7/10/14
Eighth Grade Science
Pacing Guide
A correlation of the Tennessee State Standards and the
Maury County Pacing Guide
Created spring, 2014
By
Dr. Joe Cornelius
Mr. Garth Pinkston
MCPS Office of Instruction
7/10/14
Maury County Pacing Guide: Major Topics
8th Grade Science
Quarter 1:
Quarter 2:
Introduce Inquiry and Engineering Processes
-scientific method and engineering design cycle
- Measurement
- process skills
Forces in Nature
- magnetism (GLE 12.1 – 12.3)
- gravity (GLE 12.4 – 12.5)
Fossils (GLE 5.6)
Classification (GLE 5.1-5.2)
Variations and Adaptations (GLE 5.3-5.4)
Biodiversity (GLE 5.5)
Quarter 3:
Quarter 4:
Atoms (GLE 9.1- 9.2)
- Parts of an atom
Phases of matter
Periodic Table (GLE 9.6)
Acids and Bases (GLE 9.9)
Elements, Compounds and Mixtures (GLE 9.4-9.5)
Physical and Chemical Reactions (GLE 9.3)
Law of Conservation of Mass
MCPS Office of Instruction
TCAP Review (all GLE’s)
STEM Careers
Engineering Activities
Inquiry Activities
** Motion is a good topic for the end of year activities to introduce 9th
7/10/14
Chemical Equations (GLE 9.7-9.8)
grade science
Page 1
Curriculum Map
First Semester
Unit 1
Unit 2
Unit 3
Engineering
Process and Inquiry
Forces in Nature
Fossils
4 weeks
3 weeks
1 week
REVIEW/
CATCH UP
TIME
Unit 4
Unit 5
Classification,
Adaptation, and
Variation
4.5 weeks
Biodiversity
1 week
Overarching Essential Questions
What tools, skills,
knowledge, and
dispositions are
needed to conduct
scientific inquiry?
How do science
concepts,
engineering skills,
and applications of
What are the
scientific principles
that explain gravity
and
electromagnetism?
MCPS Office of Instruction
How does natural
selection explain
how organisms
have changed
over time?
How does natural
selection explain
how organisms have
changed over time?
How does natural
selection explain
how organisms have
changed over time?
REVIEW/
CATCH UP
TIME/
FINAL
EXAMS
7/10/14
technology improve
the quality of life?
Page 2
Curriculum Map
Second Semester
Unit 6
Unit 7
Unit 8
Unit 9
Unit 10
Atoms and
States of
Matter
1 week
Periodic
Table
Elements,
Compounds,
and Mixtures
1 week
Physical and
Chemical
Changes
2 weeks
Chemical
Equations
2 weeks
2 weeks
CATCH
UP/
REVIEW
Unit 11
Acids and
Bases
TCAP
REVIEW
and
TESTING
2 weeks
Overarching Essential Questions
How does
the
structure of
matter
influence
its physical
and
How does
the
structure of
matter
influence its
physical
and
MCPS Office of Instruction
How does the
structure of
matter
influence its
physical and
chemical
behavior?
How does
the
structure of
matter
influence its
physical and
chemical
How does
the
structure of
matter
influence its
physical and
chemical
How does
the
structure
of matter
influence
its physical
and
Unit 12
Post
TCAP
activities
REVIEW/
FINAL
EXAMS
7/10/14
chemical
behavior?
chemical
behavior?
behavior?
Course: 8th Grade Science
Unit: Inquiry and Engineering Processes
behavior?
chemical
behavior?
1st Nine Weeks
Instructional Guide
Page 3
Estimated Time: 4 weeks
GLE: 0807.Inq.1 Design and conduct open-ended scientific investigations.
0807.Inq.2 Use appropriate tools and techniques to gather, organize, analyze, and interpret data.
0807.Inq.3 Synthesize information to determine cause and effect relationships between evidence and
explanations.
0807.Inq.4 Recognize possible sources of bias and error, alternative explanations, and questions for
further exploration.
0807.Inq.5 Communicate scientific understanding using descriptions, explanations, and models.
