Foxborough Regional Charter School
PHYSICAL SCIENCE
GRADE 8
2014 – 2015 Curriculum Map
11 PS Objectives Met in Grade 8/16 Total Objectives Grades 6-8
7 LS Objectives Met in Grade 8/18 Total Objectives Grades 6-8
7 ES Objectives Met in Grade 8/12 Total Objectives Grades 6-8
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Introduction
The purpose of curriculum is to focus instruction in a grade level content / skill area.
The development of this curriculum map is a result of months of research, collaboration and hard work on the part of the entire Teaching &
Learning Division. The document itself is a living document; it is meant to be revisited on an annual basis by all those who use it: teachers,
paraprofessionals, special educators and other staff.
This particular model is a ‘back to basics’ approach to curriculum. The FRCS curriculum model is focused on standards based, measureable
learning objectives for all students. Our curriculum outlines the core knowledge base in a grade level; what a student should know and be able
to do by the end of a given year in a specific subject or skill area.
The FRCS curriculum model does not subscribe to any one boxed program or canned curriculum. Rather, FRCS develops its own curriculum and
employs a variety of instructional materials and learning experiences to facilitate student achievement of our learning objectives. Our
curriculum is thoughtfully designed to identify the core skills and knowledge that students need to be successful in each subsequent grade at
FRCS and beyond!
The enclosed document includes a complete subject area curriculum for one grade level as well as an overview of a vertical curriculum
articulation. The vertical articulation provides the context for this grade level curriculum; outlining what a student should have mastered prior
to entering this grade and what he or she will master upon promotion to the next grade level.
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Vertical Curriculum Articulation
What is vertical articulation?
Vertical curriculum articulation is education-jargon for a map of standards that students will learn at each grade level in a particular content or
skill area. It is organized in a variety of forms, but the simplest (and easiest to read) is just a chart of standards and the years in which students
should master each standard in that subject.
What is the purpose of vertical curriculum articulation?
Vertical articulation gives curriculum direction and purpose. And in terms of this single grade level curriculum, it provides the context for the
learning objectives outlined in this map. It outlines what students have learned in the past and what they will be expected to learn long after
completing this grade level. ‘Backward design’ (another great education-jargon term for the 21st century)
How is this applicable for my classroom?
No matter which grade you teach, you are but one point in a child’s learning experience. The vertical curriculum articulation found on the next
page outlines where your role lays in the entire progression of students’ learning in this subject. As students arrive in your class this year and
you begin your pre-assessments, this vertical articulation will help you identify which concepts and skills your students still need and which
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Vertical Articulation by Standards
Science: 2014-2015SY
Note: Science Standards are segregated K-2, 3-5, and 6-8. The Standards are grouped by topic with no commonality between numbers.
Grade K
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Earth Materials
ES1
ES2
ES1, ES2
ES1, 3, 4
ES2-5
ES1-5
ES2
Weather
ES3
ES3
ES3
ES7, 9
ES6
ES6, 7, 9
Earth/Solar System
ES4
ES4
ES 13, 15
ES13-15
ES13-15
ES5
ES10, 11
ES10, 11
ES10, 11
ES3, 4
ES3
ES12
ES12
ES12
ES5, 6
ES5, 7
ES1
ES1
Earth Science (ES)
Patterns
ES5
Earth History
Mapping
ES8-12
ES2
ES9-11
ES10, 12
Life Science (LS)
Living Things
LS1-3, 7
Heredity
LS1, 3, 6
LS1-3, 6-8
LS4
LS4
Evolution
LS5
LS1-3, 11
LS6, 8, 9
1, 2, 4, 11
LS6, 8, 9
LS1-4, 11
LS6, 8, 9
Environment
LS13
LS13
LS13
LS7-9
LS7-9
LS7
LS10, 12
LS10-11
LS10, 12
LS14-16
Classification
Systems
Cells
LS14
LS1
LS1
LS17, 18
LS5, 6
LS2-4
LS2-4
LS6, 17
Physical Science (PS)
Properties
PS1
Matter
PS1
PS1
PS1
PS1
PS1
PS2
PS2
PS2
PS2, 3
PS2, 3
4, 7, 9-10
4-5, 7-10
PS4-12
Energy
Motion
PS3
PS4
PS13, 14
PS3-5
Elements
PS6, 8, 10
4
PS1-4
PS1, 4
PS14
PS13-16
PS11, 12
PS11, 12
PS5-10
PS6, 8, 10
Tech.Eng. (TE)
Materials and Tools
Design
TE1.1, 1.3
TE1.1-1.3
TE1.1-1.3
TE1.1-1.3
TE1.1-1.3
TE1.1-1.3
TE1.1-1.3
TE1.1-1.3
TE1.1-1.3
TE2.2
TE2.1
TE2.1, 2.2
TE2.1, 2.2
TE2.1, 2.2
TE2.1, 2.2
TE2.1, 2.2
TE2.1, 2.2
TE2.1-2.6
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Curriculum Map Overview: How to read your grade level Curriculum Map
Organization of Map
 The scope and sequence of this curriculum is organized into 3 terms. Each term is organized into units of instruction
 Each unit has the following elements and each element is described on the following pages
 Teachers develop unit plans to articulate the EXPERIENCES they will facilitate for students to achieve learning objectives within the
curriculum
Elements and Chemical Bonds
Unit 9
How do Elements Join together to Form Chemical Compounds?
State Standard
Student Learning objective(s)
HS Chemistry 3.1
1.
Explain the relationship
of an element’s position
on the periodic table to
its atomic number.
Identify families (groups)
and periods on the
periodic table.
2.
Critique how an electron’s
energy is related to its distance
from the nucleus.
Hypothesize why atoms gain,
lose, or share electrons.
Required vocabulary
Chemical bond
Valence electron
Electron dot diagram
HS Chemistry 4.1
Explain how atoms
combine to form
compounds…
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Learning Plan:
Activities, Resources & Experiences
Text p. 264-297
Conclusion – Electron Energy and Nuclear Distance
Class Portfolio – Electron Gain, Loss, and Sharing
State Standard:
Each unit of curriculum identifies the state standards mandated by the state of Massachusetts at each grade level range for that subject area.
Measurable Student Learning Objective: (“The Students Will Be Able To”):
For each state standard, FRCS curriculum identifies measureable student objectives that chunk the standards into lesson sized, teachable
objectives. The objectives should drive every lesson plan and should drive the instruction each day. These are the objectives that an instructor
should communicate to students each day prior to the start of a lesson.
Each student objective is a measurable learning goal that focuses lesson planning and instruction. The learning objectives are your: TSWBAT (the
student will be able to) list; they are your lesson objectives. These learning objectives should drive both instruction and assessment. If we focus
instruction on a specific learning objective and develop formative assessments to assess that objective, we create a seamless transition between
our expectations for learning and actual student learning experiences. Essentially, these objectives help focus our instruction on our students’
core understanding. They identify what students need to know to be successful this year and beyond. Please note that these objectives are the
minimum expectation for students and that by no means does this limit your ability to add additional content, activities and experiences for your
students. However, before going beyond or deeper into content areas, please ensure that your students have mastered the basic learning
objectives for a given standard first.
The learning objectives in our curriculum should also drive your assessments. Each objective is purposefully designed to be inherently
measurable. Upon completing a lesson, the objectives lend themselves to formative assessments. For example, if you do a lesson with the
objective: TSWBAT: “Compare and contrast the Igneous and Metamorphic rocks”, then your formative assessment (i.e.: exit slip) at the end of
that lesson can be as simple as the open response question: “Compare and contrast the Igneous and Metamorphic rocks.” If a student can do or
demonstrate the learning objectives for a specific standard, then the student demonstrates understanding of the objective. When a student
demonstrates understanding of ALL of the associated objectives with a given standard, the student demonstrates understanding of the standard
itself! At that point, if time permits, students can explore the topic greater depth through enrichment learning.
To help you create formative assessments for these objectives, we have included a list of all of the measurable action verbs that were used in
development of this curriculum. They are the same words that are used in each of the measurable learning objectives so that as a school
system, we use the same vocabulary to talk about teaching and learning. These definitions (and formative assessment suggestions) can be
found at the end of this curriculum in Appendix A: “Assessing Student Objectives”. Please take some time to review this and see your IL with
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follow up questions. Measurable learning objectives are the singular most important element of any curriculum; without it, we are just teaching
activities.
