Delta RV Eighth Grade Science
Revised-2009
Science Eighth Grade
Content Standard 1: Properties and Principles of Matter and Energy
GLE 1: Changes in properties and states of matter provide evidence of the atomic theory of matter
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Objective
Standards
Skills
Activities/Resources
recognize elements
(unique atoms) and
Objects, and compounds (molecules
the
or crystals) are pure
materials
substances that have
they are
characteristic properties.
made of,
describe the PHYSICAL
have
AND CHEMICAL
properties PROPERTIES (examples—
that can be magnetic attraction,
conductivity, melting point
used to
describe and and boiling point, reactivity)
of pure substances (elements
classify
or compounds) (examples—
them
copper wire, aluminum wire,
iron, charcoal, sulfur, water,
salt, sugar, sodium
bicarbonate, galena, quartz,
magnetite, pyrite) using
appropriate senses and tools.
3.5
1.2
1.6
Recall
Students will:
Scope and Sequence—
Physical and Chemical
Properties and Changes
in Matter
Skill/Concept
A
3.5
4.1
1.2
1.3
1
The periodic table will be used to
identify elements and compounds.
using magnetic force, conductivity,
melting point and boiling point,
classify various elements and
compounds into specific groups.
Assessment
Students will use the
periodic chart to
correctly determine
the number of protons,
neutrons, and
electrons in an atom.
Terms are used
correctly and
explained.
Teacher observation
Science Eighth Grade
Content Standard 1: Properties and Principles of Matter and Energy
GLE 1: Changes in properties and states of matter provide evidence of the atomic theory of matter
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Objective
Standards
Skills
Activities/Resources
Properties of
matter can be
explained in
terms of
moving
particles too
small to be
seen without
tremendous
magnification
Students will:
Scope and Sequence—
Physical and Chemical
Properties and Changes
of Matter
describe evidence (examples—
diffusion of colored material
into clear material such as
water; light reflecting off of dust
particles in air; changes in
physical properties and
reactivity such as gold
hammered into foil, oil
spreading on the surface of
water, decay of organic matter,
condensation of water vapor by
increased pressure) that supports
the theory that matter is
composed of moving particles
too small to be seen (atoms,
molecules).
Skill/Concept
C
Assessment
2
Students will participate in the
activity: Diffusion of Perfumes
Students will
correctly explain that
particles (atoms and
molecules) are
moving during
physical and chemical
properties and
changes of matter
Science Eighth Grade
Content Standard 1: Properties and Principles of Matter and Energy
GLE 1: Changes in properties and states of matter provide evidence of the atomic theory of matter
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Objective
Standards
Skills
Activities/Resources
using the KINETIC
THEORY model,
Physical
illustrate and account for
changes in the physical properties
the state of (examples—shape,
matter that volume, malleability,
result from viscosity) of a solid,
thermal
liquid, or gas in terms of
changes can the arrangement and
be
motion of molecules in a
explained substance.
by the
use the KINETIC
Kinetic
Theory of THEORY model to
explain changes in the
Matter
volume, shape, and
viscosity of materials in
response to temperature
changes during a phase
change.
Strategic Thinking
Students will:
Scope and Sequence—
Physical and Chemical
Properties and Changes
of Matter
1.6
1.10
3.5
Strategic Thinking
D
Assessment
1.6
1.10
3.5
3
The teacher will demonstrate, the
students will model and create a
Power Point presentation of the
molecular Kinetic Theory.
Performance
assessment: Construct
diagram to compare
molecular
arrangements in a
solid, liquid, and gas
The students will explain changes
in volume, shape and viscosity of
matter.
Same as above
D
Students will:
Physical
changes in the
state of matter
that result from
thermal changes
can be
explained by
the Kinetic
Theory of
Matter
F
predict the effect of transfer
on PHYSICAL
PROPERTIES of a
substance as it changes to or
from a solid, liquid, or gas
(examples—phase changes
that occur during freezing,
melting, evaporation,
boiling, condensation).
3.5
4.1
Scope and Sequence—
Physical and Chemical
Properties and
Changes in Matter
recognize more than 100
known elements (unique
atoms) exist that may be
combined in nature or by man
to produce COMPOUNDS that
make up the living and
nonliving substances in the
environment (DO NOT assess
memorization of the Periodic
Table).
Skill/Concept
The periodic
table organizes
the elements
according to
their atomic
structure and
chemical
reactivity
Extended Thinking
Science Eighth Grade
Content Standard 1: Properties and Principles of Matter and Energy
GLE 1: Changes in properties and states of matter provide evidence of the atomic theory of matter
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Objective
Standards
Skills
Activities/Resources
3.5
4.1
4
Students will do experiment or
activity—Predict Phase Changes
of Dry Ice
The periodic table or chart will be
used to identify elements present in
the universe. Students will create a
portfolio of an element. The student
will choose one of the first 20
elements and include in the portfolio
the following:
1) diagram of element key and
label
2) state of matter
3) model of chosen element
4) research use of element in
technology and every life
5) oral presentation
Assessment
Assessment of lab
form—predict phase
changes during lab
with dry ice
The objective is to
make an atom model
showing the number
of protons, neutrons,
and electrons in an
atom.
Scoring of model or
example
Scoring rubric
Science Eighth Grade
Content Standard 1: Properties and Principles of Matter and Energy
GLE 1: Changes in properties and states of matter provide evidence of the atomic theory of matter
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Objective
Standards
Skills
Activities/Resources
Mass is
conserved
during any
physical or
chemical
change
Students will:
Scope and Sequence—
Physical and Chemical
Properties and
Changes in Matter
Extended Thinking
I
provide evidence the
MASS IS CONSERVED
DURING A CHEMICAL
CHANGE IN A CLOSED
SYSTEM (example—
vinegar and baking soda,
mold growing in a closed
container, steel wool
rusting).
5
Students will participate in an
activity on conservation of mass:
Demonstration of Mold Growing
on a Piece of Bread
Assessment
Students will write a
paragraph to explain
how mass is
conserved during any
physical/chemical
change.
