclear, conservation, heat, temperature,
conversion, Joules, convection, conduction, radiation, transfer, efficiency
basic knowledge such as:
B. Explain the Law of Conservation of Energy
C. Describe the difference between heat and temperature
D. Recall the difference between potential and kinetic energies
E. Recognize that chemical, light, sound, electrical, thermal, nuclear and mechanical are all forms of energy
F. Describe how energy can transfer through radiation, conduction or convection
NGSS Exploration
Science and Engineering Practice Exploration: Analyzing and Interpreting Data(Explore 6-8 expectations with examples below.)
 Analyze data to determine an object, tool, process or system that best meet criteria for success.
Crosscutting Concept Exploration: Energy and Matter: Flows, Cycles and Conservation
 The transfer of energy can be tracked as energy flows through a design or natural system.
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8th Grade Science Curriculum Overview 2016-2017
Topic
Properties of
Mechanical and
Electromagnetic
Waves
4
Knowledge:
In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what
was taught.
3
Proficient
Students demonstrate they have developed an understanding of:
A. Use mathematical representations to describe a simple model for waves that includes how the amplitude,
wavelength and frequency of a wave are related to the energy in a wave
B. Develop an explanation based on evidence for why a waves speed is affected by the media it is traveling through
2
Students will recognize or recall:
specific vocabulary such as:
A. wavelength, frequency, amplitude, crest, trough, longitudinal, transverse, vibration, medium, compression,
rarefaction, wave speed, hertz, electromagnetic waves, mechanical waves (such as sound)
basic knowledge such as:
B. Describe how waves transfer energy
C. Recognize the wavelength, amplitude, crest and trough of a transverse wave
D. Recognize the compressions and rarefactions of a longitudinal wave
E. Describe that wave speed is affected by the media through which they travel
NGSS Exploration
Science and Engineering Practice Exploration: Developing and Using Models (Explore 6-8 expectations with examples below.)
 Develop and use a model to describe a phenomena
Crosscutting Concept Exploration: Patterns
 Graphs and charts can be used to identify patterns in data
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8th Grade Science Curriculum Overview 2016-2017
Topic
Interactions of
Waves
Knowledge:
4
In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what
was taught.
3
Proficient
Students will:
A. Develop and use a model to describe that waves are reflected, absorbed, or, transmitted through various materials
B. Analyze the relationship between visible light wavelength and frequency and discuss how color of light is
determined
C. Classify the types of radiation on the electromagnetic spectrum
2
Students will:
Recognize and recall specific vocabulary such as:
G. transmission, absorption, reflection, refraction, interference, scattering, transparent, translucent, opaque,
diffraction, electromagnetic spectrum
basic knowledge such as:
H. Describe the difference among transparent, translucent and opaque
I. Illustrate the ranges of the electromagnetic spectrum (radio waves to gamma waves)
J. Describe the characteristics of the visible spectrum
NGSS Exploration
Science and Engineering Practice Exploration: Developing and Using Models (Explore 6-8 expectations with examples below.)
 Develop and/or use a model to predict and/or describe phenomena
Crosscutting Concept Exploration: Structure and Function
 Structures can be designed to serve particular functions by taking into account properties of different materials, and how materials can be shaped
and used.
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8th Grade Science Curriculum Overview 2016-2017
Topic
Structure
and
Interactions
of the
Universe
4
3
Proficient
2
Knowledge:
In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was
taught.
Students will:
A. Evaluate the validity of evidence that supports the Big Bang Theory ( Doppler effect, cosmic radiation, common elements
in the universe)
B. Create a model that represents the relationship between a star’s size, lifespan and lifecycle
Students will:
Recognize or recall specific vocabulary such as:
A. galaxy, constellation, universe, Big Bang, stars, light year, telescope, nebula, protostar, red giant, super red giant,
supernova, dwarf (white and black), black hole, neutron star, main sequence stars, pulsar, H-R diagram, star (planetary)
system, gravity
basic knowledge such as:
B. Describe the general organization of the universe (stars, planets, galaxies, planetary systems, moons)
C. Recall that the Milky Way is our galaxy
D. Recall that the solar system is our planetary system
E. Explain what a light year is and why we use it to measure Space
F. Describe the lifecycle of a star
NGSS Exploration
Science and Engineering Practice Exploration: Obtaining, Evaluating, and Communicating Information (Explore 6-8 expectations with examples below.)