As departments develop objectives based benchmark assessments, the same vocabulary of measurable action verbs will be used to consistently
communicate the depth of learning and the assessment expectations for students at each benchmark point. For example, if the learning
objective indicates that a student should be able to simply “identify” some set of concepts, the depth of learning is really only recognition and
thus lends itself to a multiple choice assessment of that understanding. However, if the objective indicates that a student should be able to
compare and contrast two major concepts, the expected depth of learning is significantly greater. Thus the expectation of the assessment is also
greater; perhaps an open response or Venn Diagram explaining the two concepts.
With the entire district speaking the same language when it comes to what students will learn, how deep their learning will be and how they will
be assessed for understanding, we are able to create a comprehensive, cogent curriculum that develops a students’ knowledge right up Bloom’s
Taxonomy. As a result, we will be able to better educate our students grade to grade and check for understanding with confidence, quickly
identifying any learning gaps and addressing them so that every student successfully assesses our curriculum!
Learning Plan: Resources, Activities and Experiences
This is where the great instruction happens! For every student objective, our curriculum identifies and suggests resources, activities and
experiences that will help your students master it. Instruction is more than a textbook and this section of the FRCS curriculum provides
instructors with resources and suggested lessons beyond the textbook. While the text is a resource, it is only one of many.
The resources and ideas in this section have been developed by veteran instructors, colleagues and instructional leaders. They are in our
curriculum map because they’ve been tried and they work for kids. This element of the curriculum map is an excellent resource to differentiate
an instructional approach to reach different populations of your students. .
The Instructional strategies and lesson suggestions are open ended so that you may modify them to meet the needs of your students and
classroom. If after reviewing your curriculum map and your ancillary resources, you are still looking for creative ways to help your students
achieve a learning objective, please don’t hesitate to contact your instructional leader! Your IL can provide additional resources, strategies,
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ideas or even model a lesson for you or co-teach the lesson with you. This element of the curriculum is designed to be periodically updated and
improved so please feel free to contribute your strategies and ideas and support your colleagues by emailing them to your instructional leader
any time!
Vital Vocabulary:
These are the words students must know in order to understand each objective. Students should be able to use these words appropriately and
within the correct context, not necessarily recite textbook definitions. To be able to use vocabulary appropriately is more valuable than
memorizing a definition. This list is not exhaustive, so please feel free to add vocabulary to meet your students’ needs. However, mastery of
these words and the underlying concepts is critical for students to understand and master the learning objective.
Essential Question(s):
This acts as the starting point (pre-assessment) as well as a summative assessment for each unit. At the beginning of each unit of instruction,
this question acts as the activator and initiates the discussion of the topic. At the end of the unit, students should be able to answer the
essential question(s) and demonstrate they have achieved understanding the learning goals/objectives. How you assess this question is left to
you as the classroom instructor, be it a written essay, oral, a report or a classroom discussion. You may also consider restating the essential
question as an open response question at the end of each unit.
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Scientific Problem Solving
Unit 1
What is Scientific Inquiry?
State Standard
SIS1. Make
observations, raise
questions, and
formulate hypotheses.
• Observe the world from
a scientific perspective.
• Pose questions and form
hypotheses based on
personal observations,
scientific articles,
experiments, and
knowledge.
• Read, interpret, and
examine the credibility
and validity of scientific
claims in different
sources of information,
such as scientific articles,
advertisements, or media
stories.
SIS2. Design and
conduct scientific
investigations.
• Articulate and explain
the major concepts being
investigated and the
purpose of an
investigation.
• Select required
Student Learning objective(s)
1.
2.
3.
1.
2.
3.
Required vocabulary
Learning Plan:
Activities, Resources & Experiences
Critique the steps used during
scientific inquiry.
Judge the results of scientific
inquiry.
Construct a comprehensive
definition for critical thinking.
Science
Observation
Inference
Hypothesis
Prediction
Scientific theory
Scientific law
Technology
Critical thinking
Text p. NOS 2-31
Investigation – Inquiry Lab
Verdict– Results of a Scientific Inquiry
Advertisement – Critical Thinking
Evaluate the reasons scientist
created the International System
of Units (SI).
Critique the usefulness of
scientific notation.
Investigate how tools, such as
graduated cylinders and triple
Description
Explanation
International System of Units (SI)
Scientific notation
Evaluation – International System of Units (SI)
Report – Scientific Notation
Investigation – Using the Graduated Cylinder and TripleBeam Balance
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beam balances, can assist
physical scientists.
materials, equipment, and
conditions for conducting
an experiment.
• Identify independent
and dependent variables.
• Write procedures that
are clear and replicable.
• Employ appropriate
methods for accurately
and consistently
o making observations
o making and recording
measurements at
appropriate levels of
precision
o collecting data or
evidence in an organized
way
• Properly use
instruments, equipment,
and materials (e.g.,
scales, probeware, meter
sticks, microscopes, and
computers) including setup, calibration (if
required), technique,
maintenance, and
storage.
• Follow safety
guidelines.
SIS3. Analyze and
interpret results of
scientific
investigations.
• Present relationships
between and among
variables in appropriate
forms.
• Represent data and
1.
2.
Critique why evaluation and
testing are important in the
design process.
Judge how scientific inquiry is
used in a real life scientific
investigation.
Variable
Constant
Independent variable
Dependent variable
Experimental group
Control group
Qualitative data
Quantitative data
11
Conclusion – Evaluation and Testing in the Design Process
Debate – Qualitative vs. Quantitative Data
Verdict – Scientific Inquiry
Chapter test
relationships between
and among variables in
charts and graphs.
• Use appropriate
technology (e.g.,
graphing software) and
other tools.
• Use mathematical
operations to analyze and
interpret data results.
• Assess the reliability of
data and identify reasons
for inconsistent results,
such as sources of error
or uncontrolled
conditions.
• Use results of an
experiment to develop a
conclusion to an
investigation that
addresses the initial
questions and supports or
refutes the stated
hypothesis.
• State questions raised
by an experiment that
may require further
investigation.
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Describing Motion
Unit 2
What Are the Ways to Describe Motion?
State Standard
Student Learning objective(s)
Physical Science (6-8)
#11:
Explain and give
examples of how the
motion of an object can
be described by its
position, direction of
motion, and speed.
1.
Physical Science (6-8)
#12:
Graph and interpret
distance vs. time graphs
for constant speed.
1.
2.
HS Physics 1.3
Create and interpret
graphs of
1-dimensional motion,
such as position vs. time,
distance vs. time, speed
vs. time, velocity vs.
time, and acceleration vs.
time where acceleration
is constant.
1.
2.
3.
3.
2.
Required vocabulary
Learning Plan:
Activities, Resources & Experiences
Attribute how the description of
an object’s position depends on
a reference point.
Create a plan for describing the
position of an object in two
dimensions.
Compare and contrast distance
and displacement.
Reference point
Position
Motion
Displacement
Text p. 6-41
Report - Position
Outline – Distance vs. Displacement
Graph – Describing an Object’s Position in Two
Dimensions
Plan – Describing an Object’s Position in Two Dimensions
Chart – Distance vs. Displacement
Create a definition for speed.
Produce a plan to use a distancetime graph to calculate average
speed.
Outline ways in which velocity
can change.
Speed
Constant speed
Instantaneous speed
Average speed
Velocity
Song – Speed Definition
Plan – Calculate Average Speed
Outline – Changing Velocity
Structure three ways an object
can accelerate.
Evaluate what a speed-time
graph indicates about an objects
motion.
Acceleration
Average acceleration
Checklist - Acceleration
Mobile - Acceleration
Evaluation – Speed-Time Graph
Chapter test
13
The Laws of Motion
Unit 3
How Do Forces Change the Motion of Objects?
State Standard
HS Physics 1.7
Describe Newton’s law of
universal gravitation in
terms of the attraction
between two objects, their
masses, and the distance
between them.
Student Learning objective(s)
1.
2.
3.
Required vocabulary
Learning Plan:
Activities, Resources & Experiences
Critique contact and non-contact
forces.
Evaluate the Law of Universal
Gravitation.
Judge how friction affects the
motion of two objects sliding
past each other.
Force
Contact force
Non-contact force
Gravity
Mass
Weight
Friction
Text p. 42-83
Conclusion – Contact vs. Non-Contact Forces
Evaluation – Law of Universal Gravitation
Verdict - Friction
Critique Newton’s First Law of
Motion.
Attribute how motion is related
to balanced and unbalanced
Net force
Balanced forces
Unbalanced forces
Newton’s First Law of Motion
Class Portfolio – Newton’s First Law
Conclusion – Balanced vs. Unbalanced Forces
Report – Inertia and Motion
Investigation – First Law Lab
Physical Science (6-8)
#1:
Differentiate between
weight and mass,
recognizing that weight is
the amount of
gravitational pull on an
object.
