HIGLEY UNIFIED SCHOOL DISTRICT
INSTRUCTIONAL ALIGNMENT
8th Grade Science Quarter 2
Biology – Diversity/Adaptations/Behavior – Duration 3 Weeks
Big Idea:
Identify structural and behavioral adaptations
Essential
Questions:
How does natural selection work? What types of interactions occur among living organisms?
Vocabulary
See Vocabulary list below
Strand
Concept
Performance
Objective
S4
C4
PO1
S4
C4
PO2
S4
C4
PO3
S4
C4
PO4
S4
C4
PO5
AZ Department of Education
Priority/Supporting Standards
(PS) Explain how an organism’s behavior allows it to survive in an environment.
(SS) Describe how an organism can maintain a stable internal environment while living in a constantly changing external
environment.
(SS) Determine characteristics of organisms that could change over several generations.
(PS) Compare the symbiotic and competitive relationships in organisms within an ecosystem (e.g., lichen, mistletoe/tree,
clownfish/sea anemone, native/non-native species).
(PS) Analyze the following behavioral cycles of organisms:
• hibernation
• migration
• dormancy (plants)
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Materials &
Resources
HUSD Materials,
Resources, &
Assessments
HUSD Materials,
Resources, &
Assessments
HUSD Materials,
Resources, &
Assessments
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Assessments
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Page 1 of 2
Performance
Objective
Concept
Strand
HUSD Support
Materials &
Resources
AZ Department of Education
Priority/Supporting Standards
(PS) Describe the following factors that allow for the survival of living organisms:
• protective coloration
S4
C4
PO6
• beak design
• seed dispersal
• pollination
11. Dormancy
1. Innate behavior
12. Estivation
2. Learned behavior
13. Charles Darwin
3. Predator
Vocabulary
14. Selective breeding
4. Prey
15. Natural selection
5. Territory
Bold = Priority vocabulary
16. Adaptation
6. Defensive behavior
Regular = Supporting vocabulary
17. Species
7. Courtship
that supports the priority standard
18. Evolution
8.
Migration
Italics = Supporting vocabulary that
19. Limiting factors
9.
Landmarks
should be taught if time permits,
20. Carrying capacity
10. Hibernation
but will not be tested on
HUSD Materials,
Resources, &
Assessments
21. Competition
22. Warning coloration
23. Camouflage
24. Symbiosis
25. Mutualism
26. Commensalism
27. Parasitism
28. Coevolution
29. Pollinator
30. Homeostasis
Page 2 of 2
HIGLEY UNIFIED SCHOOL DISTRICT
INSTRUCTIONAL ALIGNMENT
8th Grade Science Quarter 2
Physics – Motion – Duration 1 Week
Big Idea:
•
Speed, Velocity, and Acceleration
Essential
Questions:
•
Question: How do I calculate speed, velocity, and acceleration? How do I understand motion based graphs?
Vocabulary
See Vocabulary list below
Strand
Concept
Performance
Objective
S5
C2
PO1
AZ Department of Education
Priority/Supporting Standards
(PS) Demonstrate velocity as the rate of change of position over time.
(SS) Create a graph devised from measurements of moving objects and their interactions, including:
• position-time graphs
• velocity-time graphs
7. Acceleration
1. Motion
Vocabulary
8. Positive acceleration
2. Reference point
Bold = Priority vocabulary
9. Negative acceleration
3. Speed
Regular = Supporting vocabulary
10. Deceleration
4. Velocity
that supports the priority standard
11. Centripetal acceleration
5. Velocity-time graph
Italics = Supporting vocabulary that
6. Position-time graph
S5
C2
PO6
HUSD Support
Materials &
Resources
HUSD Materials,
Resources, &
Assessments
HUSD Materials,
Resources, &
Assessments
should be taught if time permits,
but will not be tested on
Page 1 of 1
HIGLEY UNIFIED SCHOOL DISTRICT
INSTRUCTIONAL ALIGNMENT
8th Grade Science Quarter 2
Physics – Gravity (Not in the AZ Standards, only teach if time permitting)
Big Idea:
•
Gravity
Essential
Questions:
•
How does the effect of gravity influence motion?
Vocabulary
See Vocabulary list below
Performance
Objective
Concept
Strand
Vocabulary
Bold = Priority vocabulary
Regular = Supporting vocabulary
that supports the priority standard
Italics = Supporting vocabulary that
should be taught if time permits,
but will not be tested on
AZ Department of Education
Priority/Supporting Standards
1. Gravity
2. Law of Universal Gravitation
3. Weight
4. Mass
5. Air resistance
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Resources
6. Terminal velocity
7. Free fall
8. Orbiting
9. Centripetal force
10. Projectile motion
Page 1 of 1
HIGLEY UNIFIED SCHOOL DISTRICT
INSTRUCTIONAL ALIGNMENT
8th Grade Science Quarter 2
Physics – Newton’s Law – Duration 4 Weeks
Big Idea:
•
Newton's laws
Essential
Questions:
•
What are Newton's 3 laws? How do Newton's 3 laws explain motion?
Vocabulary
See Vocabulary list below
Strand
Concept
Performanc
e Objective
S5
C2
PO2
S5
C2
PO3
S5
C2
PO4
AZ Department of Education
Priority/Supporting Standards
(PS) Identify the conditions under which an object will continue in its state of motion (Newton’s 1st Law of Motion).
(PS) Describe how the acceleration of a body is dependent on its mass and the net applied force (Newton’s 2nd Law of
Motion).
(PS) Describe forces as interactions between bodies (Newton’s 3rd Law of Motion).