Scoring of paragraph
writing by rubric
Science Eighth Grade
Content Standard 1: Properties and Principles of Matter and Energy
GLE 2: Energy has a source, can be transferred, and can be transformed into various forms but is conserved between and within systems
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Assessment
Objective
Standards
Skills
Activities/Resources
A
Students will:
use the kinetic molecular
model to explain changes
in the temperature of a
material.
Skill/Concept
recognize thermal
energy is transferred as
heat from warmer objects
to cooler objects until
both reach the same
temperature
(equilibrium).
recognize the TYPE OF
MATERIALS that transfer
energy by conduction,
convection, and/or
radiation.
Recall
Forms of
energy
have a
source, a
means of
transfer
(work
and heat),
and a
receiver
Recall
recognize thermal energy as
the random motion (kinetic
energy) of molecules or atoms
within a substance.
Recall
Scope and Sequence—Forms
of Energy: Heat
6
Students will recall thermal energy
is the total of all kinetic and
potential energy of all particles in a
substance.
The teacher will show a picture of a
horseshoe being made and a person
playing horseshoes.
Students will participate in the
activity: Recognize Types of
Transfer of Heat—Conduction,
Convection, and Radiation
Teacher observation
Students will identify
temperature and heat. The
atoms in an object are in
constant motion. When the
horseshoe is hot, the particles
in it move quickly. When the
horseshoe has cooled, the
particles move more slowly.
Classify materials that
transfer energy by
conduction, and/or
radiation—examples—
coffee cup and steam, sand
heating up, metal spoon in
pan, and the sun.
classify common
materials (examples—
wood, foam, plastic,
glass, aluminum foil,
soil, air, water) as
conductors or insulators
of thermal energy.
Predict the differences in
temperature over time on
different colored (black
and white) objects placed
under the same heat
source.
Skill/Concept
Forms of
energy
have a
source, a
means of
transfer
(work
and heat),
and a
receiver
Students will:
describe how heat is
transferred by
conduction, convection,
and radiation, and
classify examples of
each.
Students will participate in an
activity. The teacher will
demonstrate friction (rubbing hands
together), convection (heat leaving
coffee cup as currents of steam and
air rises), conduction (spoon in cup
of hot water or coffee becomes
warmer ), and radiation (sunlight).
The teacher will lead a class
discussion to teach the students to
recognize common conductors and
insulators of thermal energy.
Students will participate in an
experiment or activity on solar heat.
Strategic
Thinking
A
Skill/Concept
Science Eighth Grade
Content Standard 1: Properties and Principles of Matter and Energy
GLE 2: Energy has a source, can be transferred, and can be transformed into various forms but is conserved between and within systems
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Assessment
Objective
Standards
Skills
Activities/Resources
7
Students will
successfully
summarize conduction,
convection, and
radiation in separate
paragraphs.
Scoring of paragraphs
by rubric
Students will
differentiate between
common materials as
being conductors or
insulators of thermal
energy.
Teacher observation
Science Eighth Grade
Content Standard 1: Properties and Principles of Matter and Energy
GLE 2: Energy has a source, can be transferred, and can be transformed into various forms but is conserved between and within systems
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Assessment
Objective
Standards
Skills
Activities/Resources
Students will:
Forms of
energy
have a
source, a
means of
transfer
(work
and heat),
and a
receiver
diagram and identify a
complete electric circuit by
using a source (battery),
means of transfer (wires),
and receiver (resistance
bulbs, motors, fans).
observe and describe the
evidence of energy transfer
in a closed series circuit.
describe the effects of
resistance (number of
receivers), amount of voltage
(number of energy sources),
and kind of transfer materials
on the current being
transferred through a circuit
(examples—brightness of
light, speed of motor).
1.10
3.5
4.7
Teacher observation
Students will observe,
describe, and
successfully construct
a complete circuit.
Teacher observation
Strategic
Thinking
describe the interactions
(examples—repel, attract) of
like and unlike charges
(examples—magnetic, static
electric, electrical).
Students will participate in an
activity on north and south poles of
magnets.
Students will construct a complete
circuit using a battery, wires, and
light bulb.
Strategic
Thinking
Skill/Concept
Scope and Sequence—Forms
of Energy: Electricity and
Magnetism
Students will construct several
different circuits using battery
source, wires, and light bulbs to
observe and collect data.
Students will observe,
describe, and
successfully construct
a closed series circuit.
Teacher observation
Students will participate in an
activity to compare various
brightness of light to the number of
batteries used and the size of voltage
source.
Students will predict which
light will shine the
brightest, make
observations, and show
cause/effect relationship
between number of
receivers and number of
energy sources and
brightness of light.
Skill/Concept
A
8
Science Eighth Grade
Content Standard 1: Properties and Principles of Matter and Energy
GLE 2: Energy has a source, can be transferred, and can be transformed into various forms but is conserved between and within systems
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Assessment
Objective
Standards
Skills
Activities/Resources
Students will:
Skill/Concept
Forms of
energy have
a source, a
means of
transfer
(work and
heat), and a
receiver
Strategic Thinking
classify materials as
conductors or insulators of
electricity when placed
within a circuit
(examples—wood, pencil
lead, plastic, glass,
aluminum foil, lemon juice,
air, water).
diagram and distinguish
between complete series
and parallel circuits.
identify advantages and
disadvantages of series
and parallel circuits.
1.10
4.6
4.7
Extended Thinking
A
9
Students will participate in an
activity on different materials and
experiment with conductors or
insulators.
Students will label parts of a circuit
on paper and on a 3-D model
Students will design/create a parallel
and series circuit in groups of 3-4
students.
Teacher observation
Students will correctly
label parts of a circuit
and compare the
similarities and
differences between a
series and parallel
circuit.
Students will analyze
the advantages and
disadvantages of
parallel circuit and
series circuit.