HS Physics 1.6
Distinguish qualitatively
between static and kinetic
friction, and describe
their effects on the motion
of objects.
HS Physics 1.4
Interpret and apply
Newton’s three laws of
motion
1.
2.
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3.
HS Physics 1.4
Interpret and apply
Newton’s three laws of
motion
1.
2.
forces.
Investigate the effect of inertia
on the motion of an object.
Inertia
Critique Newton’s Second Law of
Motion.
Judge how centripetal force
affects circular motion.
Newton’s Second Law of Motion
Circular motion
Centripetal force
15
Conclusion – Newton’s Second Law of Motion
Investigation – Circular Motion Lab
Verdict – Centripetal Force and Circular Motion
The Laws of Motion (continued)
Unit 3 (continued)
How Do Forces Change the Motion of Objects?
State Standard
Student Learning objective(s)
HS Physics 1.4
1.
Interpret and apply
Newton’s three laws of
motion
2.
3.
Critique Newton’s Third Law of
Motion.
Hypothesize why the forces in a
force pair cancel each other.
Outline the Law of Conservation
of Momentum.
Required vocabulary
Newton’s Third Law of Motion
Force pair
Momentum
Law of Conservation of
Momentum
16
Learning Plan:
Activities, Resources & Experiences
Persuasive speech – Which Law Affects Us Most?
Verdict – Cancellation of Forces
Outline – Law of Conservation of Momentum
Chapter test
Energy, Work and Simple Machines
Unit 4
How Does Energy Cause Change?
State Standard
Student Learning objective(s)
Physical Science (6-8)
#13:
Differentiate between
potential and kinetic
energy. Identify situations
where kinetic energy is
transformed into
potential energy and vice
versa.
1.
HS Physics 2.1
1.
Interpret and provide
examples that illustrate
the law of conservation of
energy
2.
2.
3.
3.
Required vocabulary
Learning Plan:
Activities, Resources & Experiences
Create a comprehensive
definition for energy.
Compare and contrast the
different forms of energy.
Critique how energy is used in
the real world.
Energy
Kinetic energy
Electric energy
Potential energy
Chemical energy
Nuclear energy
Mechanical energy
Thermal energy
Sound energy
Seismic energy
Radiant energy
Text p. 84-119
Story – His Excellency, Energy
Song – Energy Definition
Spreadsheet – Different Forms of Energy
Chart – Different Forms of Energy
Survey – What Kind of Energy do You Use Every Day?
Critique the Law of Conservation
of Energy.
Hypothesize how energy can be
transformed.
Compare energy and work.
Energy transformation
Law of Conservation of Energy
Work
Abstract – The Law of Conservation of Energy
Conclusion – How can Energy be Transformed?
Checklist – Energy vs. Work
HS Physics 2.3
Describe both
qualitatively and
quantitatively how work
can be expressed as a
change in mechanical
energy.
17
HS Physics 1.4
1.
Interpret and apply
Newton’s three laws of
motion
2.
Critique the elements of a simple
machine.
Create a plan to make work
easier using simple machines.
Simple machine
Inclined plane
Screw
Wedge
Lever
Wheel and axle
Pulley
Complex machine
Efficiency
18
Class Portfolio – Simple Machines
Plan – Make Your Work Easier
Chapter test
Sound and Light
Unit 5
How Do Sound and Light Waves Travel and Interact With Matter?
State Standard
Student Learning objective(s)
HS Physics 4.3
1.
Distinguish between the
two types of mechanical
waves, transverse and
longitudinal.
2.
HS Physics 4.5
3.
Recognize that
mechanical waves
generally move faster
through a solid than
through a liquid and
faster through a liquid
than through a gas.
HS Physics 6.2
Describe the
electromagnetic
spectrum in terms of
frequency and
wavelength, and identify
the locations of radio
waves, microwaves,
infrared radiation,
visible light (red,
orange, yellow,
green, blue, indigo, and
violet), ultraviolet rays,
x-rays, and gamma rays
1.
2.
3.
Required vocabulary
Learning Plan:
Activities, Resources & Experiences
Outline how sound waves are
produced.
Hypothesize why the speed of
sound waves are dependent on
the material it is passing through.
Evaluate how your ears enable
you to hear sounds.
Sound wave
Pitch
Echo
Text p. 120-157
Outline – The Production of Sound Waves
Conclusion – Materials and Sound Waves
Anatomical Chart - Ear
Compare light waves and sound
waves.
Compare light waves on the
electromagnetic spectrum.
Evaluate what happens to light
waves when they interact with
matter.
Light source
Light ray
Transparent
Translucent
Opaque
Chart – Light vs. Sound Waves
Checklist – Light Waves on the Electromagnetic Spectrum
Conclusion - Light Waves and Matter
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on the spectrum.
HS Physics 4.6
Describe the apparent
change in frequency of
waves due to the motion
of a source or a receiver
(the Doppler effect).
HS Physics 4.4
1.
Describe qualitatively
the basic principles of
reflection and refraction
of waves.
2.
3.
Compare regular and diffuse
reflection.
Critique the images formed by
mirrors and lenses.
Hypothesize how the human eye
enables a person to see.
Mirror
Lens
Cornea
Iris
Pupil
Retina
Checklist – Regular vs. Diffuse Reflection
Investigation – Images Lab
Class Portfolio – The Human Eye
Chapter test
20
Thermal Energy
Unit 6
How Can Thermal Energy be Used?
State Standard
HS Physics 3.3
Describe the relationship
between average
molecular kinetic energy
and temperature.
Physical Science (6-8)
#16:
Give examples of how
heat moves in predictable
ways, moving from
warmer objects to cooler
ones until they reach
equilibrium.
Earth Sci. (6-8) #3:
Differentiate among
radiation, conduction,
and convection, the three
mechanisms by which
heat is transferred
through the earth’s
system
HS Physics 3.4
Explain the relationships
among temperature
changes in a substance,
the amount of heat
transferred, the amount
Student Learning objective(s)
1.
2.
1.
2.
3.
Required vocabulary
Learning Plan:
Activities, Resources & Experiences
Critique the relationship
between temperature and
kinetic energy.
Compare and contrast heat and
thermal energy.
Thermal energy
Temperature
Heat
Text p. 162-195
Investigation – Temperature Lab
Conclusion – Temperature and Kinetic Energy
Chart – Heat and Thermal Energy
Checklist - Heat and Thermal Energy
Hypothesize the effect of having
a small specific heat.
Monitor what happens to a
material when it is heated.
Critique methods of thermal
energy transfer.
Radiation
Conduction
Thermal conductor
Thermal insulator
Specific heat
Thermal contraction
Thermal expansion
Convection
Convection current
Verdict – Small Specific Heat Effects
Investigation – Heated Material Lab
Debate – Our Method is the Ultimate Heat Transfer!
21
(mass) of the substance,
and the specific heat of
the substance.
HS Physics 3.4
Explain the relationships
among temperature
changes in a substance,
the amount of heat
transferred, the amount
(mass) of the substance…
1.
2.
3.
Deconstruct how a thermostat
works.
Outline how a refrigerator keeps
food cold.
Critique the energy
transformations in a car.
Heating appliance
Thermostat
Refrigerator
Heat engine
22
Anatomical Chart – Home Thermostat
Outline – How does Your Refrigerator Stay Way Cool?
Report – Your Car is a Transformer!
Chapter test
States of Matter
Unit 7
What Physical and Energy Changes Occur as Matter Goes From one State to Another?
State Standard
HS Chemistry 1.3
Describe the three
normal states of matter
(solid, liquid, gas) in
terms of energy, particle
motion, and phase
transitions.
HS Chemistry 6.3
Using the kinetic
molecular theory,
describe and contrast the
properties of gases,
liquids, and solids.
Explain, at the molecular
level, the behavior of
matter as it undergoes
phase transitions.
Physical Science (6-8 )
#4:
Explain and give
examples of how mass is
conserved in a closed
system.
HS Chemistry 6.1
Using the kinetic
molecular
Student Learning objective(s)
1.
2.
1.
2.
3.
1.
Required vocabulary
Learning Plan:
Activities, Resources & Experiences
Critique how particles move in
solids, liquids, and gases.
Compare and contrast the forces
between particles in solids,
liquids, and gases.
Solid
Liquid
Viscosity
Surface tension
Gas
Vapor
Text p. 196-231
Class portfolio – Particle Movement in Solids, Liquids, and
Gases
Song – The Streak: Particle Movement in Solids, Liquids,
and Gases
Checklist – Three States of Matter
Evaluate how temperature is
related to particle motion.