0807.T/E.1 Explore how technology responds to social, political, and economic needs.
0807.T/E.2 Know that the engineering design process involves an ongoing series of events that
incorporate design constraints, model building, testing, evaluating, modifying, and
retesting.
0807.T/E.3 Compare the intended benefits with the unintended consequences of a new technology.
0807.T/E.4 Describe and explain adaptive and assistive bioengineered products.
Prerequisite Skills: measuring accurately with a ruler; metric conversions
Essential Questions: What tools, skills, knowledge, and dispositions are needed to conduct scientific inquiry?
How do science concepts, engineering skills, and applications of technology improve the quality of life?
MCPS Office of Instruction
7/10/14
Unit Vocabulary: control, dependent variable, independent variable, prototype, bias, adaptive engineered
product, assistive engineered product
Page 4
Checks for
Understanding
State
Assessments
Performance
Indicators
 0807.Inq.1 Design
and conduct an openended scientific
investigation to
answer a question
that includes a control
and appropriate
variables.
SPI 0807.Inq.1
Design a simple
experimental
procedure with
an identified
control and
appropriate
variables.
 0807.Inq.2
Identify tools and
techniques needed to
gather, organize,
analyze, and interpret
data collected from a
moderately complex
scientific
investigation.
SPI 0807.Inq.2
Select tools and
procedures
needed to
conduct a
moderately
complex
experiment.

0807.Inq.5
MCPS Office of Instruction
Provide students with
data from an
experiment and have
them create
appropriate graphs
and/or tables.
Science Fair Projects
Instructional
Resources/Strategies
Glencoe Gr. 8 textbook and
resources: Ch. 1, section 1; Ch. 4
Scientific Method:
http://www.biologycorner.co
m/worksheets/controls.html
Science Fair (go to portaportal.com
and click on General Resources,
then click on Science Fair)
Connections
Real World Connections:
Product Testing Activity
http://mnpsscience.wikispaces
.com/file/view/Product+testin
g.doc
Math Connections:
* Measurement
* Reading/Creating charts and
Tables
Provide students with a
description of an
experiment procedure.
Have students identify
Poppers Activity:
http://mnpsscience.wikispaces.com
/file/view/Popper+challenge.doc
(purchase poppers from
7/10/14
Design a method to
explain the results of
an investigation using
descriptions,
explanations, or
models.
SPI 0807.Inq.3
Interpret and
translate data
into a table,
graph, or
diagram.
control, dependent and
independent variables
www.OrientalTrading.com – large
size)
www.funbrain.com/measure/index.
html (ruler practice)
Page 5



0807.Inq.3 Use
evidence from a
dataset to determine
cause and effect
relationships that
explain a
phenomenon.
SPI 0807.Inq.4
Draw a
conclusion that
establishes a
cause and effect
relationship
supported by
evidence.
0807.Inq.4
Review an
experimental design
to determine possible
sources of bias or
error, state alternative
explanations, and
identify questions for
further investigation.
SPI 0807.Inq.5
Identify a faulty
interpretation of
data that is due
to bias or
experimental
error.
MCPS Office of Instruction
Give students a
description of a lab
with faulty conclusions.
Ask students to explain
the errors.
Look at data and
conclusions to
determine bias.
Provide students a
description of a lab and
results. Ask students to
draw conclusions.
Glencoe 8th Gr. Textbook and
resources: Ch.1, Sect. 1
.Conclusions and Bias Activity:
http://mnpsscience.wikispaces.com
/file/view/John+studies+turtles.doc
Real World Connections:
www.odysseyofthemind.com
7/10/14


0807.T/E.1 Use
appropriate tools to
test for strength,
hardness, and
flexibility of
materials.
0807.T/E.2
Apply the
engineering design
process to construct a
prototype that meets
certain specifications.
Glencoe 8th gr. Textbook and
resources: Ch.12
SPI 0807.T/E.1
Identify the
tools and
procedures
needed to test
the design
features of a
prototype.
