8th Grade Science, 2010 Curricular Guide
8th Grade Science
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8th Grade Science, 2010 Curricular Guide
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8th Grade Science, 2010 Curricular Guide
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An Introduction to Curriculum Mapping and Standards Log
Objectives are mapped according to when they should be introduced and when they should be assessed
throughout the block (K-8), or course (7-12). A record of when all objectives are introduced and
assessed is to be kept through the course map and log, using the month, day, and year introduced.
Objectives only have to be reviewed if assessment is not 80% students at 80% mastery.
**In some cases, it is not necessary to teach the standards if 80% students are at 80% mastery when
pretested. However, if less than 80% students achieve 80% mastery, it is necessary to give instruction
and a posttest.**
The curriculum is standards-based, and it is the Skyline philosophy to use “Backwards Design” when
lesson planning. Backwards Design starts with standards, and from there, an assessment is created in
alignment with the standards; next, the instruction for that assessment and those standards is created.
Also, all standards addressed for instruction and assessment should be visibly posted in the classroom,
along with student-friendly wording of the objectives.
Assessments for mastery are to be summative, or cumulative in nature. Formative assessments are
generally quick-assessments where the teacher can gauge whether or not student-learning is acquired.
Curriculum binders are set up to have a master of each grade or content level, as well as a teacher’s
copy, which is to serve as a working document. Teachers may write in the teacher’s binder to log
standards, suggest remapping, adjust timing, and so on.
The curriculum mapping may be modified or adjusted as necessary for individual students and classes,
as well as available resources, within reason. Major changes are to be submitted to the school’s
Professional Learning Community, Administration, and the Board.
Any questions, please contact Meghan Dorsett, Director of Curriculum, Instruction, and Assessment, at
[email protected], [email protected], C(480) 518-7664.
Trademarked Skyline Education, Inc., June 2010
Cannot be reproduced without permission
8th Grade Science, 2010 Curricular Guide
Suggested Methods of Activity and Instruction
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Teacher Modeling
Learning Centers
Learning Stations
Anchor Activities
Group Work
Small Group Discussion
Independent Study
Mentor Study
Think/Pair/Share
Total Physical Response
Graphic Organizers
Tiered Assignments
Literature Circles
Experiment
Rigor/Relevance: Quadrant “D” Learning
Drama/Skits/Plays
Arts Integration Projects
Simulations
Data Collection
Lecture
Whole Group Debate
Learning Games
Learning Contracts
Curriculum Compacting
Flexible Pacing
Self-Directed Learning
Problem-Based Learning
Conferencing
Seminars
Real-World Scenarios
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8th Grade Science, 2010 Curricular Guide
5
Suggested Methods of Assessment
FORMATIVE
(Grades are not necessarily assigned for all
formative assessments)
 Quick-write
 Quick-draw
 Verbal response
 Asking questions
 Interaction during activities
 Pretests
 Learning games
 Web/Computer-based assessments
 Homework/Class Work
 Notes
 Pop quizzes
 Criteria and goal setting
 Teacher observations
 Self and peer assessment
 Student record keeping
 Graphic Organizers
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SUMMATIVE
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Standardized Tests
State Assessments
Student Portfolio
Interdisciplinary projects
Student-Teacher conference narratives
Posttests
District/School/Course/Content tests
Chapter/Unit Tests
8th Grade Science, 2010 Curricular Guide
6
8th Grade Science Objectives, Block 1
Strand & Concept
Objective
Strand 1:
Inquiry Process
Concept 1:
Observations, Questions,
and Hypotheses
Observe, ask questions, and
make predictions.
PO 1. Formulate questions based on
observations that lead to the development of
a hypothesis. (See M07-S2C1-01)
Standards Log
Introduced
Assessed (80%@80%)
Review
PO 2. Select appropriate resources for
background information related to a
question, for use in the design of a controlled
investigation. (See W-E8-01)
Introduced
Assessed (80%@80%)
Review
PO 3. Explain the role of a hypothesis in a
scientific inquiry.
Introduced
Assessed (80%@80%)
Review
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8th Grade Science, 2010 Curricular Guide
7
8th Grade Science Objectives, Block 1
Strand & Concept
Objective
Strand 1:
Inquiry Process
Concept 2:
Scientific Testing
Investigating and Modeling)
Participate in planning and
conducting investigations,
and recording data.