Compare and contrast
temperature and thermal
energy.
Hypothesize what happens to
thermal energy when matter
changes from one state to
another.
Kinetic energy
Temperature
Thermal energy
Vaporization
Evaporation
Condensation
Sublimation
Deposition
Evaluation – Temperature and Particle Motion
Chart - Temperature and Thermal Energy
Outline - Temperature and Thermal Energy
Investigation – Thermal Energy and Changing States Lab
Judge the kinetic molecular
theory when describing the
behavior of a gas.
Kinetic Molecular Theory
Pressure
Boyle’s Law
Verdict – Kinetic Molecular Theory and Gas Behavior
Class Portfolio – Temperature, Pressure, Volume and
Boyle’s Law
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theory, explain the
behavior of
gases and the
relationship between
pressure and volume
(Boyle’s law), volume
and temperature
(Charles’s law),
2.
3.
Deconstruct the relationship
between temperature, pressure,
and volume in Boyle’s Law.
Compare and contrast Boyle’s
Law and Charles’s Law.
Charles’s Law
24
Story – Dueling Laws: Baron Boyle and Chancellor Charles
Chapter test
Understanding the Atom
Unit 8
What are Atoms and What Are They Made Of?
State Standard
Physical Science (6-8)
#6:
Differentiate between an
atom (the smallest unit of
an element that maintains
the characteristics of that
element) and a molecule
(the smallest unit of a
compound that maintains
the characteristics of that
compound).
Student Learning objective(s)
Required vocabulary
Learning Plan:
Activities, Resources & Experiences
1.
2.
3.
Create a definition for an atom.
Evaluate the size of an atom.
Structure the timeline for the
atomic model.
Atom
Electron
Nucleus
Proton
Neutron
Electron cloud
Text p. 232-263
Advertisement – Atom Definition
Evaluation – Atomic Size
Timeline – Atomic Model
1.
Hypothesize what happens
during nuclear decay.
Attribute the change in a neutral
atom to the change in number of
protons, neutrons, or electrons.
Atomic number
Isotope
Mass number
Average atomic mass
Radioactive
Nuclear decay
Conclusion – Nuclear decay
Story – Big Changes for Admiral Atom
Chapter test
HS Chemistry 2.1
Recognize discoveries
from Dalton (atomic
theory), Thomson (the
electron), Rutherford (the
nucleus), and Bohr
(planetary model of
atom), and understand
how each discovery leads
to modern theory.
HS Chemistry 2.5
Identify the three main
types of radioactive
decay (alpha, beta, and
gamma) and compare
their properties.
2.
25
HS Chemistry 2.2
Ion
Identify the major
components (protons,
neutrons, and electrons)
of the nuclear atom and
explain how they interact
26
Elements and Chemical Bonds
Unit 9
How do Elements Join together to Form Chemical Compounds?
State Standard
Student Learning objective(s)
HS Chemistry 3.1
3.
Explain the relationship
of an element’s position
on the periodic table to
its atomic number.
Identify families (groups)
and periods on the
periodic table.
4.
Required vocabulary
Learning Plan:
Activities, Resources & Experiences
Critique how an electron’s
energy is related to its distance
from the nucleus.
Hypothesize why atoms gain,
lose, or share electrons.
Chemical bond
Valence electron
Electron dot diagram
Text p. 264-297
Conclusion – Electron Energy and Nuclear Distance
Class Portfolio – Electron Gain, Loss, and Sharing
Compare and contrast elements
with the compounds they form.
Outline the common properties
of a covalent compound.
Hypothesize why water is a polar
compound.
Covalent bond
Molecule
Polar molecule
Chemical formula
Checklist – Elements and Compounds
Outline – The Properties of a Covalent Compound
Conclusion – Why is Water Classified as a Polar
Compound?
Create a definition for an ionic
compound.
Compare and contrast metallic
bonds with covalent and ionic
bonds.
Ion
Ionic bond
Metallic bond
Song – I May Be a Simple Compound but I’m Ionic!
Checklist – Metallic Bonds vs. Covalent/Ionic Bonds
Outline - Metallic Bonds vs. Covalent/Ionic Bonds
Chapter test
HS Chemistry 4.1
Explain how atoms
combine to form
compounds…
HS Chemistry 4.1
Explain how atoms
combine to form
compounds through both
ionic and covalent
bonding.
HS Chemistry 4.1
Explain how atoms
combine to form
compounds through both
ionic and covalent
bonding.
1.
2.
3.
1.
2.
27
Chemical Reactions and Equations
Unit 10
What Happens to Atoms and Energy During a Chemical Reaction?
State Standard
Student Learning objective(s)
Physical Science (6-8)
#10:
Differentiate between
physical changes and
chemical changes.
1.
HS Chemistry 5.1
3.
Balance chemical
equations by applying the
laws of conservation of
mass and constant
composition (definite
proportions).
HS Chemistry 5.2
Classify chemical
reactions as synthesis
(combination),
decomposition, single
displacement
(replacement), double
displacement, and
combustion.
HS Chemistry 6.4
Describe the law of
conservation of energy.
Explain the difference
between an endothermic
process and an
2.
1.
2.
1.
2.
Required vocabulary
Learning Plan:
Activities, Resources & Experiences
Hypothesize what signs should
be apparent to indicate that a
chemical reaction has occurred.
Evaluate what happens to atoms
during a chemical reaction.
Judge what happens to the total
mass in a chemical reaction.
Chemical reaction
Chemical equation
Reactant
Product
Law of Conservation of Mass
Coefficient
Text p. 298-331
Investigation – Was There a Reaction?
Conclusion – Atoms in a Chemical Reaction
Class Portfolio – Signs of a Reaction
Verdict – What’s Up With the Mass?
Construct a plan to recognize the
type of reaction by the number
or type of reactants and
products.
Critique the different types of
chemical reactions.
Synthesis
Decomposition
Single replacement
Double replacement
Combustion
Plan – Reaction Recognition
Investigation – Different types of Reactions
Class Portfolio – Types of Reactions
Hypothesize why chemical
reactions always involve a
change in energy.
Compare and contrast
endothermic and exothermic
Endothermic
Exothermic
Activation energy
Catalyst
Enzyme
Conclusion – Chemical Reactions and Changes in Energy
Checklist – Endothermic vs. Exothermic Reactions
Class Portfolio – Chemical Reaction Rate Factors
Chapter test
28
exothermic process.
3.
HS Chemistry 7.5
Identify the factors that
affect the rate of a
chemical reaction
(temperature, mixing,
concentration, particle
size, surface area,
catalyst).
reactions.
Critique the factors that can
affect the rate of a chemical
reaction.
Inhibitor
29
Mixtures, Solubility, and Acid/Base Solutions
Unit 11
What Are Solutions, and How Are They Described?
State Standard
Physical Science (6-8)
#8:
Differentiate between
mixtures and pure
substances.
Student Learning objective(s)
1.
2.
3.
Physical Science (6-8)
#7:
Give basic examples of
elements and compounds.
HS Chemistry 7.1
Describe the process by
which solutes dissolve in
solvents.
1.
2.
HS Chemistry 7.3
Identify and explain the
factors that affect the rate
of dissolving (e.g.,
temperature,
concentration, surface
area, pressure, mixing).
HS Chemistry 8.1
Define the Arrhenius
theory of acids and bases
in terms of the presence
of hydronium and
hydroxide ions in water
3.
1.
2.
Required vocabulary
Learning Plan:
Activities, Resources & Experiences
Compare and contrast
substances and mixtures.
Compare and contrast solutions
and heterogeneous mixtures.
Critique the three ways that
compounds differ from mixtures.
Substance
Mixture
Heterogeneous mixture
Homogeneous mixture
Solution
Text p. 332-371
Chart – Substances and Mixtures
Investigation – Substances and Mixtures
Outline – Solutions and Heterogeneous Mixtures
Spreadsheet - Solutions and Heterogeneous Mixtures
Class Portfolio – Compounds vs. Mixtures
Evaluate why some substances
dissolve in water and others do
not.
Compare and contrast
concentration and solubility.
Create a plan to change the
solubility of a solute.
Solvent
Solute
Polar molecule
Concentration
Solubility
Saturated solution
Unsaturated solution
Conclusion- Does Everything Dissolve in Water?
Checklist – Concentration vs. Solubility
Plan – Changing the Solubility of a Solute
Critique what happens when
acids and bases dissolve in
water.
Attribute the concentration of
hydronium ions in affecting pH.
Conclusion – Acids and Bases Dissolved in Water
Graph – Hydronium Ion Concentration vs. pH
Plan – Measuring pH
Chapter test
30
3.