Teacher observation
Science Eighth Grade
Content Standard 1: Properties and Principles of Matter and Energy
GLE 2: Energy has a source, can be transferred, and can be transformed into various forms but is conserved between and within systems
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Assessment
Objective
Standards
Skills
Activities/Resources
B
Mechanical
energy comes
from the
motion (Kinetic
energy and/or
relative
position)
(potential
energy) of an
object
recognize chemical energy
is stored in chemical
compounds (examples—
energy stored in and
released from food
molecules, batteries,
nitrogen, explosives, fireworks, organic fuels).
Recall
Forms of
energy have a
source, a means
of transfer
(work and
heat), and a
receiver
Students will:
Scope and Sequence—
Physical and Chemical
Properties and
Changes of Matter
Scope and Sequence—
Interactions between
Energy, Force, and
Motion
Recall
A
distinguish between
examples of kinetic and
potential energy within
a system.
10
Students will participate in an
activity on calorie content in food
and chemical energy in batteries.
Students will engage in a power point
presentation and discuss the kinetic
and potential energy within a system.
Teacher observation
Students will
recognize potential
and kinetic energy
and will participate in
a power point
presentation to
compare/contrast the
two.
Science Eighth Grade
Content Standard 1: Properties and Principles of Matter and Energy
GLE 2: Energy has a source, can be transferred, and can be transformed into various forms but is conserved between and within systems
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Assessment
Objective
Standards
Skills
Activities/Resources
recognize that, during an
energy transformation,
heat is often transferred
from one object (system)
to another because of a
difference in
temperature.
recognize energy is not
lost but conserved as it is
transferred and
transformed.
Recall
identify the different energy
transformations that occur
between different systems
(examples—chemical energy
in battery converted to
electricity in circuit converted
to light and heat from a bulb).
Students will participate in an
activity on energy transformations.
Teacher observation
Students will actively engage in a
discussion about law of conservation
of energy (examples—pole vaulter,
spring, roller coaster, skier).
Students will
summarize the law of
conservation of energy
and successfully
organize thoughts to
prove that energy is
neither created or
destroyed.
Skill/Concept
Energy can
change from
one form to
another
within
systems but
the total
amount
remains the
same
Students will:
Scope and Sequence—
Energy Transformations
Skill/Concept
F
11
Science Eighth Grade
Content Standard 1: Properties and Principles of Matter and Energy
GLE 2: Energy has a source, can be transferred, and can be transformed into various forms but is conserved between and within systems
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Assessment
Objective
Standards
Skills
Activities/Resources
Energy can
change from
one form to
another within
systems but the
total amount
remains the
same
Students will:
Scope and Sequence—
Physical and Chemical
Properties and
Changes of Matter
Strategic Thinking
F
identify the evidence of
different energy
transformations
(examples—explosion of
light, heat, and sound,
temperature change,
electrical charge) that
may occur as chemical
energy is released during
a chemical reaction.
12
Students will participate in an
activity on chemical changes:
“Measuring the Heat Energy of a
Chemical Change.”
Students will draw
conclusions about how
chemical energy is
released during a
chemical reaction,
compare the heat
conducting properties of
water and paper by
boiling water, study the
law of conservation of
energy, calculate heat
produced by burning
candles, and heat
produced by burning nut,
and compare the heat
produced by equal masses
of different types of nuts.
Science Eighth Grade
Content Standard 2: Properties and Principles of Matter and Energy
GLE 1: The motion of an object is described by its change in position relative to another object or point
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Objective
Standards
Skills
Activities/Resources
classify different types of
motion (examples—
straight line, projectile,
circular, vibrational).
given an object in
motion, calculate its
speed (distance/time).
interpret a line graph
representing an object’s
motion in terms of
distance over time
(speed) using metric
units.
Strategic
Thinking
The
motion of
an object
is
described
as a
change in
position,
direction,
and speed
relative to
another
object
(frame of
reference)
describe the circular motion
of a moving object as the
result of a force acting toward
the center.
Skill/Concept
Scope and Sequence—Force,
Motion, and Work
Skill/Concept
Students will:
Strategic Thinking
A
Assessment
13
Illustrate how a wheel has circular
motion.
Students in groups will make
observations about different types of
motion and discuss how each is
different.
Cooperative Learning: examples—I
can drive a car 360 km in 5 hours—
speed? Baseball travels 56 m in 2
seconds-speed? Ride bike 26 km per
hour—distance in 2.5 hrs? Drive 100
km per hr. and it is 2880 km to CA.
How many hrs?
Students will
recognize that circular
motion is a movement
around a central
position (examples—
wheel or top).
Compare/contrast a car
moving down the road
(straight line), wheel
or top (circular), and
pendulum of a clock
(vibrational).
By using formulas
s=d/t, d=st, t-d/s,
students will calculate
speed
Students will draw
conclusions from a line
graph and compare
two object’s motion.
Science Eighth Grade
Content Standard 2: Properties and Principles of Force and Motion
GLE 1: The motion of an object is described by its change in position relative to another object or point
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Objective
Standards
Skills
Activities/Resources
Skill/Concept
Strategic
Thinking
An object
that is
accelerating
is speeding
up, slowing
down, or
changing
direction
Students will:
Scope and Sequence—
Interactions between
Energy, Force, and
Motion
measure and analyze an object’s
motion in terms of speed,
velocity, and acceleration.
calculate the
acceleration of an object
(final velocity-starting
velocity/time).
Extended
Thinking
B
C
Extended Thinking
compare the momentum of two
objects in terms of mass and
velocity (DO NOT assess
calculations).
explain that the total
momentum remains
constant within a
system
Skill/Concept
Momentum
depends on the
mass of the
object and the
velocity with
which it is
traveling
Scope and Sequence—
Interactions between
Energy, Force, and
Motion
14
Assessment
The students will participate in the
activity—“Hot Wheeling
Physics”—students will calculate
speed for each trial and graph the
data.
Students will
successfully complete
“Hot Wheeling
Physics” lab and
create a graph using
their data.
Students will participate in the
activity—“Mouse Trap Car
Project.”
Students will
successfully design
and create a mouse
trap car.