PO 1. Demonstrate safe behavior and
appropriate procedures (e.g., use and care of
technology, materials, organisms) in all
science inquiry.
Standards Log
Introduced
Assessed (80%@80%)
Review
PO 2. Design an investigation to test
individual variables using scientific processes.
Introduced
Assessed (80%@80%)
Review
PO 3. Conduct a controlled investigation,
utilizing multiple trials, to test a hypothesis
using scientific processes.
Introduced
Assessed (80%@80%)
Review
PO 4. Perform measurements using
appropriate scientific tools (e.g., balances,
microscopes, probes, micrometers).
Introduced
Assessed (80%@80%)
Review
PO 5. Keep a record of observations, notes,
sketches, questions, and ideas using tools
such as written and/or computer logs.
Introduced
Assessed (80%@80%)
Review
Trademarked Skyline Education, Inc., June 2010
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8th Grade Science, 2010 Curricular Guide
8
8th Grade Science Objectives, Block 1
Strand & Concept
Objective
Strand 1:
Inquiry Process
Concept 3:
Analysis and Conclusions
Organize and analyze data;
compare to predictions.
PO 1. Analyze data obtained in a scientific
investigation to identify trends.
(See
M07-S2C1-08)
Standards Log
Introduced
Assessed (80%@80%)
Review
PO 2. Form a logical argument about a
correlation between variables or sequence of
events (e.g., construct a cause-and-effect
chain that explains a sequence of events).
Introduced
Assessed (80%@80%)
Review
PO 3. Analyze results of data collection in
order to accept or reject the hypothesis.
Introduced
Assessed (80%@80%)
Review
PO 4. Determine validity and reliability of
results of an investigation.
Introduced
Assessed (80%@80%)
Review
Trademarked Skyline Education, Inc., June 2010
Cannot be reproduced without permission
8th Grade Science, 2010 Curricular Guide
9
8th Grade Science Objectives, Block 1
Strand & Concept
Objective
Strand 1:
Inquiry Process
Concept 3:
Analysis and Conclusions
Organize and analyze data;
compare to predictions.
PO 5. Formulate a conclusion based on data
analysis.
Standards Log
Introduced
Assessed (80%@80%)
Review
PO 6. Refine hypotheses based on results
from investigations.
PO 7. Formulate new questions based on the
results of a previous investigation.
Introduced
Assessed (80%@80%)
Review
Trademarked Skyline Education, Inc., June 2010
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8th Grade Science, 2010 Curricular Guide
10
8th Grade Science Objectives, Block 1
Strand & Concept
Objective
Standards Log
Strand 1:
Inquiry Process
Concept 4:
Communication
Communicate results of
investigations.
PO 1. Choose an appropriate graphic
representation for collected data: • line
graph • double bar graph • stem and leaf
plot • histogram
(See M07-S2C1-03)
Introduced
PO 2. Display data collected from a controlled
investigation.
See M07-S2C1-03)
Introduced
Assessed (80%@80%)
Review
Assessed (80%@80%)
Review
PO 3. Communicate the results of an
investigation with appropriate use of
qualitative and quantitative information.
(See W-E6-PO1)
Introduced
Assessed (80%@80%)
Review
PO 4. Write clear, step-by-step instructions
for following procedures (without the use of
personal pronouns).
Introduced
Assessed (80%@80%)
Review
PO 5. Communicate the results and
conclusion of the investigation.
Introduced
Assessed (80%@80%)
Review
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8th Grade Science, 2010 Curricular Guide
11
8th Grade Science Objectives, Block 1
Objective
Standards Log
Strand & Concept
Strand 3:
Science in Personal and
Social Perspectives
Concept 1:
Changes in Environments
Describe the interactions
between human
populations, natural
hazards, and the
environment..
PO 1. Analyze the risk factors associated with
natural, human induced, and/or biological
hazards, including: • waste disposal of
industrial chemicals • greenhouse gases
Introduced
Assessed (80%@80%)
Review
PO 2. Analyze possible solutions to address
the environmental risks associated with
chemicals and biological systems.