HS Chemistry 8.2
Create multiple plans to measure
pH.
Relate hydrogen ion
concentrations to the pH
scale and to acidic, basic,
and neutral solutions.
Compare and contrast
the strengths of various
common acids and bases
(e.g., vinegar, baking
soda, soap, citrus juice).
31
The Solar System
Unit 12
What Kinds of Objects Are In the Solar System?
State Standard
Earth Sci. (6-8) #10:
Compare and contrast
properties and conditions
of objects (i.e., sun,
planets, stars) in the
solar system to those on
Earth.
Earth Sci. (6-8) #12:
Recognize that the
universe contains many
billions of galaxies, and
that each galaxy contains
many billions of stars.
Earth Sci. (6-8) #10:
Compare and contrast
properties and conditions
of objects (i.e., sun,
planets, stars) in the
solar system to those on
Earth.
Student Learning objective(s)
1.
2.
3.
1.
2.
3.
Required vocabulary
Learning Plan:
Activities, Resources & Experiences
Compare and contrast the inner
and outer planets.
Critique the astronomical unit;
definition and usage.
Judge the shape of a planet’s
orbit.
Asteroid
Comet
Astronomical unit
Period of revolution
Period of rotation
Text p. 372-411
Checklist – Inner and Outer Planets
Chart - Inner and Outer Planets
Investigation – Astronomical Unit
Verdict – Planet’s Shape
Compare and contrast the inner
planets.
Hypothesize why Venus is hotter
than Mercury.
Critique the atmospheres of the
inner planets.
Terrestrial planet
Greenhouse effect
Class Portfolio – The Inner Planets
Conclusion – Why is Venus Hotter than Mercury?
Class Portfolio – The Atmospheres of the Inner Planets
Earth Sci. (6-8) #12:
Recognize that the
universe contains many
billions of galaxies, and
that each galaxy contains
many billions of stars.
32
Earth Sci. (6-8) #10:
Compare and contrast
properties and conditions
of objects (i.e., sun,
planets, stars) in the
solar system to those on
Earth.
1.
2.
Compare and contrast the outer
planets.
Critique the composition of the
outer planets.
Galilean moons
Earth Sci. (6-8) #12:
Recognize that the
universe contains many
billions of galaxies, and
that each galaxy contains
many billions of stars.
33
Outline – The Outer Planets
Spreadsheet - The Outer Planets
Report – The Composition of the Outer Planets
The Solar System (continued)
Unit 12 (continued)
What Kinds of Objects Are In the Solar System?
State Standard
Earth Sci. (6-8) #10:
Compare and contrast
properties and conditions
of objects (i.e., sun,
planets, stars) in the
solar system to those on
Earth.
Student Learning objective(s)
1.
2.
3.
Create a definition for a dwarf
planet.
Evaluate the characteristics of
comets and asteroids.
Hypothesize how an impact
crater is created.
Required vocabulary
Meteoroid
Meteor
Meteorite
Impact crater
Earth Sci. (6-8) #12:
Recognize that the
universe contains many
billions of galaxies, and
that each galaxy contains
many billions of stars.
34
Learning Plan:
Activities, Resources & Experiences
Definition – Dwarf Planet
Evaluation – The Characteristics of Comets and Asteroids
Conclusion – The Creation of an Impact Crater
Chapter test
Stars and Galaxies
Unit 13
What Makes Up the Universe and How Does Gravity Affect the Universe?
State Standard
Student Learning objective(s)
Earth Sci. (6-8) #10:
Compare and contrast
properties and conditions
of objects (i.e., sun,
planets, stars) in the
solar system to those on
Earth.
1.
Earth Sci. (6-8) #10:
Compare and contrast
properties and conditions
of objects (i.e., sun,
planets, stars) in the
solar system to those on
Earth.
1.
2.
3.
2.
3.
4.
Earth Sci. (6-8) #10:
Compare and contrast
properties and conditions
of objects (i.e., sun,
planets, stars) in the
solar system to those on
Earth.
1.
2.
3.
Required vocabulary
Learning Plan:
Activities, Resources & Experiences
Create a plan, as astronomers
do, to divide the night sky.
Evaluate what astronomers can
learn from the light emanating
from stars.
Critique how scientists measure
the distance and the brightness
of objects in the night sky.
Spectroscope
Astronomical unit
Light year
Apparent magnitude
Luminosity
Text p. 412-453
Plan – Dividing the Night Sky
Report – We Can Learn From the Light!
Investigation – Distance and Brightness
Conclusion – How Far and How Bright Is It?
Critique the mechanism for the
shining of stars.
Create a chart of the layers of a
star.
Critique the changes in the Sun
over short periods of time.
Evaluate the classification system
for stars.
Nuclear fusion
Star
Radiative zone
Convection zone
Photosphere
Chromospheres
Corona
Hertzsprung-Russell diagram
Conclusion – How Do Stars Shine?
Chart – The Layers of a Star
Class Portfolio – Changes in the Sun
Evaluation – The Classification System for Stars
Create a flow diagram for the
formation of a star.
Critique how a star’s mass affects
its evolution.
Hypothesize how star matter is
recycled in space.
Nebula
White dwarf
Supernova
Neutron star
Black hole
Flow Diagram – The Birth of a Star
Report – Star Mass and Star Evolution
Class Portfolio – Star Matter Recycling
35
Stars and Galaxies (continued)
Unit 13 (continued)
What Makes Up the Universe and How Does Gravity Affect the Universe?
State Standard
Earth Sci. (6-8) #12:
Recognize that the
universe contains many
billions of galaxies, and
that each galaxy contains
many billions of stars.
Student Learning objective(s)
1.
2.
3.
Outline the major types of
galaxies
Critique the Milky Way and its
relation to the solar system.
Evaluate the Big Bang Theory.
Required vocabulary
Galaxy
Dark matter
Big Bang Theory
Doppler shift
36
Learning Plan:
Activities, Resources & Experiences
Outline – The Major Galaxies
Game – The Milky Way in the Solar System Monopoly
Class Portfolio – The Big Bang Theory
Chapter test
Minerals and Rocks
Unit 14
How are Minerals and Rocks Formed, Identified, Classified, and Used?
State Standard
Earth Sci. (3-5) #1:
Give a simple
explanation of what a
mineral is and some
examples, e.g., quartz,
mica.
Earth Sci. (3-5) #2:
Identify the physical
properties of minerals
(hardness, color, luster,
cleavage, and streak),
and explain how minerals
can be tested for these
different physical
properties.
HS Earth Sci. 3.6
…Compare the physical
properties of these rock
types and the physical
properties of common
rock-forming minerals.
Student Learning objective(s)
1.
2.
3.
1.
2.
3.
Required vocabulary
Learning Plan:
Activities, Resources & Experiences
Evaluate the formation of
minerals.
Critique the properties that can
be used to identify minerals.
Design an advertisement
demonstrating the usefulness of
minerals in our lives.
Mineral
Crystal structure
Crystallization
Streak
Luster
Cleavage
Fracture
Ore
Text p. 458-491
Evaluation – The Formation of Minerals
Checklist – Properties to Identify Minerals
Chart - Properties to Identify Minerals
Advertisement – The Usefulness of Minerals
Critique the characteristics that
can be used to classify rocks.
Hypothesize how different types
of rocks form.
Create a story illustrating the
usefulness of rocks.
Rock
Grain
Magma
Lava
Texture
Sediment
Lithification
Foliation
Chart – Classifying Rocks
Conclusion – Rock Formation
Song – Rocks do Rock!
37
HS Earth Sci. 3.6
Describe the rock cycle,
and the processes that
are responsible for the
formation of igneous,
sedimentary, and
metamorphic rocks…
1.
2.
Critique the effect of surface
processes on the rock cycle.
Judge the relationship of the
rock cycle to plate tectonics.
Rock cycle
Extrusive rock
Intrusive rock
Uplift
Deposition
38
Conclusion – Surface Processes and the Rock Cycle
Verdict – The Relationship of the Rock Cycle to Plate
Tectonics
Chapter test
Plate Tectonics
Unit 15
What is the Theory of Plate Tectonics?
State Standard
Earth Sci. (6-8) #5:
Describe how the
movement of the earth’s
crustal plates causes both
slow changes in the
earth’s surface (e.g.,
formation of mountains
and ocean basins) and
rapid ones (e.g., volcanic
eruptions and
earthquakes).
Earth Sci. (6-8) #5:
Describe how the
movement of the earth’s
crustal plates causes both
slow changes in the
earth’s surface (e.g.,
formation of mountains
and ocean basins) and
rapid ones (e.g., volcanic
eruptions and
earthquakes).