Scored by rubrics
Science Eighth Grade
Content Standard 2: Properties and Principles of Force and Motion
GLE 2: Forces affect motion
Concepts
Measurable Learner
Process
Integrated
Objective
Standards
Skills
Assessment
Students will:
Scope and Sequence—
Force, Motion, and Work
identify and describe the
types of forces acting on
an object in motion, at
rest, floating/sinking
(examples—type of force,
direction, amount of force
in Newtons).
Skill/Concept
Forces are
classified as
either contact
forces (pushes,
pulls, friction,
buoyancy) or
non-contact
forces (gravity,
magnetism),
that can be
described in
terms of
direction and
magnitude
Instructional Strategies/Student
Activities/Resources
compare the forces acting
on an object by using a
spring scale to measure
them to the nearest
Newton.
Students will participate in an
activity—“Float or Sink Density.”
Students will record
mass of shape in
grams, record volume
in ml, record if shape
sinks or floats and
calculate density in
glcm3.
Extended
Thinking
A
DOK
B
Recall
Skill/Concept
Every object
exerts a
gravitational
force on
every other
object
Scope and Sequence—
Force, Motion, and
Work
recognize every object
exerts a gravitational
force of attraction on
every other object.
recognize an object’s
weight is a measure of
the gravitational force
of a planet/moon acting
on that object.
15
Students will compare/contrast the
gravitational pull between two
objects.
The teacher will lead a discussion
about the object’s weight being a
measure of the gravitational force
of a planet/moon acting on that
object.
Students will be able
to describe how
objects travel through
space.
Teacher observation
Students will be able
to describe the
cause/effect pattern of
how the gravitational
force on every object
depends on the
object’s weight.
Science Eighth Grade
Content Standard 2: Properties and Principles of Force and Motion
GLE 2: Forces affect motion
Concepts
Measurable Learner
Process
Integrated
Objective
Standards
Skills
Every object
exerts a
gravitational
force on every
other object
Students will:
Extended Thinking
B
DOK
compare the amount of
gravitational force
acting between objects
(which is dependent
upon their masses and
the distance between
them).
C
recognize changing magnetic
fields can produce electrical
currents can produce
magnetic forces.
Strategic Thinking
Extended Thinking
Magnetic forces
are related to
electrical forces
as different
aspects of a
single
electromagnetic
force
Skill/Concept
Scope and Sequence
between Energy, Force,
and Motion
predict the effects of an
electromagnetic force
on the motion of objects
(attract or repel).
16
Instructional Strategies/Student
Activities/Resources
Assessment
Assessment
Strategic Thinking
The teacher will explain and the
students will discuss Newton’s First
Law of Motion and complete various
labs: Wacky Washer, Tricky Treats;
Second Law of Motion, Newton’s
Race; and Third Law of Motion,
Balloon Rally
Students will
successfully complete
and draw conclusions
about Newton’s Laws
and compare the
effects of balanced and
unbalanced forces.
Students will participate in the
activity “Newton’s First Law of
Motion Lab: Physics Internet
Scavenger Hunt.”
Students will
successfully complete
lab activity and online
scavenger hunt.
Students will participate on the same
activities as mentioned above on this
page.
Students will
successfully complete
the labs.
Students will:
Scope and Sequence—Force,
Motion, and Work
compare the effects of
balanced and unbalanced
forces (including magnetic,
gravity, friction, push or
pull) on an object’s motion.
Newton’s
Laws of
Motion
explain the
interaction of
mass and
forces, and
are used to
predict
changes in
motion
DOK
explain that when forces
(including magnetic,
gravity, friction, push or
pull) are balanced,
objects are at rest or their
motion remains constant.
explain that a change in
motion is the result of an
unbalanced force acting
upon an object.
Skill/Concept
Strategic Thinking
D
Instructional Strategies/Student
Activities/Resources
Skill/Concept
Science Eighth Grade
Content Standard 2: Properties and Principles of Force and Motion
GLE 2: Forces affect motion
Concepts
Measurable Learner
Process
Integrated
Objective
Standards
Skills
17
Science Eighth Grade
Content Standard 2: Properties and Principles of Force and Motion
GLE 2: Forces affect motion
Concepts
Measurable Learner
Process
Integrated
Objective
Standards
Skills
DOK
Assessment
D
Strategic Thinking
Extended Thinking
Students will:
explain how the
Newton’s Laws acceleration of a
of Motion
moving object is
explain the
affected by the amount
interaction of
of net force applied and
mass and
forces, and are the mass of an object.
Instructional Strategies/Student
Activities/Resources
used to predict
changes in
motion
Students will participate in a lab
activity—“Will an Elephant Fall
Faster than a Mouse?” Materials
needed are wood block, styrofoam
pad, triple-beam balance.
Students will successfully
complete lab activity with
lab group. See Lab
Investigation
Students will participate in work,
energy, and power WebQuest.
Students will
complete WebQuest,
answer all questions
correctly, and take the
Quick Quizzes to
check their
understanding.
Same as above
Same as above
F
Skill/Concept
Recall
Skill/Concept
Scope and Sequence—
Force, Motion, and
Work
recognize examples of
Simple
work being done on an
machines
(levers, inclined object (force applied
planes, wheels and distance moved in
and axles,
the direction of the
pulleys) affect
applied force) with and
at he forces
without the use of
applied to an
object and/or
simple machines.
direction of
Calculate the amount of
movement as
work done when a force
work is done
is applied to an object
over a distance (W=F x
d).
18
Science Eighth Grade
Content Standard 2: Properties and Principles of Force and Motion
GLE 2: Forces affect motion
Concepts
Measurable Learner
Process
Integrated
Objective
Standards
Skills
recognize the amount of
work output is never
greater than the amount
of work input, with or
without the use of a
simple machine.
evaluate simple machine
designs to determine
which design requires the
least amount of effort
force and explain why.
Strategic Thinking
Extended Thinking
explain how simple
machines affect the
amount of effort force,
distance through which a
force is applied, and/or
direction of force while
doing work.