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Introduced
Assessed (80%@80%)
Review
8th Grade Science, 2010 Curricular Guide
12
8th Grade Science Objectives, Block 1
Objective
Standards Log
Strand & Concept
Strand 4:
Life Science
Concept 2: Reproduction
and Heredity
Understand the basic
principles of heredity.
PO 1. Explain the purposes of cell division: •
growth and repair • reproduction
Introduced
Assessed (80%@80%)
Review
PO 2. Explain the basic principles of heredity
using the human examples of: • eye color •
widow’s peak • blood type
Introduced
Assessed (80%@80%)
Review
PO 3. Distinguish between the nature of
dominant and recessive traits in humans.
Introduced
Assessed (80%@80%)
Review
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8th Grade Science, 2010 Curricular Guide
13
8th Grade Science Objectives, Block 1
Objective
Standards Log
Strand & Concept
Strand 4:
Life Science
Concept 4: Diversity,
Adaptation, and Behavior
Identify structural and
behavioral adaptations.
PO 1. Explain how an organism’s behavior
allows it to survive in an environment
Introduced
Assessed (80%@80%)
Review
PO 2. Describe how an organism can maintain
a stable internal environment while living in a
constantly changing external environment.
Introduced
Assessed (80%@80%)
Review
PO 3. Determine characteristics of organisms
that could change over several generations.
Introduced
Assessed (80%@80%)
Review
PO 4. Compare the symbiotic and competitive
relationships in organisms within an
ecosystem (e.g., lichen, mistletoe/tree,
clownfish/sea anemone, native/nonnative
species).
Introduced
PO 5. Analyze the following behavioral cycles
of organisms: • hibernation • migration •
dormancy (plants)
Introduced
Assessed (80%@80%)
Review
Assessed (80%@80%)
Review
PO 6. Describe the following factors that
allow for the survival of living organisms: •
protective coloration • beak design • seed
dispersal • pollination
Introduced
Assessed (80%@80%)
Review
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8th Grade Science, 2010 Curricular Guide
14
8th Grade Science Objectives, Block 2
Strand & Concept
Objective
Strand 1:
Inquiry Process
Concept 1:
Observations, Questions,
and Hypotheses
Observe, ask questions, and
make predictions.
PO 1. Formulate questions based on
observations that lead to the development of
a hypothesis. (See M07-S2C1-01)
Standards Log
Introduced
Assessed (80%@80%)
Review
PO 2. Select appropriate resources for
background information related to a
question, for use in the design of a controlled
investigation. (See W-E8-01)
Introduced
Assessed (80%@80%)
Review
PO 3. Explain the role of a hypothesis in a
scientific inquiry.
Introduced
Assessed (80%@80%)
Review
Trademarked Skyline Education, Inc., June 2010
Cannot be reproduced without permission
8th Grade Science, 2010 Curricular Guide
15
8th Grade Science Objectives, Block 2
Strand & Concept
Objective
Strand 1:
Inquiry Process
Concept 2:
Scientific Testing
Investigating and Modeling)
Participate in planning and
conducting investigations,
and recording data.
PO 1. Demonstrate safe behavior and
appropriate procedures (e.g., use and care of
technology, materials, organisms) in all
science inquiry.
Standards Log
Introduced
Assessed (80%@80%)
Review
PO 2. Design an investigation to test
individual variables using scientific processes.
Introduced
Assessed (80%@80%)
Review
PO 3. Conduct a controlled investigation,
utilizing multiple trials, to test a hypothesis
using scientific processes.
Introduced
Assessed (80%@80%)
Review
PO 4. Perform measurements using
appropriate scientific tools (e.g., balances,
microscopes, probes, micrometers).
Introduced
Assessed (80%@80%)
Review
PO 5. Keep a record of observations, notes,
sketches, questions, and ideas using tools
such as written and/or computer logs.
Introduced
Assessed (80%@80%)
Review
Trademarked Skyline Education, Inc., June 2010
Cannot be reproduced without permission
8th Grade Science, 2010 Curricular Guide
16
8th Grade Science Objectives, Block 2
Strand & Concept
Objective
Strand 1:
Inquiry Process
Concept 3:
Analysis and Conclusions
Organize and analyze data;
compare to predictions.