Earth Sci. (6-8) #5:
Describe how the
movement of the earth’s
crustal plates causes both
slow changes in the
earth’s surface (e.g.,
formation of mountains
Student Learning objective(s)
1.
2.
1.
2.
1.
2.
3.
Required vocabulary
Learning Plan:
Activities, Resources & Experiences
Critique the evidence that
supports the idea of continental
drift.
Evaluate the reasons scientists
questioned the continental drift
hypothesis.
Pangaea
Continental drift
Text p. 492-527
Conclusion – The Evidence Supporting Continental Drift
Evaluation – Why Question the Continental Drift
Hypothesis?
Outline - Why Question the Continental Drift Hypothesis?
Create a definition for seafloor
spreading.
Critique the evidence used to
support seafloor spreading.
Mid-ocean ridge
Seafloor spreading
Normal polarity
Magnetic reversal
Reversed polarity
Definition – Seafloor Spreading
Conclusion – Seafloor Spreading: Real or Imagined?
Persuasive Speech - Seafloor Spreading: Real or
Imagined?
Evaluate the Theory of Plate
Tectonics.
Judge the three types of plate
boundaries.
Hypothesize why tectonic plates
move.
Plate tectonics
Lithosphere
Divergent plate boundary
Transform plate boundary
Convergent plate boundary
Subduction
Evaluation – The Theory of Plate Tectonics
Investigation - The Theory of Plate Tectonics
Verdict – The Three Types of Plate Boundaries
Conclusion – The Movement of Tectonic Plates
Chapter test
39
and ocean basins) and
rapid ones (e.g., volcanic
eruptions and
earthquakes).…
Convection
Ridge push
Slab pull
HS Earth Sci. 3.9
Explain the relationship
between convection
currents in Earth’s
mantle and the motion of
the lithospheric plates.
40
Earthquakes and Volcanoes
Unit 16
What Causes Earthquakes and Volcanic Eruptions?
State Standard
Earth Sci. (6-8) #5:
Describe how the
movement of the earth’s
crustal plates causes both
slow changes in the
earth’s surface (e.g.,
formation of mountains
and ocean basins) and
rapid ones (e.g., volcanic
eruptions and
earthquakes).…
Student Learning objective(s)
1.
2.
3.
1.
2.
3.
Learning Plan:
Activities, Resources & Experiences
Evaluate the elements of an
earthquake.
Create a graph of major
earthquakes between 2000 and
2008 by continent.
Hypothesize how scientists
monitor earthquake activity.
Earthquake
Fault
Seismic wave
Focus
Epicenter
Primary wave
Secondary wave
Surface wave
Seismologist
Seismometer
Seismometer
Text p. 528-561
Evaluation – The Elements of an Earthquake
Graph – Major Earthquakes 2000-2008 by Continent
Conclusion – How Scientist Monitor Earthquake Activity
Investigation - How Scientist Monitor Earthquake Activity
Evaluate the formation of
volcanoes.
Critique the factors contributing
to the eruption style of a
volcano.
Organize the classification of
volcanoes.
Volcano
Magma
Lava
Hot spot
Shield volcano
Composite volcano
Cinder cone
Volcanic ash
Viscosity
Report – The Formation of Volcanoes
Class Portfolio – Factors of Volcanic Eruption Styles
Outline – Classifying Volcanoes
Chapter test
HS Earth Sci. 3.10
Relate earthquakes,
volcanic activity,
tsunamis, mountain
building, and tectonic
uplift to plate movements.
Earth Sci. (6-8) #5:
Describe how the
movement of the earth’s
crustal plates causes both
slow changes in the
earth’s surface (e.g.,
formation of mountains
and ocean basins) and
rapid ones (e.g., volcanic
eruptions and
earthquakes).
Required vocabulary
41
HS Earth Sci. 3.10
Relate earthquakes,
volcanic activity,
tsunamis, mountain
building, and tectonic
uplift to plate movements.
42
Clue’s to Earth’s Past
Unit 17
What Evidence Do Scientists Use to Determine the Ages of Rocks?
State Standard
Student Learning objective(s)
Earth Sci. (6-8) #7:
Explain and give
examples of how physical
evidence, such as fossils
and surface features of
glaciation, supports
theories that the earth
has evolved over geologic
time.
1.
HS Earth Sci. 3.7
1.
Describe the absolute
and relative dating
methods used to measure
geologic time, such as
index fossils, radioactive
dating, law of
superposition, and
crosscutting
relationships.
HS Earth Sci. 3.7
Describe the absolute
and relative dating
methods used to measure
geologic time, such as
index fossils, radioactive
dating, law of
superposition, and
crosscutting
2.
2.
1.
2.
Required vocabulary
Learning Plan:
Activities, Resources & Experiences
Evaluate fossils; definition and
formation.
Hypothesize what fossils can
reveal about the Earth’s past.
Fossil
Catastrophism
Uniformitarianism
Carbon film
Mold
Cast
Trace fossil
Paleontologist
Text p. 562-597
Evaluation – Fossils
Report – What Can Fossils Tell Us About the Past?
Class Portfolio - What Can Fossils Tell Us About the Past?
Create a definition for relative
age.
Critique how the positions of
rock layers can be used to
determine the relative ages of
rocks.
Relative age
Superposition
Inclusion
Unconformity
Correlation
Index fossil
Definition – Relative Age
Investigation – Relative Age of Rock
Conclusion - Relative Age of Rock
Create a definition for absolute
age.
Critique how radioactive decay
can be used to date rocks.
Absolute age
Isotope
Radioactive decay
Half-life
Definition – Absolute Age
Report – Radioactive Decay and Dating Rock
Chapter test
43
relationships.
44
Geologic Time
Unit 18
What Have Scientists Learned about Earth’s Past by Studying Rocks and Fossils?
State Standard
Student Learning objective(s)
Earth Sci. (6-8) #7:
Explain and give
examples of how physical
evidence, such as fossils
and surface features of
glaciation, supports
theories that the earth
has evolved over geologic
time.
1.
Earth Sci. (6-8) #7:
Explain and give
examples of how physical
evidence, such as fossils
and surface features of
glaciation, supports
theories that the earth
has evolved over geologic
time.
Earth Sci. (6-8) #7:
Explain and give
examples of how physical
evidence, such as fossils
and surface features of
glaciation, supports
theories that the earth
has evolved over geologic
time.
1.
2.
3.
2.
1.
2.
Required vocabulary
Learning Plan:
Activities, Resources & Experiences
Critique the development of the
geologic time scale.
Hypothesize the causes of mass
extinctions.
Judge how evolution is affected
by environmental change.
Eon
Era
Period
Epoch
Mass extinction
Land bridge
Geographic isolation
Text p. 598-639
Investigation – The Development of the Geologic Time
Scale
Conclusion – The Causes of Mass Extinction
Verdict – How is Evolution Affected by Environmental
Change?
Critique the major geologic
events that occurred during the
Paleozoic era.
Hypothesize what the fossil
evidence reveals about the
Paleozoic era.
Paleozoic era
Mesozoic era
Cenozoic era
Inland sea
Coal swamp
Supercontinent
Report – The Major Geologic Events of the Paleozoic Era
Conclusion – What Does the Fossil Record Tell Us About
the Paleozoic Era?
Critique the major geologic
events that occurred during the
Mesozoic era.
Hypothesize what the fossil
evidence reveals about the
Mesozoic era.
Dinosaur
Plesiosaur
Pterosaur
Report – The Major Geologic Events of the Mesozoic Era
Conclusion – What Does the Fossil Record Tell Us About
the Mesozoic Era?
45
Geologic Time (continued)
Unit 18 (continued)
What Have Scientists Learned about Earth’s Past by Studying Rocks and Fossils?
State Standard
Earth Sci. (6-8) #7:
Explain and give
examples of how physical
evidence, such as fossils
and surface features of
glaciation, supports
theories that the earth
has evolved over geologic
time.
Student Learning objective(s)
1.
2.
Critique the major geologic
events that occurred during the
Cenozoic era.
Hypothesize what the fossil
evidence reveals about the
Cenozoic era.
Required vocabulary
Holocene epoch
Pleistocene epoch
Ice age
Glacial groove
Mega-mammal
46
Learning Plan:
Activities, Resources & Experiences
Report – The Major Geologic Events of the Cenozoic Era
Conclusion – What Does the Fossil Record Tell Us About
the Cenozoic Era?
Chapter test
Interactions Within Ecosystems
Unit 19
How Do Living Things Interact with Each Other and the Environment?