SPI 0807.T/E.2
Evaluate a
protocol to
determine if the
engineering
design process
was successfully
applied.
Page 6
www.edheads.org
-- design a cell phone
Glencoe 8th gr. Textbook and
resources: Ch.12
*Engineering Competition
(www.futurecity.org)
http://pbskids.org/zoom/activities/s
ci/papercupwalk.html
*http://content.asce.org/asce
ville/index.html
http://www.sciencemuseum.org.uk
/onlinestuff/games/martinsmaze.as
px
MCPS Office of Instruction
Real World Connections:
*Stranded!: Building Math by
Peter Wong (available from
Amazon.com)
7/10/14



0807.T/E.3
Explore how the
unintended
consequences of new
technologies can
impact society.
0807.T/E.4
Research
bioengineering
technologies that
advance health and
contribute to
improvements in our
daily lives.
0807.T/E.5
Develop an adaptive
design and test its
effectiveness.
MCPS Office of Instruction
SPI 0807.T/E.3
Distinguish
between the
intended benefits
and the
unintended
consequences of
a new
technology.
0807.T/E.4
Differentiate
between adaptive
and assistive
engineered
products (e.g.,
food, biofuels,
medicines,
integrated pest
management).
Glencoe 8th gr. Textbook and
resources: Ch. 12
Real World Connections:
TOSHIBA Exploravision
Invention Contest
(www.exploravision.org)
Page 7
Give students a list of
engineered products
and have them sort as
assistive or adaptive.
Glencoe 8th gr. Textbook and
resources: Ch. 12
http://state.tn.us/education/ci/sci/
doc/Users_guide.pdf (p. 14, 1st
paragraph gives definitions of
assistive and adaptive engineered
products)
7/10/14
Page 8
Course:
8th Grade Science
Unit: Forces in Nature
GLE:
1st Nine Weeks
Instructional Guide
Estimated Time: 3 weeks
0807.12.1 Investigate the relationship between magnetism and electricity.
0807.12.2 Design an investigation to change the strength of an electromagnet.
0807.12.3 Compare and contrast the earth’s magnetic field to that of a magnet and an electromagnet.
0807.12.4 Identify factors that influence the amount of gravitational force between objects.
0807.12.5 Recognize that gravity is the force that controls the motion of objects in the solar system.
Prerequisite Skills: understand the concepts of “attract” and “repel”
Essential Question: What are the scientific principles that explain gravity and electromagnetism?
MCPS Office of Instruction
7/10/14
Unit Vocabulary: domain, electromagnet, magnetic field, Universal Law of Gravitation
Checks for
Understanding
 0807.12.1
Create a
diagram to
explain the
relationship
between
electricity and
magnetism.
 0807.12.2
Produce an
electromagnet
using a bar
magnet and a
wire coil.
 0807.12.3
Experiment
with an
electromagnet
to determine
how to vary its
strength.
MCPS Office of Instruction
State
Performance
Indicators
SPI 0807.12.1
Recognize that
electricity can be
produced using a
magnet and wire
coil.
Assessments
.
Instructional Resources
Glencoe Textbook and resources:
Chapter 14, section 2
Magnetism/Electromagnetism
station lab:
Safari Videos
http://mnpsscience.wikispaces
.com/file/view/magnetism+ele
ctromagnetism+station+lab.do
c
** Introduction to Magnetism by
National Geographic
**Magnetism by Bill Nye
SPI 0807.12.2
Describe the
basic principles
of an
electromagnet.
Connections
Glencoe Textbook and resources:
Chapter 14, section 2
VSVS Electromagnetism Lab:
http://studentorgs.vanderbilt.edu/vsvs
Safari Videos
** Electrical Current by Bill Nye
page 9
7/10/14
 0807.12.4
Create a chart
to distinguish
among the
earth’s
magnetic field,
and fields that
surround a
magnet and an
electromagnet.
SPI 0807.12.3
Distinguish
among the
Earth’s magnetic
field, a magnet,
and the fields that
surround a
magnet and an
electromagnet.