PO 1. Analyze data obtained in a scientific
investigation to identify trends.
(See
M07-S2C1-08)
Standards Log
Introduced
Assessed (80%@80%)
Review
PO 2. Form a logical argument about a
correlation between variables or sequence of
events (e.g., construct a cause-and-effect
chain that explains a sequence of events).
Introduced
Assessed (80%@80%)
Review
PO 3. Analyze results of data collection in
order to accept or reject the hypothesis.
Introduced
Assessed (80%@80%)
Review
PO 4. Determine validity and reliability of
results of an investigation.
Introduced
Assessed (80%@80%)
Review
Trademarked Skyline Education, Inc., June 2010
Cannot be reproduced without permission
8th Grade Science, 2010 Curricular Guide
17
8th Grade Science Objectives, Block 2
Strand & Concept
Objective
Strand 1:
Inquiry Process
Concept 3:
Analysis and Conclusions
Organize and analyze data;
compare to predictions.
PO 5. Formulate a conclusion based on data
analysis.
Standards Log
Introduced
Assessed (80%@80%)
Review
PO 6. Refine hypotheses based on results
from investigations.
PO 7. Formulate new questions based on the
results of a previous investigation.
Introduced
Assessed (80%@80%)
Review
Trademarked Skyline Education, Inc., June 2010
Cannot be reproduced without permission
8th Grade Science, 2010 Curricular Guide
18
8th Grade Science Objectives, Block 2
Strand & Concept
Objective
Standards Log
Strand 1:
Inquiry Process
Concept 4:
Communication
Communicate results of
investigations.
PO 1. Choose an appropriate graphic
representation for collected data: • line
graph • double bar graph • stem and leaf
plot • histogram
(See M07-S2C1-03)
Introduced
PO 2. Display data collected from a controlled
investigation.
See M07-S2C1-03)
Introduced
Assessed (80%@80%)
Review
Assessed (80%@80%)
Review
PO 3. Communicate the results of an
investigation with appropriate use of
qualitative and quantitative information.
(See W-E6-PO1)
Introduced
Assessed (80%@80%)
Review
PO 4. Write clear, step-by-step instructions
for following procedures (without the use of
personal pronouns).
Introduced
Assessed (80%@80%)
Review
PO 5. Communicate the results and
conclusion of the investigation.
Introduced
Assessed (80%@80%)
Review
Trademarked Skyline Education, Inc., June 2010
Cannot be reproduced without permission
8th Grade Science, 2010 Curricular Guide
19
8th Grade Science Objectives, Block 2
Strand & Concept
Objective
Strand 2:
History and Nature of
Science
Concept 2:
Nature of Scientific
Knowledge
Understand how science is a
process for generating
knowledge.
PO 1. Apply the following scientific processes
to other problem solving or decision making
situations: • observing • questioning •
communicating • comparing • measuring •
classifying • predicting • organizing data •
inferring • generating hypotheses •
identifying variables
PO 2. Describe how scientific knowledge is
subject to change as new information and/or
technology challenges prevailing theories.
Standards Log
Introduced
Assessed (80%@80%)
Review
Introduced
Assessed (80%@80%)
Review
PO 3. Defend the principle that accurate
record keeping, openness, and replication
are essential for maintaining an investigator’s
credibility with other scientists and society.
Introduced
Assessed (80%@80%)
Review
PO 4. Explain why scientific claims may be
questionable if based on very small samples
of data, biased samples, or samples for which
there was no control.
Introduced
Assessed (80%@80%)
Review
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8th Grade Science, 2010 Curricular Guide
20
8th Grade Science Objectives, Block 2
Strand & Concept
Objective
Strand 3:
Science in Personal and
Social Perspectives
Concept 2:
Science and Technology in
Society
Develop viable solutions to a
need or problem
PO 1. Propose viable methods of responding
to an identified need or problem.
Standards Log
Introduced
Assessed (80%@80%)
Review
PO 2. Compare solutions to best address an
identified need or problem.
Introduced
Assessed (80%@80%)
Review
PO 3. Design and construct a solution to an
identified need or problem using simple
classroom materials.