State Standard
Student Learning objective(s)
Life Science (6-8) #13:
Give examples of ways in
which organisms interact
and have different
functions within an
ecosystem that enable the
ecosystem to survive.
1.
Life Science (6-8) #14:
Explain the roles and
relationships among
producers, consumers,
and decomposers in the
process of energy
transfer in a food web.
1.
Life Science (6-8) #17:
Identify ways in which
ecosystems have changed
throughout geologic time
in response to physical
conditions, interactions
among organisms, and
the actions of humans…
1.
2.
3.
2.
2.
Required vocabulary
Learning Plan:
Activities, Resources & Experiences
Create a definition for an
ecosystem.
Critique the ways that living
organisms interact.
Judge how population changes
affect ecosystems.
Habitat
Population
Community
Niche
Predation
Symbiosis
Carrying capacity
Text p. 644-679
Definition – Ecosystem
Class Portfolio – How Do Living Organisms Interact?
Report – How Do Living Organisms Interact?
Verdict – How Do Population Changes Affect Ecosystems?
Evaluate the movement of
energy through an ecosystem.
Evaluate the movement of
matter through an ecosystem.
Producer
Consumer
Detritivore
Food web
Energy pyramid
Class Portfolio – The Movement of Energy Through an
Ecosystem
Investigation - The Movement of Energy Through an
Ecosystem
Class Portfolio – The Movement of Matter Through an
Ecosystem
Critique the ways that humans
affect ecosystems.
Hypothesize what humans can
do to protect ecosystems and
their resources.
Renewable resource
Nonrenewable resource
Resource depletion
Debate – How do Humans Affect Ecosystems?
Panel – BSU Professor/Invensys Environmental
Engineer/Green Schools
Project – How Can Our Class Protect the FRCS Ecosystem?
Chapter test
47
Biomes and Ecosystems
Unit 20
How Do Earth’s Biomes and Ecosystems Differ?
State Standard
Life Science (6-8) #13:
Give examples of ways in
which organisms interact
and have different
functions within an
ecosystem that enable the
ecosystem to survive.
Life Science (6-8) #17:
Identify ways in which
ecosystems have changed
throughout geologic time
in response to physical
conditions, interactions
among organisms, and
the actions of humans…
Life Science (6-8) #13:
Give examples of ways in
which organisms interact
and have different
functions within an
ecosystem that enable the
ecosystem to survive.
Student Learning objective(s)
1.
2.
1.
2.
Required vocabulary
Compare and contrast Earth’s
land biomes.
Critique the impact of humans
on land biomes.
Compare and contrast Earth’s
aquatic biomes.
Critique the impact of humans
on aquatic biomes.
Learning Plan:
Activities, Resources & Experiences
Text p. 680-715
Checklist – Earth’s Land Biomes
Chart - Earth’s Land Biomes
Report – The Impact of Humans on Land Biomes
Persuasive Speech - The Impact of Humans on Land
Biomes
Salinity
Wetland
Estuary
Intertidal zone
Coral reef
Life Science (6-8) #17:
Identify ways in which
ecosystems have changed
throughout geologic time
in response to physical
48
Checklist – Earth’s Aquatic Biomes
Chart - Earth’s Aquatic Biomes
Report – The Impact of Humans on Aquatic Biomes
Persuasive Speech - The Impact of Humans on Aquatic
Biomes
conditions, interactions
among organisms, and
the actions of humans…
Life Science (6-8) #17:
Identify ways in which
ecosystems have changed
throughout geologic time
in response to physical
conditions, interactions
among organisms, and
the actions of humans…
1.
2.
Critique how land ecosystems
change over time.
Critique how aquatic ecosystems
change over time.
Ecological succession
Climax community
Pioneer species
Eutrophication
49
Conclusion – How Do Land Ecosystems Change Over
Time?
Investigation - How Do Land Ecosystems Change Over
Time?
Conclusion – How Do Aquatic Ecosystems Change Over
Time?
Investigation - How Do Aquatic Ecosystems Change Over
Time?
Chapter test
Environmental Impacts
Unit 21
How Do Human Activities Impact the Environment?
State Standard
Student Learning objective(s)
Life Science (6-8) #17:
Identify ways in which
ecosystems have changed
throughout geologic time
in response to physical
conditions, interactions
among organisms, and
the actions of humans…
1.
Life Science (6-8) #17:
Identify ways in which
ecosystems have changed
throughout geologic time
in response to physical
conditions, interactions
among organisms, and
the actions of humans…
1.
Life Science (6-8) #17:
Identify ways in which
ecosystems have changed
throughout geologic time
in response to physical
conditions, interactions
among organisms, and
the actions of humans…
1.
2.
2.
3.
2.
3.
Required vocabulary
Learning Plan:
Activities, Resources & Experiences
Critique the relationship
between resource availability
and human population growth.
Hypothesize how the daily
activities of humans impact the
environment.
Population
Carrying capacity
Text p. 716-761
Conclusion – The Relationship Between Resource
Availability and Population Growth
Investigation– How does the Daily Activities of Humans
Impact the Environment?
Debate - How does the Daily Activities of Humans Impact
the Environment?
Evaluate the consequences of
using land as a resource.
Judge how proper waste
management helps prevent
pollution.
Create an action plan to help
protect the land.
Deforestation
Desertification
Urban sprawl
Reforestation
Reclamation
Investigation – What are the Consequences of Using Land
as a Resource?
Debate - What are the Consequences of Using Land as a
Resource?
Verdict – How does Proper Waste Management Help
Prevent Pollution?
Action Plan – Protect the Land!
Evaluate how humans use water
as a resource.
Judge how pollution can affect
water quality.
Create an action plan to prevent
water pollution.
Point-source pollution
Nonpoint-source pollution
Report – How Humans Use Water as a Resource
Verdict – How does Pollution Affect Water Quality?
Action Plan – Prevent Water Pollution!
50
Environmental Impacts (continued)
Unit 21 (continued)
How Do Human Activities Impact the Environment?
State Standard
Life Science (6-8) #17:
Identify ways in which
ecosystems have changed
throughout geologic time
in response to physical
conditions, interactions
among organisms, and
the actions of humans…
Student Learning objective(s)
1.
2.
3.
4.
Outline types of air pollution.
Critique the relationship
between global warming and the
carbon cycle.
Judge the affect of air pollution
on human health.
Create an action plan to prevent
air pollution.
Required vocabulary
Photochemical smog
Acid precipitation
Particulate matter
Global warming
Greenhouse Effect
Air Quality Index
51
Learning Plan:
Activities, Resources & Experiences
Outline – Types of Air Pollution
Film – The Relationship Between Global Warming and the
Carbon Cycle
Verdict – The Affect of Air Pollution on Human Health
Action Plan – Prevent Air Pollution!
Chapter test
Interactions of Human Body Systems
Unit 22
How Do Human Body Systems Interact and Support Life?
State Standard
HS Life Science 1.1
Recognize that biological
organisms are composed
primarily of very few
elements. The six most
common are C, H, N, O,
P, and S.
HS Life Science 1.1
Describe the basic
molecular structures and
primary functions of the
four major categories of
organic molecules
(carbohydrates, lipids,
proteins, nucleic acids).
Life Science (6-8) #6:
Identify the general
functions of the major
systems of the human
body (digestion,
respiration, reproduction,
circulation, excretion,
protection from disease,
and movement, control,
and coordination) and
describe ways that these
systems interact with
each other.
Student Learning objective(s)
1.
2.
3.
1.
2.
3.
4.
Required vocabulary
Learning Plan:
Activities, Resources & Experiences
Critique the functions of
inorganic substances in the
human body.
Critique the functions of organic
substances in the human body.
Hypothesize how the body’s
organization enables it to
function.
Macromolecule
Monosaccharide
Amino acid
Nucleotide
Text p. 762-789
Investigation – The Functions of Inorganic Substances in
the Body
Conclusion - The Functions of Organic Substances in the
Body
Song – Organization Makes My Body Go!
Evaluate how nutrients are
processed in the body.
Create a flow chart showing how
the body transports and
processes oxygen and wastes.
Hypothesize how the body
coordinates movement and
responds to stimuli.
Investigate how feedback
mechanisms help maintain
homeostasis.
Homeostasis
Negative feedback
Positive feedback
Evaluation – How are Nutrients Processed in the Body?
Flow Chart – Transport and Processing
Conclusion – Body Movement and Stimuli
Story – Father of Feedback: My Homeostatic Family
Chapter test
52
53
Heredity and How Traits Change
Unit 23
How Do Species Adapt to New Environments Over Time?