Skill/Concept
Simple
machines
(levers,
inclined
planes,
wheels and
axles,
pulleys)
affect the
forces
applied to an
object an/or
direction of
movement as
work is done
Instructional Strategies/Student
Activities/Resources
Assessment
Students will:
Strategic Thinking
Extended Thinking
F
DOK
19
Students will construct a cartoontype simple machines and use them
to illustrate Newton’s Laws of
Motion
Rubric for scoring of
simple machine
Science Eighth Grade
Content Standard 5: Processes and Interactions of the Earth’s Systems (Geosphere, Atmosphere, and Hydrosphere)
GLE 3: Human activity is dependent upon and affects Earth’s resources and systems
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Objective
Standards
Skills
Activities/Resources
Earth’s
materials are
limited natural
resources
affected by
human activity
Students will:
Scope and Sequence—
Energy
Transformations
distinguish between
renewable (examples—
geothermal,
hydroelectric) and
nonrenewable
(example—fossil fuel)
energy sources.
Strategic Thinking
Extended Thinking
A
Assessment
T
20
Students will participate in the
activity on Energy WebQuest
Rubric for Scoring
Science Eighth Grade
Content Standard 6: Composition and Structure of the Universe and the Motion of the Objects Within It
GLE 1: The universe has observable properties and structure
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Objective
Standards
Skills
Activities/Resources
A
Assessment
Students will:
Identify the relative
proximity of common
celestial bodies
Strategic Thinking
compare and contrast the
size, composition,
atmosphere, and surface
of the planets (inner vs.
out) in our solar system
and Earth’s moon.
Skill/Concept
The Earth,
Sun and
moon are
part of a
larger system
that includes
other planets
and smaller
celestial
bodies
classify celestial bodies in
the solar system into
categories: Sun, moon,
planets, and other small
bodies (examples—
asteroids, comets, meteors)
based on physical
properties.
Recall
Scope and Sequence—Objects
and their Motion in the Solar
System
21
The teacher will lead discussion and
the students will participate in a
solar system Power Point.
Teacher observation
and notes
Students will choose various
categories (size, shape, temperature)
and create a graph of comparison
and contrast to illustrate data that the
students collected on the solar
system.
Students will
successfully research,
categorize, and create a
graph on size,
composition, and
temperature on the
solar system.
Science Eighth Grade
Content Standard 6: Composition and Structure of the Universe and the Motion of the Objects Within It
GLE 1: The universe has observable properties and structure
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Objective
Standards
Skills
Activities/Resources
The Earth
has a
composition
and location
suitable to
sustain life
describe how the Earth’s
placement in the solar system
is favorable to sustain life
(examples—distance from the
Sun, temperature,
atmosphere).
compare and contrast the
characteristics of Earth that
support life with the
characteristics of other planets
that are considered favorable
or unfavorable to life
(examples—atmospheric
gases, extremely high/low
temperature).
Skill/Concept
Students will:
Scope and Sequence—Objects
and Their Motion in the Solar
System
Strategic Thinking
B
Assessment
22
Students will participate in the
activity—“Making a Scale Model of
the Solar System.”
Research characteristics about given
planets, write a report, and present
report to the class.
Students will make a
scale model of the
solar system and
present written and
oral reports about each
planet.
Rubric for scoring
Science Eighth Grade
Content Standard 6: Composition and Structure of the Universe and the Motion of the Objects Within It
GLE 1: The universe has observable properties and structure
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Objective
Standards
Skills
Activities/Resources
recognize stars are
separated from one
another by vast and
different distances,
which causes stars to
appear smaller than the
Sun.
Most of the
information we
know about the
universe comes
from the
electromagnetic compare the distance
light travels from the
spectrum
Sun to Earth to the
distance light travels
from other star to Earth
using light years.
Strategic Thinking
Students will:
Scope and Sequence—Objects
and Their Motion in the Solar
System
Strategic Thinking
Extended Thinking
C
Assessment
23
Use visual and mathematical aids to Given a model to scale
determine the approximate locations students will be able
of planets in the solar system.
to fine the correct
distance in miles and
km.
Create a model in which the same
scale is used to depict the distances
between objects and calculate the
time required for traveling a direct
path to them.
Research and study various theories
and interpret and evaluate
information related to distances
from our solar system to other
points in our galaxy and the
universe.
Based on the
information found,
students will be able
to determine the
amount of time it will
take to travel to that
place.
Science Eighth Grade
Content Standard 6: Composition and Structure of the Universe and the Motion of the Objects Within It
GLE 2: Regular and predictable motions of objects in the universe can be described and explained as the result of gravitational forces
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Assessment
Objective
Standards
Skills
Activities/Resources
A
Students will:
describe the pattern that
can be observed in the
changes in number of
hours of visible sunlight,
and the time and location
of sunrise and sunset,
throughout the year.
recognize, in the
Northern Hemisphere,
the Sun appears lower in
the sky during the winter
and higher in the sky
during the summer.
Recall
The apparent
position of
the Sun and
other stars, as
seen from
Earth, change
in observable
patterns.
Recall
relate the apparent eastto-west changes in the
positions of the Sun,
other stars, and planets in
the sky over the course of
a day to Earth’s
counterclockwise
rotation about its axis.
Recall
Scope and Sequence—Objects
and Their Motion in the Solar
System
24
Students will participate in the
following activities: “Evolution of
Stars” and “Sun-Earth-Moon
System” Power Points.
Teacher observation
and students’
notetaking
Science Eighth Grade
Content Standard 6: Composition and Structure of the Universe and the Motion of the Objects Within It
GLE 2: Regular and predictable motions of objects in the universe can be described and explained as the result of gravitational force
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Assessment
Objective
Standards
Skills
Activities/Resources
recognize, in winter, the
Sun appears to rise in the
Southeast and set in the
Southwest, accounting for a
relatively short day length,
and, in summer, the Sun
appears to rise in the
Northeast and set in the
Northwest, accounting for a
relatively long day length.
The apparent
position of
the Sun and
other stars, as
seen from
Earth, change
in observable recognize the Sun is
never directly overhead
patterns
when observed from
North America.