Vocabulary
Bold = Priority vocabulary
Regular = Supporting vocabulary
that supports the priority standard
Italics = Supporting vocabulary that
should be taught if time permits,
but will not be tested on
1. Aristotle
2. Galileo Galilei
3. Issac Newton
4. Newton’s 1st law
5. Friction
6. Inertia
7. Mass
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Assessments
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Assessments
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Assessments
8. Newton’s 2nd law
9. Net force
10. Balanced force
11. Unbalanced force
12. Newton (Unit of
measurement)
13. Newton’s 3rd law
14. Momentum
Page 1 of 1
HIGLEY UNIFIED SCHOOL DISTRICT
INSTRUCTIONAL ALIGNMENT
8th Grade Science Quarter 2
Test Review – Duration 1 Week
Big Idea:
•
1st Semester content
Essential
Questions:
•
1st Semester content
Vocabulary
See Vocabulary list below
Performance
Objective
Concept
Strand
Vocabulary
AZ Department of Education
Priority/Supporting Standards
HUSD Support
Materials &
Resources
HUSD Materials,
Resources, &
Assessments
Bold = Priority vocabulary
Regular = Supporting vocabulary
that supports the priority standard
Italics = Supporting vocabulary that
should be taught if time permits,
but will not be tested on
Page 1 of 1
HIGLEY UNIFIED SCHOOL DISTRICT
INSTRUCTIONAL ALIGNMENT
8th Grade Science Quarter 2 Common Core
R
R
Standard
8
Cluster
Grade
8
Common Core Standards
Determine the central ideas or conclusions of
a text; provide an accurate summary of the
text distinct from prior knowledge or opinions.
Students identify the key ideas of their text and provide an accurate
summary for an expository text or sequencing summary for a functional
text.
Analyze the structure an author uses to
organize a text, including how the major
sections contribute to the whole and to an
understanding of the topic.
Examples:
• Develop an objective summary of the information provided in the text
that does not include personal opinions or perspectives. Possible topics
could include:
• Difference between plant and animal cells. SC06-S4C1-04
• Predator and prey relationships. SC07-S4C3-02
• Dominant and recessive traits. SC08-S4C2-03
• When reading safety considerations or procedures prior to a laboratory
activity, identify key safety concerns and/or summarize necessary
precautions, such as proper handling procedures for acids/bases, how to
use pH paper, or how pH paper works. SC08-S5C1-02
Students identify different structures within a text (headings, subheadings, bold words, pictures, graphs, data tables, paragraphs) and
explain how the visual structures support, reinforce, or provide additional
information to the paragraph text.
2
5
Explanations & Examples
Examples:
• Read a section from a textbook and analyze how structures within the
text (headers, bold words, embedded definitions, graphics) help the
reader understand the meaning of the text.
• Read a research article or lab report and explain the purpose for each
section (abstract, materials/methods, analysis, conclusion, etc.) and why
the information is organized in that format.
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Materials & Resources
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Page 1 of 3
Standard
Cluster
Grade
Common Core Standards
Integrate quantitative or technical information
expressed in words in a text with a version of
that information expressed visually (e.g., in a
flowchart, diagram, model, graph, or table).
8
8
8
R
W
W
7
8
10
Gather relevant information from multiple
print and digital sources, using search terms
effectively; assess the credibility and accuracy
of each source; and quote or paraphrase the
data and conclusions of others while avoiding
plagiarism and following a standard format for
citation.
Write routinely over extended time frames
(time for reflection and revision) and shorter
time frames (a single sitting or a day or two)
for a range of discipline-specific tasks,
purposes, and audiences.
Explanations & Examples
HUSD Resources
Students will use words in a text and information expressed visually to
obtain information about a given topic. Sources of text could include
textbooks, magazine or newspaper articles, websites, or product
information or safety sheets.
Examples:
• Integrate written descriptions in a textbook with visual images of the
rock cycle (SC07-S6C2-01)
or water cycle. SC06-S6C2-01
• Integrate written descriptions of cell structures to a labeled model of a
plant or animal cell. (SC06-S4C1-02)
• Integrate written descriptions of weather systems on a website with
graphical representations of weekly weather data. SC06-S6C2-05
• Integrate written descriptions in a lab journal of measured movement
over time with position-time graphs. SC08-S5C2-05
Students gather relevant information from a variety of credible print and
digital sources (e.g., encyclopedias, Internet websites, experts, journal
articles, magazine articles, textbooks). Students will then use quotations
correctly and/or paraphrase information to avoid plagiarism. Citations
will be in a standard recognized format (e.g., MLA) in both the text and
the bibliography.
Example:
• Following a class discussion about weather-related natural disasters,
find information about how people plan for and/or respond to tornadoes
or flooding. Use multiple sources and include appropriate quotations and
paraphrasing. SC06-S3C1-02
Students should be given multiple opportunities to write about a wide
range of science topics aligned to their grade level Science Standard.
Writing assignments should be of varying lengths (e.g., one paragraph
responses, multiple paragraph essays, research projects).
Examples:
• Write short explanations of tables or graphs to demonstrate
understanding of the displayed data (population graphs, geological
timelines, data tables, velocity-time graphs).
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Standard
Cluster
Grade
Common Core Standards
Explanations & Examples
• Write short explanations of diagrams or images to demonstrate
understanding of the illustration (cell models, diagrams of animal
digestive or circulatory systems, food webs, rock cycle, models of Earth’s
structures).
• Use reflective journaling as a concluding activity on any topic in a
science classroom.
• Write a letter to the editor of a paper or magazine critiquing the
accuracy, reliability, or validity of a published science article.
• Write a research paper or laboratory report about a relevant topic over
an extended time period.
HUSD Resources