Introduced
Assessed (80%@80%)
Review
PO 4. Compare risks and benefits of the
following technological advances: • radiation
treatments • genetic engineering (See Strand
4 Concept 2) • airbags (See Strand 5 Concept
2)
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Introduced
Assessed (80%@80%)
Review
8th Grade Science, 2010 Curricular Guide
21
8th Grade Science Objectives, Block 2
Strand & Concept
Objective
Strand 5:
Physical Science
Concept 1: Properties and
Changes of Properties in
Matter Understand physical
and chemical properties of
matter
PO 1. Identify different kinds of matter based
on the following physical properties: • states
• density • boiling point • melting point •
solubility
Standards Log
Introduced
Assessed (80%@80%)
Review
PO 2. Identify different kinds of matter based
on the following chemical properties: •
reactivity • pH • oxidation (corrosion)
Introduced
Assessed (80%@80%)
Review
PO 3. Identify the following types of evidence
that a chemical reaction has occurred: •
formation of a precipitate • generation of gas
• color change • absorption or release of
heat
Introduced
PO 4. Classify matter in terms of elements,
compounds, or mixtures.
Introduced
Assessed (80%@80%)
Review
Assessed (80%@80%)
Review
PO 5. Classify mixtures as being
homogeneous or heterogeneous.
Introduced
Assessed (80%@80%)
Review
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8th Grade Science, 2010 Curricular Guide
22
8th Grade Science Objectives, Block 2
Strand & Concept
Objective
PO 6. Explain the systematic organization of
the periodic table.
Standards Log
Introduced
Assessed (80%@80%)
Review
PO 7. Investigate how the transfer of energy
can affect the physical and chemical
properties of matter.
Introduced
Assessed (80%@80%)
Review
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8th Grade Science, 2010 Curricular Guide
23
8th Grade Science Objectives, Block 3
Strand & Concept
Objective
Strand 1:
Inquiry Process
Concept 1:
Observations, Questions,
and Hypotheses
Observe, ask questions, and
make predictions.
PO 1. Formulate questions based on
observations that lead to the development of
a hypothesis. (See M07-S2C1-01)
Standards Log
Introduced
Assessed (80%@80%)
Review
PO 2. Select appropriate resources for
background information related to a
question, for use in the design of a controlled
investigation. (See W-E8-01)
Introduced
Assessed (80%@80%)
Review
PO 3. Explain the role of a hypothesis in a
scientific inquiry.
Introduced
Assessed (80%@80%)
Review
Trademarked Skyline Education, Inc., June 2010
Cannot be reproduced without permission
8th Grade Science, 2010 Curricular Guide
24
8th Grade Science Objectives, Block 3
Strand & Concept
Objective
Strand 1:
Inquiry Process
Concept 2:
Scientific Testing
Investigating and Modeling)
Participate in planning and
conducting investigations,
and recording data.
PO 1. Demonstrate safe behavior and
appropriate procedures (e.g., use and care of
technology, materials, organisms) in all
science inquiry.
Standards Log
Introduced
Assessed (80%@80%)
Review
PO 2. Design an investigation to test
individual variables using scientific processes.
Introduced
Assessed (80%@80%)
Review
PO 3. Conduct a controlled investigation,
utilizing multiple trials, to test a hypothesis
using scientific processes.
Introduced
Assessed (80%@80%)
Review
PO 4. Perform measurements using
appropriate scientific tools (e.g., balances,
microscopes, probes, micrometers).
Introduced
Assessed (80%@80%)
Review
PO 5. Keep a record of observations, notes,
sketches, questions, and ideas using tools
such as written and/or computer logs.
Introduced
Assessed (80%@80%)
Review
Trademarked Skyline Education, Inc., June 2010
Cannot be reproduced without permission
8th Grade Science, 2010 Curricular Guide
25
8th Grade Science Objectives, Block 3
Strand & Concept
Objective
Strand 1:
Inquiry Process
Concept 3:
Analysis and Conclusions
Organize and analyze data;
compare to predictions.
PO 1. Analyze data obtained in a scientific
investigation to identify trends.