Recall
Students will:
Students will participate in the “SunEarth-Moon System” PowerPoint
and the teacher will lead the
discussion after the lesson
Teacher observation
and student
participation
Peer observation
Same as above
Recall
A
25
Science Eighth Grade
Content Standard 6: Composition and Structure of the Universe and the Motion of the Objects Within It
GLE 2: Regular and predictable motions of objects in the universe can be described and explained as the result of gravitational forces
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Assessment
Objective
Standards
Skills
Activities/Resources
B
Students will:
recognize that one half of
the Moon is always facing
the Sun, and, therefore, one
half of the Mon is always
lit.
Recall
Skill/Concept
recognize the moon rises
later each day due to its
revolution around the
Earth in a
counterclockwise
direction.
recognize the Moon is in
the sky for roughly 12
hours in a 24 hour period
(example—if the Moon
rises at about 6PM it will
set at about 6AM).
Recall
Skill/Concept
The
apparent
position of
the moon,
as seen
from
Earth, and
its actual
position
relative to
Earth
change in
observable
patterns
Recall
Skill/Concept
observe the change in time
and location of moon rise,
moon, set, and the moon’s
appearance relative to time of
day and month over several
months, and note the pattern
in this change.
Skill/Concept
Scope and Sequence—Objects
and Their Motion in the Solar
System
26
Students will observe the moon for
ten days using a standard frame of
reference.
Students will complete
“Moon Observation”
by drawing and
describing what they
see for ten days.
Students will participate in “Earth’s
Moon” and the teacher will lead a
discussion on that class.
Students will read,
review the
PowerPoint. They will
complete notes on
moon position
Same as above
Same as above
Same as above
Same as above
Science Eighth Grade
Content Standard 6: Composition and Structure of the Universe and the Motion of the Objects Within It
GLE 2: Regular and predictable motions of Objects in the universe can be described and explained as the result of gravitational forces
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Assessment
Objective
Standards
Skills
Activities/Resources
Strategic
Thinking
The apparent
position of the
moon, as seen
from Earth, and
its actual
position
relative to Earth
change in
observable
patterns
Students will:
relate the apparent change
in thee moon’s position in
the sky as it appears to
move east-to-west over
the course of a day to
Earth’s counter-clockwise
rotation about its axis.
describe how the appearance
of the moon that can be seen
from Earth changes
approximately every 28 days
in an observable pattern
(moon phases).
Strategic
Thinking
B
Scope and Sequence—
Objects and Their Motion in
the Solar System
illustrate and explain a day
as the time it takes a planet
to make a full rotation about
its axis.
diagram the path (orbital
ellipse) the Earth travels as it
revolves around the Sun.
illustrate and explain a year
as the time it takes a planet
to revolve around the Sun.
Students will participate in the
“Phases of the Moon” lab.
Students will participate in moon
observations.
Students will participate
and record results on
“Phases of the Moon.”
Students will complete
questions regarding moon
phases.
Students will compare
the moon each night-they observe it while
keeping the same
frame of reference.
27
Recall
Skill/Concept
Students will participate in “Sun—
Earth—Moon.” The students will
write and give oral reports.
Students will
participate in
PowerPoint and give
an oral report about a
given topic.
Recall
Skill/
Concept
The regular and
predictable motions
of the planet and
moon relative to the
Sun explain natural
phenomena on a
planet, such as day,
month, year,
shadow, moon
phases, eclipses,
tides and seasons.
Same as above
Same as above
Recall
Skill/
Concept
C
Same as above
Same as above
Science Eighth Grade
Content Standard 6: Composition and Structure of the Universe and the Motion of the Objects Within It
GLE 2: Regular and predictable motions of objects in the universe can be described and explained as the result of gravitational forces
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Assessment
Objective
Standards
Skills
Activities/Resources
describe how the moon’s
relative position changes
as it revolves around the
Earth.
recognize the phases of
the moon are due to the
relative positions of the
Moon with respect to the
earth and Sun.
relate the axial tilt and
orbital position of the
Earth as it revolves around
the Sun to the intensity of
sunlight falling on
different parts of the earth
during different seasons.
Skill/Concept
Skill/Concept
explain the relationships
between a planet’s
length of year (period of
revolution) and its
position in the solar
system.
Recall
The
regular and
predictable
motions of
a planet
and moon
relative to
the Sun
explain
natural
phenomena
on a
planet,
such as
day,
month,
year,
shadow,
moon
phases,
eclipses,
tides, and
seasons
Students will:
Strategic Thinking
C
28
Science Eighth Grade
Content Standard 6: Composition and Structure of the Universe and the Motion of the Objects Within It
GLE 2: Regular and predictable motions of objects in the universe can be described and explained as the result of gravitational forces
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Assessment
Objective
Standards
Skills
Activities/Resources
Students will:
Scope and Sequence—Objects
and Their Motion in the Solar
System
describe how the planets’
gravitational pull keeps
satellites and moons in
orbit around them.
Recall
Skill/Concept
Gravity is a
force of
attraction
between
objects in the
solar system
that governs
their motion
describe how the Sun’s
gravitational pull holds
the Earth and other
planets in their orbits.
Recall
Skill/Concept
describe how the Earth’s
gravity pulls any object on or
near the Earth toward it
(including natural and
artificial satellites).
Student participation
Recall
Skill/Concept
D
29
Students will participate in “Gravity
and Motion” PowerPoint with class
discussions (including small group
discussions).
Teacher observation
Peer observation
Same as above
Same as above
Same as above
Same as above
Science Eighth Grade
Content Standard 7: Scientific Inquiry
GLE 1: Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Assessment
Objective
Standards
Skills
Activities/Resources
recognize the importance
of the independent
variable, dependent
variables, control of
constants, and multiple
trials to the design of a
valid experiment.
design and conduct a
valid investigation
evaluate the design of an
experiment and make
suggestions for reasonable
improvements or
extensions of an
experiment.
Skill/Concept
Scientific
inquiry
includes the
ability of
students to
formulate a
testable
question and
explanation,
and to select
appropriate
investigative
methods in
order to
obtain
evidence
relevant to
the
explanation
formulate testable
questions and
hypotheses
Strategic
Thinking
Scope and Sequence—All
Units
Skill/Concept
Students will:
Extended Thinking
A
30
Students in small groups will
complete together with the teacher’s
guidance the “Testable Question”
and “Performance Event—Frank
and Ethel” worksheets.