State Standard
Life Science (6-8) #7:
Recognize that every
organism requires a set
of instructions that
specifies its traits. These
instructions are stored in
the organism’s
chromosomes. Heredity is
the passage of these
instructions from one
generation to another.
Life Science (6-8) #7:
Compare sexual
reproduction (offspring
inherit half of their genes
from each parent) with
asexual reproduction
(offspring is an identical
copy of the parent’s cell).
Life Science (6-8) #7:
Recognize that every
organism requires a set
of instructions that
specifies its traits. These
instructions are stored in
the organism’s
chromosomes. Heredity is
the passage of these
Student Learning objective(s)
1.
2.
3.
1.
2.
3.
Required vocabulary
Learning Plan:
Activities, Resources & Experiences
Evaluate how traits are inherited.
Hypothesize why scientists study
genetics.
Critique Gregor Mendel’s
investigations and discoveries in
the area of heredity.
Heredity
Genetics
Selective breeding
Dominant trait
Recessive trait
Genotype
Phenotype
Heterozygous
Homozygous
Text p. 790-825
Conclusion – How Traits are Inherited
Persuasive Speech – Why Scientists Study Genetics
Investigation – Gregor Mendel’s Investigations and
Discoveries
Report - Gregor Mendel’s Investigations and Discoveries
Evaluate how you can use tools
to predict genetic outcomes.
Critique the other patterns of
inheritance.
Hypothesize the role mutations
can play in the inheritance of
disease.
Monohybrid cross
Punnett Square
Incomplete dominance
Codominance
Multiple alleles
Sex-linked trait
Polygenic inheritance
Evaluation – The Tools of Prediction
Conclusion – Additional Patterns of Inheritance
Investigation – The Role of Mutations
54
Pedigree
Mutation
Genetic engineering
instructions from one
generation to another.
Life Science (6-8) #10:
Give examples of ways in
which genetic variation
and environmental
factors are causes of
evolution and the
diversity of organisms.
1.
2.
3.
Hypothesize how natural
selection occurs.
Create a definition for
adaptation.
Hypothesize how traits change
over time.
Variation
Natural selection
Adaptation
Evolution
Extinction
Conservation biology
Life Science (6-8) #12:
Relate the extinction of
species to a mismatch of
adaptation and the
environment.
55
Conclusion – The Mechanisms of Natural Selection
Song – The Adaptation Song
Report – Changing Traits Over Time
Chapter test
Appendix A:
Assessing Student Learning
56
Measurable Action Words & Formative Assessment Types
As educators, it is vital that we are consistent and transparent with our learning expectations. This section provides us with a common set of
terminology associated with student learning objectives and assessment. It will help you design your unit and lesson plans with the end in mind;
developing assessments for student objectives and then developing lessons and units to help your students achieve these objectives. We don’t
want to teach to a test, but we do want to ensure that we assess our students’ learning of the core skills and knowledge outlined by the state.
This section standardizes the vocabulary that we all use to identify not only what our students should know, but the depth of knowledge they
should attain and the means through which we assess their understanding.
Objectives and assessments:
Each standard has at least one associated student objective. These objectives should act as your lesson objectives and should be the learning
goal of your students. In order to assess student learning of these objectives, it is important that we are using common terminology. A list of
measurable action verbs used in this document as well as a description of what level of understanding students should be able to demonstrate
to achieve such objectives is located on the next page. In addition, recommendations for developing your own formative assessments to check
for understanding of each objective are included. These definitions are broad so that you may apply them to your own assessments as needed.
Developing formative and other classroom assessments:
 Less is more: While essay assessments take more time to correct, they provide more insight into your students’ depth of understanding.
You don’t need to give nearly as many questions and students are required to really show what they know.
 Assess the objectives as the core knowledge and leave the ‘nice-to-knows’ off the formal assessments
 Teach to the objective and standard, not the text. Text and text assessments are not specific to MA and thus don’t always assess what
DESE identified standards. This doesn’t mean you can’t assess knowledge outside of them, but assessment should focus on the standards
and objectives
 Assess each day: a quick 1 question exit slip gives you a good idea if a student grasps the concept.
Reading the chart below:
 Each heading indicates a depth/level of understanding aligned with Bloom’s Taxonomy
 “Skill definition” is the action verb for a given objective. It’s what the student should be able to do
 “Assessment format expectations and suggestions” are just that: the kind of formative assessment you can use to see if a student can
demonstrate the particular level or depth of understanding
57

Analytical & Evaluative Skills
Skills Definition
Analyze: Given or collect information or data to support a
conclusion.
Categorize / Rank: Students are given or collect a set of
examples or specimens and must sort them into appropriate
groups or classes based on their characteristics.
Compare & Contrast: Identify and explain the similarities and
differences of two or more concepts
Differentiate Between: Students describe the differences
between two or more concepts, specimen, examples or items.
Simplify: Summarize
Evaluate: Determine the significance
Assessment format expectations and suggestions
Expectations for analysis are some form of explanation based on given or collected data.
Written assessments are usually in the form of a lab report (i.e.: conclusions section)
Students usually test the examples or specimen to determine their characteristics.
Students organize their categorization in a table and support with data and written or oral
explanation.
Expectations for this skill focuses on writing about science concepts: essay or graphic
organizer form (i.e.: Venn Diagram)
This can be done using a ‘T-chart’ or other graphic organizer. This can also be
incorporated into a written response
Written or oral explanation of a concept in students’ own words
Usually assessed in written form. Students support their evaluation with data or
background knowledge
Synthesis & Application Skills
Skills Definition
Determine: Decide upon or identify
Diagram / Illustrate: Students create a drawing that includes
labels and written explanation.
Solve / Calculate: find the answer or solution (usually
mathematically)
Design / Create / Develop / Construct: Make or build
Demonstrate: show
Assessment format expectations and suggestions
Pick out the correct term or concept from a group. Provide and fill in the correct term or
concept.
Expectations are that students can generate scientific diagrams or illustrations. Labels and
explanation should be included.
Given some data set, students find the answer or solution. Include work and units.
Formulas are provided by instructor
This is very broad, but the expectation is that a performance assessment of some kind is
given
The expectation for this is that students physically show a skill or demonstrate an
understanding in written form.
58
Comprehension Skills
Skills Definition
Classify: Arrange and assign to a category
Describe: Students’ written or oral description
Explain: Written explanation, usually with a diagram
Predict: Forecast or hypothesize an outcome based on
supporting data or background knowledge
Summarize: Paraphrase content into simpler terms
Distinguish Between: Determine differences between
Assessment format expectations and suggestions
The assessment expectation is that students can arrange examples into appropriate categories.
This may be matching or listing and may or may not include a brief explanation
Expectations are that students can describe (orally or written) a concept in their own words.
‘Describe’ objectives focus more on broad comprehension than explanation of detailed
mechanisms
Students should be able to explain a concept in detail and provide supporting fact and/or data;
diagrams often accompany this in sci.
This is usually done as the hypothesis for a lab or sci. fair project. The expectation is that
students support hypotheses with ‘why’.
Summaries are usually written and often act as follow up assessments to a passage that is read.
The expectation is that students can accomplish ½ of the compare-contrast essay by identifying
key differences between two (usually similar) concepts or ideas. Usually written.
Recall Skills
Skills Definition
Define: Provide a definition.
Label / Name: Provide or choose a name for an item,
object or concept.
Recognize: pick out from a variety of possible choices
Sequence: Place the concepts or items in a specific,
relevant order
Identify Select or list (usually characteristics) label, list
or identify
Organize / List: Put associated concepts in order
Assessment format expectations and suggestions
Assessing this skill is more effective if put in the student’s own words or description. Matching or
student generated definitions
The expectation is either to match or write in a label for a given diagram or fill in the blank
Multiple choice is the most common recognition skill assessment
Expectations are that students can either select or write a series of concepts in an appropriate
and accurate sequence
Students should be able to select or write in the appropriate concept or vocabulary word
Students create an order that may or may not be based on a standard criterion. This can be
written, oral or physically done
59
Appendix B:
FRCS Unit Plan Template
60
FRCS Unit Plan
Teacher
__________________________
Unit Title
___________
Essential Question(s): _________________________________________________________________
Student Learning Outcomes/Objectives (SWBAT):
Assessments:
Learning Experiences:
Reflection:
61
Grade Level
Length of Unit
_______________
______________
Appendix C:
Content Specific Terminology Glossary
62
Grade 8 Glossary
Evaluate
Contrast
Construct
Rate
Appraise
Characterize
Rank
Produce
Assess
Create
Predict
Interpret
Organize
Classify
Develop
Prove
Analyze
63