(See
M07-S2C1-08)
Standards Log
Introduced
Assessed (80%@80%)
Review
PO 2. Form a logical argument about a
correlation between variables or sequence of
events (e.g., construct a cause-and-effect
chain that explains a sequence of events).
Introduced
Assessed (80%@80%)
Review
PO 3. Analyze results of data collection in
order to accept or reject the hypothesis.
Introduced
Assessed (80%@80%)
Review
PO 4. Determine validity and reliability of
results of an investigation.
Introduced
Assessed (80%@80%)
Review
Trademarked Skyline Education, Inc., June 2010
Cannot be reproduced without permission
8th Grade Science, 2010 Curricular Guide
26
8th Grade Science Objectives, Block 3
Strand & Concept
Objective
Strand 1:
Inquiry Process
Concept 3:
Analysis and Conclusions
Organize and analyze data;
compare to predictions.
PO 5. Formulate a conclusion based on data
analysis.
Standards Log
Introduced
Assessed (80%@80%)
Review
PO 6. Refine hypotheses based on results
from investigations.
PO 7. Formulate new questions based on the
results of a previous investigation.
Introduced
Assessed (80%@80%)
Review
Trademarked Skyline Education, Inc., June 2010
Cannot be reproduced without permission
8th Grade Science, 2010 Curricular Guide
27
8th Grade Science Objectives, Block 3
Strand & Concept
Objective
Standards Log
Strand 1:
Inquiry Process
Concept 4:
Communication
Communicate results of
investigations.
PO 1. Choose an appropriate graphic
representation for collected data: • line
graph • double bar graph • stem and leaf
plot • histogram
(See M07-S2C1-03)
Introduced
PO 2. Display data collected from a controlled
investigation.
See M07-S2C1-03)
Introduced
Assessed (80%@80%)
Review
Assessed (80%@80%)
Review
PO 3. Communicate the results of an
investigation with appropriate use of
qualitative and quantitative information.
(See W-E6-PO1)
Introduced
Assessed (80%@80%)
Review
PO 4. Write clear, step-by-step instructions
for following procedures (without the use of
personal pronouns).
Introduced
Assessed (80%@80%)
Review
PO 5. Communicate the results and
conclusion of the investigation.
Introduced
Assessed (80%@80%)
Review
Trademarked Skyline Education, Inc., June 2010
Cannot be reproduced without permission
8th Grade Science, 2010 Curricular Guide
28
8th Grade Science Objectives, Block 3
Strand & Concept
Objective
Strand 2:
History and Nature of
Science
Concept 1: History of
Science as a Human
Endeavor Identify individual,
cultural, and technological
contributions to scientific
knowledge
PO 1. Identify how diverse people and/or
cultures, past and present, have made
important contributions to scientific
innovations (e.g., Watson and Crick
[scientists], support Strand 4; Rosalind
Franklin [scientist], supports Strand 4;
Charles Darwin [scientist], supports Strand 4;
George Washington Carver [scientist,
inventor], supports Strand 4; Joseph Priestley
[scientist], supports Strand 5; Sir Frances
Bacon [philosopher], supports Strand 5; Isaac
Newton [scientist], supports Strand 5).
PO 2. Evaluate the effects of the following
major scientific milestones on society: •
Mendelian Genetics • Newton’s Laws
Standards Log
Introduced
Assessed (80%@80%)
Review
Introduced
Assessed (80%@80%)
Review
PO 3 Evaluate the impact of a major scientific
development occurring within the past
decade.
Introduced
Assessed (80%@80%)
Review
PO 4 Evaluate career opportunities related to
life and physical sciences.
Introduced
Assessed (80%@80%)
Review
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Cannot be reproduced without permission
8th Grade Science, 2010 Curricular Guide
29
8th Grade Science Objectives, Block 3
Strand & Concept
Objective
Strand 2:
History and Nature of
Science
PO 1. Apply the following scientific processes
to other problem solving or decision making
situations: • observing • questioning •
communicating • comparing • measuring •
classifying • predicting • organizing data •
inferring • generating hypotheses •
identifying variables
PO 2. Describe how scientific knowledge is
subject to change as new information and/or
technology challenges prevailing theories.
Concept 2:
Nature of Scientific
Knowledge
Understand how
science is a process for
generating knowledge.