Students will participate in “Ants in
Yours Pants” worksheet.
Students will
complete the
worksheets and
participate in class
question—answer
session.
Students will compare
IV and DV and show
the importance of
constants, multiple
trials, IV, and DV.
Students will participate in a
science experiment “Bubbles,
Bubbles Everywhere,” “Yummy,
Yummy Scientific Method,” and
“Come Fly with Us.”
Students will conduct an
experiment and complete a
1) testable question, 2) IV
and DV, 3) constants, 4)
hypothesis, and 5)
materials.
Same as above
Same as above
Science Eighth Grade
Content Standard 7: Scientific Inquiry
GLE 1: Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Assessment
Objective
Standards
Skills
Activities/Resources
acknowledge there is no
fixed procedure called
“the scientific method,”
but some investigations
involve systematic
observations, carefully
collected observations,
carefully collected and
relevant evidence, logical
reasoning, and
imagination in
developing hypotheses
and other explanations.
Skill/Concept
Strategic Thinking
Scientific
inquiry
includes the
ability of
students to
formulate a
testable
question and
explanation,
and to select
appropriate
investigative
methods in
order to
obtain
evidence
relevant to
the
explanation
Students will:
recognize that different
kinds of questions suggest
different kinds of scientific
investigations (examples—
some involve observing and
describing objects,
organisms or events; some
involve experiments; some
involve making
observations in nature;
some involve discovery of
new objects and
phenomena; some involve
making models).
Skill/Concept
Strategic Thinking
A
Teacher will instruct the students to
choose an experiment (class as
whole group or class divided into lab
groups) and go through scientific
method step-by-step. Each group
will then prepare a presentation.
Each group will
prepare a class
presentation explaining
their experiment by
going through the steps
in the scientific
method.
Peer observation
31
Science Eighth Grade
Content Standard 7: Scientific Inquiry
GLE 1: Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Assessment
Objective
Standards
Skills
Activities/Resources
Scope and Sequence—All
Units
make qualitative observations
using the five senses.
use a variety of tools and
equipment to gather data
(examples—microscopes,
thermometers, analog and
digital meters, computers,
spring scales, balances, metric
rulers, graduated cylinders,
stopwatches).
Skill/Concept
measure length to the
nearest millimeter, mass to
the nearest gram, volume to
the nearest millimeter, force
(weight) to the nearest
millimeter, force (weight)
to the nearest Newton,
temperature to the nearest
degree Celsius, time to the
nearest second.
Strategic Thinking
Scientific
inquiry relies
upon
gathering
evidence
from
qualitative
and
quantitative
observations
determine the appropriate
tools and techniques to
collect data.
Skill/
Concept
Students will:
Skill/
Concept
B
32
Students will participate in various
lab experiments throughout the
school year.
Scoring of lab
Teacher observation
Peer observation and
possible scoring
Same as above
Same as above
Same as above
Sa me as above
Students will participate in “Which
Toilet Paper has the Greatest
Strength When Wet.”
Teacher observation
Peer observation
Science Eighth Grade
Content Standard 7: Scientific Inquiry
GLE 1: Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Assessment
Objective
Standards
Skills
Activities/Resources
compare
amounts/measurements.
Skill/Concept
Strategic Thinking
judge whether
measurements and
computation of quantities
are reasonable.
Skill/Concept
Strategic Thinking
Scientific
inquiry relies
upon
gathering
evidence
from
qualitative
and
quantitative
observations
Students will:
calculate the range and
average/mean of a set of
data.
Skill/Concept
Strategic Thinking
B
33
Rubric scoring
Students will participate in lab
experiments throughout the school
year.
Teacher observation
Same as above
Same as above
Same as above
Same as above
Peer observation
Science Eighth Grade
Content Standard 7: Scientific Inquiry
GLE 1: Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Assessment
Objective
Standards
Skills
Activities/Resources
Evidence is
used to
formulate
explanations
use data as support for
observed patterns and
relationships, and to
make predictions to be
tested.
recognize the possible
effects of errors in
observations,
measurements, and
calculations on the
formulation of
explanations
(conclusions).
Rubric scoring
Students will participate in lab
experiments throughout the year.
Teacher observation
Peer observation
Skill/Concept
Strategic Thinking
use quantitative and
qualitative data as support for
reasonable explanation
(conclusions).
Skill/Concept
Strategic Thinking
Students will:
Scope and Sequence—All
Units
Same as above
Same as above
Skill/Concept
Strategic Thinking
C
Same as above
Same as above
34
Science Eighth Grade
Content Standard 7: Scientific Inquiry
GLE 1: Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Assessment
Objective
Standards
Skills
Activities/Resources
Strategic
Thinking
analyze whether evidence
(data) and scientific
principles support
proposed explanations
(hypotheses, laws,
theories).
Strategic
Thinking
Extended
Thinking
Scientific
inquiry includes
evaluation of
explanations
(hypotheses,
laws, theories)
in light of
scientific
principles
(understandings)
Students will:
Scope and Sequence—
All Units
evaluate the
reasonableness of an
explanation
(conclusion).
Students will participate in the
“Nature of Science” PowerPoint.
Strategic Thinking
Extended Thinking
D
The teacher will repeat teaching in
writing labs and class activities in
scientific investigation format.
Class discussion with
teacher guidance
Student participation
E
Scope and Sequence—
All Units
The nature of
science relies
upon
communication
of results and
justification of
explanations
1) communicate the procedures
and results of investigations and
explanations through
a) oral presentations
b) drawings and maps
c) data tables (allowing for the
recording and analysis of data
relevant to the experiment, such
as independent and dependent
variables, multiple trials,
beginning and ending times or
temperatures, derived
quantities)
d) graphs (bar, single line,
pictograph)
e) equations and writings
All labs and class
activities are to be
written in the
scientific
investigation format.