 Evaluate data, hypotheses, and/or conclusions in scientific and technical texts in light of competing information or accounts.
Crosscutting Concept Exploration: Energy and Matter
 Within a natural or designed system, the transfer of energy drives the motion and/or cycling of matter.
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8th Grade Science Curriculum Overview 2016-2017
Topic
Structure
and
Interactions
of the Solar
System
4
3
Proficient
2
Knowledge
In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was
taught.
Students will:
A. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system
B. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the
sun and moon, and seasons
Students will:
Recognize or recall specific vocabulary such as:
A. sun, planet, moon, asteroids, comets, eclipse, elliptical, orbit, rotation, revolution, seasons, tides, meteoroids, satellite,
gravity, day, month, year, tilt, probes, astronomical units (AU)
basic knowledge such as:
B. Describe the motion of artificial and natural satellites
C. Illustrate how planets travel in predictable patterns
D. Recall that the sun is an average sized star
E. Explain how we explore the solar system
F. Recall the order of the planets from the sun
NGSS Exploration:
Science and Engineering Practice Exploration: Developing and Using Models (Explore 6-8 expectations with examples below.)
 Develop and/or use a model to predict and/or describe phenomena
Crosscutting Concept Exploration: Patterns
 Patterns in rates of change and other numerical relationships can provide information about natural ad human designed systems.
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8th Grade Science Curriculum Overview 2016-2017
Topic
Structure and
Function
Relationships
in Cells
4
Knowledge:
In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was
taught.
3
Proficient
Student will:
A. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function
B. Conduct an investigation to provide evidence that photosynthesis and cellular respiration are essentially mirror
processes
2
Student will:
Recognize or recall specific vocabulary such as:
A. cell, organelle, mitochondria, chloroplast, cell wall, cell membrane, nucleus, DNA, photosynthesis, cellular respiration,
unicellular, multicellular, cell theory, mitosis
Basic knowledge such as:
B. Describe the differences in function of a cell wall vs. cell membrane
C. Describe how energy is converted in a cell
D. Provide evidence that all living things are made of one or more cells (cell theory)
NGSS Exploration
Science and Engineering Practice Exploration: Planning and Carrying Out Investigations (Explore 6-8 expectations with examples below.)
 Conduct an investigation to produce data to serve as the basis for evidence that meet the goals of an investigation
Crosscutting Concept Exploration: Structure and Function
 Complex and microscopic structures and systems can be visualized, modeled, and used to describe how their function depends on the relationships
among its parts, therefore complex natural structures/systems can be analyzed to determine how they function.
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8th Grade Science Curriculum Overview 2016-2017
Topic
Reproduction
and Genetic
Variation
4
Knowledge:
In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was
taught.
3
Proficient
Student will:
A. Predict the possible phenotype of the offspring using a Punnett square
B. Create and explanation based on evidence for how differences in DNA replication can cause mutation and changes in
genotype which can be harmful, beneficial or neutral
C. Compare and contrast sexual and asexual reproduction
2
Student will:
Recognize or recall specific vocabulary such as:
A. meiosis, Punnett square, genetic, mutation, gene, DNA, allele, genotype, phenotype, chromosomes, dominant, recessive,
homozygous, heterozygous, heredity, trait, inherit, sexual, asexual
Basic knowledge such as:
B. Complete a Punnett square using dominant and recessive alleles
C. Describe the relationship between genotype and phenotype
D. Explain the role of dominant and recessive alleles in determining an offspring’s traits
E. Compare the products of mitosis and meiosis
F. Describe how variation can occur during cellular reproduction
NGSS Exploration: Standard:
Science and Engineering Practice Exploration: Constructing Explanations and Designing Solutions (Explore 6-8 expectations with examples below.)
 Construct an explanation using models or representations.
Crosscutting Concept Exploration: Structure and Function
 Complex and microscopic structures and systems can be visualized, modeled, and used to describe how their function depends on the shapes,
composition, and relationships among its parts, therefore complex natural structures/systems can be analyzed to determine how they function.