Standards Log
Introduced
Assessed (80%@80%)
Review
Introduced
Assessed (80%@80%)
Review
PO 3. Defend the principle that accurate
record keeping, openness, and replication
are essential for maintaining an investigator’s
credibility with other scientists and society.
Introduced
Assessed (80%@80%)
Review
PO 4. Explain why scientific claims may be
questionable if based on very small samples
of data, biased samples, or samples for which
there was no control.
Introduced
Assessed (80%@80%)
Review
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8th Grade Science, 2010 Curricular Guide
30
8th Grade Science Objectives, Block 3
Strand & Concept
Objective
Strand 2:
Science in Personal and
Social Perspectives
Concept 2: Science and
Technology in Society
Develop viable solutions to a
need or problem.
PO 1. Propose viable methods of responding
to an identified need or problem.
Standards Log
Introduced
Assessed (80%@80%)
Review
PO 2. Compare solutions to best address an
identified need or problem.
Introduced
Assessed (80%@80%)
Review
PO 3. Design and construct a solution to an
identified need or problem using simple
classroom materials.
Introduced
Assessed (80%@80%)
Review
PO 4. Compare risks and benefits of the
following technological advances: • radiation
treatments • genetic engineering (See Strand
4 Concept 2) • airbags (See Strand 5 Concept
2)
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Introduced
Assessed (80%@80%)
Review
8th Grade Science, 2010 Curricular Guide
31
8th Grade Science Objectives, Block 3
Strand & Concept
Objective
Strand 5:
Physical Science
Concept 2: Earth’s
Processes and Systems
Understand the processes
acting on the Earth and their
interaction with the earth
systems.
PO 1. Demonstrate velocity as the rate of
change of position over time.
Standards Log
Introduced
Assessed (80%@80%)
Review
PO 2. Identify the conditions under which an
object will continue in its state of motion
(Newton’s 1st Law of Motion).
Introduced
Assessed (80%@80%)
Review
PO 3. Describe how the acceleration of a
body is dependent on its mass and the net
applied force (Newton’s 2nd Law of Motion).
Introduced
Assessed (80%@80%)
Review
PO 4. Describe forces as interactions
between bodies (Newton’s 3rd Law of
Motion).
Introduced
Assessed (80%@80%)
Review
PO 5. Create a graph devised from
measurements of moving objects and their
interactions, including: • position-time
graphs • velocity-time graphs
Introduced
Assessed (80%@80%)
Review
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8th Grade Science, 2010 Curricular Guide
8th Grade Science Objectives, Block 4
See Health Education Curriculum.
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32
8th Grade Science, 2010 Curricular Guide
Online Resources for Content
AZ/ADE Comprehensive Links for AIMS, Standards, Vision, Vocabulary, Rubrics, etc.:
http://www.ade.az.gov/K12Literacy/langarts.asp
Arizona ELP Information and Standards:
http://www.ade.state.az.us/oelas/
Online Resources for Instructional Methods
Rigor and Relevance Framework:
http://www.leadered.com/rrr.html
http://rigor-relevance.com/
http://www.edteck.com/wpa/index.htm
www.leadered.com/pdf/Academic_Excellence.pdf
21st Century Leaner:
http://www.ala.org/
http://www.p21.org/
http://dpi.wi.gov/cal/iecouncil.html
Character Education:
http://goodcharacter.com/
http://charactercounts.org/
http://www.ade.state.az.us/charactered/
Bloom’s Taxonomies:
http://www.nwlink.com/~Donclark/hrd/bloom.html
Multiple Intelligences:
http://www.thomasarmstrong.com/multiple_intelligences.htm
http://www.infed.org/thinkers/gardner.htm
http://literacyworks.org/mi/assessment/findyourstrengths.html
Project-based Learning:
http://www.edutopia.org/project-based-learning-research
http://pblchecklist.4teachers.org/
http://en.wikipedia.org/wiki/Project-based_learning
http://www.pbl-online.org/
http://www.bie.org/index.php/site/PBL/overview_pbl/
http://www.edutopia.org/project-based-learning-research
Power Point Games:
http://jc-schools.net/tutorials/PPT-games/
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Cannot be reproduced without permission
33