Scoring rubric
35
Science Eighth Grade
Content Standard 8: Impact of Science, Technology and Human Activity
GLE 1: The nature of technology can advance, and is advanced by, science as it seeks to apply scientific knowledge in ways that meet human needs
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Assessment
Objective
Standards
Skills
Activities/Resources
Designed
objects are used
to do things
better or more
easily and to do
some things
that could not
otherwise be
done at all
Students will:
Scope and Sequence—
All Units
explain how
technological
improvements, such as
those developed for use
in space exploration, the
military, or medicine,
have led to the invention
of new products that may
improve lives here on
Earth (examples—new
materials, freeze-dried
foods, infrared goggles,
Velcro, satellite imagery
robotics, lasers).
Recall
Skill/Concept
A
36
Students will evaluate how
technology has improved the
world and made it more easily to
do something not otherwise done
at all (example—discuss how
information received from space
probes has either confirmed or
modified scientific theories
concerning conditions on other
planets).
Students will give
oral reports with
visual aids to the
class.
Scoring rubric
Science Eighth Grade
Content Standard 8: Impact of Science, Technology and Human Activity
GLE 1: The nature of technology can advance, and is advanced by, science as it seeks to apply scientific knowledge in ways that meet human needs
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Assessment
Objective
Standards
Skills
Activities/Resources
Advances in
technology
often result in
improved data
collection and
an increase in
scientific
information
Students will:
Scope and Sequence—
All Units
identify the link between
technological developments and
the scientific discoveries made
possible through their development
(examples—Hubble telescope and
stellar evolution, composition and
structure of the universe; the
electron microscope and cell
organelles; sonar and the
composition of the Earth; manned
and unmanned space missions and
space exploration, Doppler radar
and weather conditions; MRI and
Cat-scans and brain activity).
Skill/Concept
B
37
Students will identify common
products that have been developed
as a result of research. Students
will identify and explain ways
society has benefited from the
technologies developed through
science exploration.
Students will identify
several products that
originated from the
NASA programs and
relate how the
products have
improved their
quality of life.
C
Students will:
Scope and Sequence—
All Units
Technological
solutions to
problems often
have drawbacks
as well as
benefits
describe how technological
solutions to problems
(examples—storm water
runoff, fiber optics,
windmills, efficient car
design, electronic trains
without conductors, sonar,
robotics, Hubble telescope)
can have both benefits and
drawbacks (examples—
design constraints,
unintended consequences,
risks) (Assess Locally).
Skill/Concept
Science Eighth Grade
Content Standard 8: Impact of Science, Technology and Human Activity
GLE 1: The nature of technology can advance, and is advanced by, science as it seeks to apply scientific knowledge in ways that meet human needs
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Assessment
Objective
Standards
Skills
Activities/Resources
38
The teacher will lead the
discussion as to how information
and technology has modified
solutions but also have negative
consequences.
Students will
compare/contrast
technological
solutions and their
consequences
(positive and
negative) in society.
Science Eighth Grade
Content Standard 8: Impact of Science, Technology and Human Activity
GLE 2: Historical and cultural perspectives of scientific explanations help to improve understanding of the nature of science and how science knowledge and technology evolve
over time
Concepts
Measurable Learner
Objective
A
Students will:
Scope and Sequence—
All Units
Integrated
Skills
describe how the contributions of
scientists and inventors,
representing different cultures,
races, and gender, have
contributed to science,
technology and human activity
(examples—George Washington
Carver, Thomas Edison, Thomas
Jefferson, Galileo, Albert
Einstein, Mae Jemison, Edwin
Hubble, Charles Darwin, Jonas
Salk, Louis Pasteur, Jane
Goodall, Tom Akers, John
Wesley Powell, Rachel Carson)
(Assess Locally).
DOK
Recall
People of
different gender
and ethnicity
have
contributed to
scientific
discoveries and
the invention of
technological
innovations
Process
Standards
39
Instructional Strategies/Student
Activities/Resources
Assessment
Students will research a given
scientist or inventor. This activity
can be done individually or in
small groups.
Students will prepare
a paper and oral
presentation
Scoring rubric
Science Eighth Grade
Content Standard 8: Impact of Science, Technology and Human Activity
GLE 2: Historical and cultural perspectives of scientific explanations help to improve understanding of the nature of science and how science knowledge and technology evolve
over time
Concepts
B
Measurable Learner
Objective
Process
Standards
Integrated
Skills
DOK
Instructional Strategies/Student
Activities/Resources
Assessment
Students will:
recognize explanations
have changed over time
as a result of new
evidence.
Recall
Skill/Concept
Scientific
theories are
developed
based on the
body of
knowledge
that exists at
any particular
time and
must be
rigorously
questioned
and tested for
validity
recognize the difficulty
science innovators experience
as they attempt to break
through accepted ideas
(hypotheses, laws, theories) of
their time to reach conclusions
that may lead to changes in
those ideas and serve to
advance scientific
understanding (examples—
Darwin, Copernicus, Newton).
Skill/Concept
Scope and Sequence—All
Units
40
Students will research a given
scientist and appreciate what they
went through to gain knowledge.
Students will present
an oral presentation
and write a paper on a
given scientist.
Scoring by rubric
Science Eighth Grade
Content Standard 8: Impact of Science, Technology and Human Activity
GLE 3: Science and technology affect, and are affected by, society
Concepts
Measurable Learner
Process
Integrated
DOK
Objective
Standards
Skills
B
Instructional Strategies/Student
Activities/Resources
Students will:
describe ways in which science and
society influence one another
(examples—scientific knowledge and
the procedures used by scientists
influence the way many individuals in
society think about themselves,
others, and the environment; societal
challenges often inspire questions for
scientific research; social priorities
often influence research priorities
through the availability of funding
for research).
identify and evaluate the
physical, social, economic,
and/or environmental
problems that may be
overcome using science and
technology (examples—the
need for alternative fuels,
human travel in space, AIDS).
Skill/Concept
Social,
political,
economic,
ethical and
environmental
factors
strongly
influence, and
are influenced
by, the
direction of
progress of
science and
technology.
See rationale
Skill/Concept
Scope and Sequence—All
Units
See rationale
41
Assessment