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8th Grade Science Curriculum Overview 2016-2017
Topic
Scientific Tool
Use and
Measurement
4
3
Proficient
Knowledge
In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was
taught.
Students demonstrate they have developed an understanding of:
A. Convert between units within the metric system and standard system
B. Choose an appropriate tool for a specific task and use it to gather accurate scientific data
2
Students will recognize or recall:
Specific vocabulary such as:
A. meter stick, graduated cylinder, density, volume, length, scale, mass, weight, displacement, glassware, thermometer,
microscope
Basic knowledge such as:
B. Describe the general function and use of each tool
C. Apply appropriate units of measurement (g, kg, m, cm, km, L, mL, °C)
D. Choose an appropriate tool for a specific use
This topic should be taught within other content topics and not as a separate unit on measurement at the beginning of the semester.
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8th Grade Science Curriculum Overview 2016-2017
Topic
Reading and
4
Writing Research
Papers
3
Proficient
Knowledge:
In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond
what was taught.
Integration of Knowledge and Ideas From Text
Students will:
A. Cite specific textual evidence to support or refute scientific claims
B. Follow precisely a multi-step procedure when carrying out experiments or taking measurements.
C. Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
Research Writing
Students will:
D. Conduct grade appropriate research projects to answer a question, drawing on several sources.
E. Use precise language and scientific vocabulary to inform/explain the topic
F. Demonstrate each step of the research process:
1. -locate appropriate sources
2. -record information related to topic
2
Integration of Knowledge and Ideas From Text
Students will:
Recognize or recall specific vocabulary such as:
A. Evidence, claim, analysis, cite, specific, support, refute, main idea
Basic knowledge such as:
B. Describe the main idea, supporting ideas
C. Organize ideas logically
D. Summarize ideas within a text
Research Writing
Students will:
Basic knowledge such as:
E. Develop a grade appropriate research question
F. Summarize informative text
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8th Grade Science Curriculum Overview 2016-2017
Skill
Science Inquiry
Throughout year
Standard
Identify and generate questions that can be answered through
scientific investigations.

Topic
Scientific Investigative
Skills
Sample Tasks
Science Fair
Design and conduct different kinds of scientific investigations.
Understand that different kinds of questions suggest different kinds
of scientific investigations.
Select and use appropriate tools and techniques to gather, analyze
and interpret data.
Incorporate mathematics in scientific inquiry.
Use evidence to develop descriptions, explanations, predictions, and
models.
Think critically and logically to make the relationships between
evidence and explanations.
Recognize and analyze alternative explanations and predictions.
Communicate and defend procedures and explanations.
Use appropriate safety procedures when conducting investigations.
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
Scientific tool Use and
Measurement
Students will participate in a
rotation lab practical using
various tools and
measurement practices
designed by the teacher.
8th Grade Science Curriculum Overview 2016-2017
Skill
Reading in Science
Throughout year
Standard

Cite specific textual evidence to support analysis of science and
technical texts.
Topic
Technical / procedural
writing and reading
Sample Tasks
Following written
directions during a lab
activity

Technical / procedural
writing and reading
Formal Assessment in 8th
Grade: Lab Reports
Follow precisely a multistep procedure when carrying out
experiments, taking measurements, or performing technical tasks.
Integrate quantitative or technical information expressed in words
in a text with a version of that information expressed visually (e.g.,
in a flowchart, diagram, model, graph, or table).
Compare and contrast the information gained from experiments,
simulations, video or multimedia sources with that gained from
reading a text on the same topic.
Writing in Science
Throughout year

Write informative/explanatory texts, including the narration of
historical events, scientific procedures/ experiments, or technical
processes.
Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and
audience.
With some guidance and support from peers and adults, develop
and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on how well purpose
and audience have been addressed.
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Teacher may select any lab
throughout the year to use as
the formal assessment for lab
report writing. A rubric will be
provided to assess reports on
key components and
mechanics.
*See Lab report attachment
for additional expectations in
grades 6-12.
8th Grade Science Curriculum Overview 2016-2017
Use technology, including the Internet, to produce and publish
writing and present the relationships between information and
ideas clearly and efficiently
Draw evidence from informational texts to support analysis,
reflection, and research.
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