Glencoe Textbook and resources:
Chapter 14, section 1
 0807.12.5
Explain the
difference
between mass
and weight.
SPI 0807.12.4
Distinguish
between mass and
weight using
appropriate
measuring
instruments and
units.
Glencoe Textbook and resources:
Chapter 13, p. 381 - 382; Chapter 4, p.
111
 0807.12.6
Identify factors
that influence
the amount of
gravitational
force between
objects.
 0807.12.7
SPI 0807.12.5
Determine the
relationship
among the mass
of objects, the
distance between
these objects, and
the amount of
MCPS Office of Instruction
http://www.exploratorium.edu/theworl
d/iceland/magnetism.html
Uncovering
Student Ideas in
Science – 25
Formative
Assessment Probes
Volume 1 pg 97
Glencoe Textbook and resources:
Chapter 13, p. 381, 384-385
Safari Videos
Page 10
Real World Connections:
*www.wickedpissahgames.co
m
 Gravity pods
7/10/14
Explain how the
motion of
objects in the
solar system is
affected by
gravity.
** Gravity by Schlessinger Media
gravitational
attraction.
SPI 0807.12.6
Illustrate how
gravity controls
the motion of
objects in the
solar system.
Course: __8th Science_________
** Gravity by Bill Nye
*www.sciencespot.net/Media
/gravlab.pdf
__1st_Nine Weeks
Unit: Fossils
GLE:
 Gravity pods 2
0807.5.6 Investigate fossils in sedimentary
Instructional Guide
Page 11
Estimated Time: 1 week
rock layers to gather evidence of changing life forms.
Prerequisite Skills: Understanding how sedimentary rock layers are deposited over time, sedimentary rock
formations.
Essential Question: How does natural selection explain how organisms have changed over time?
Unit Vocabulary: Fossils
MCPS Office of Instruction
7/10/14
Checks for
Understanding
State
Performance
Indicators

 0807.5.7 Create
a timeline that
illustrates the
relative ages of
fossils in
sedimentary
rock layers.
SPI 0807.5.5
Compare fossils
found in
sedimentary rock
to determine their
relative age.
Course: __8th Science_________
Unit: Classification, Variations and
Adaptation
Assessments
Instructional Resources
www.ccsd.edu/sou
th/science/esci/mr
patrick/lessons/rel
ativedating.htm
Glencoe 8th grade textbook,
Show students a
geological column
and have them
determine the
relative ages of the
fossils
Safari Videos
Connections
Chapter 2
** Fossils by Bill Nye
__2nd_Nine Weeks
Page 12
Instructional Guide
Estimated Time: 5 weeks
GLE: 0807.5.1 Identify various criteria used to classify organisms into groups.
0807.5.2 Use a simple classification key to identify a specific organism.
0807.5.3 Analyze how structural, behavioral, and physiological adaptations within a population
enable it to survive in a given environment.
0807.5.4 Explain why variation within a population can enhance the chances for group survival.
MCPS Office of Instruction
7/10/14
Prerequisite Skills:
Essential Question: How does natural selection explain how organisms have changed over time?
Unit Vocabulary: Dichotomous Key, Kingdom, Phylum, Class, Order, Family, Genus, Species, Variation,
Behavioral Adaptation, Physiological Adaptation, Structural Adaptation
Checks for
Understanding
State
Performance
Indicators
 0807.5.1 Select
characteristics of
plants and animals
that serve as the
basis for developing
a classification key
SPI 0807.5.1 Use
a simple
classification key
to identify an
unknown
organism.
 0807.5.2 Create
and apply a simple
classification key to
identify an
organism.
SPI 0807.5.1 Use
a simple
classification key
to identify an
unknown
organism.
Assessments
Instructional Resources
Glencoe 8th grade textbook, Chapter 1,
Section 2 ---- pg 29 Seed Lab
Classification Activity with Scavenger
Hunt lab sheet:
http://mnpsscience.wikispaces.com/file
/view/classification+activity.doc
(activity)
Have students
create a
dichotomous key
of an object of
their choice; i.e.
candy, shoes, etc.
Glencoe 8th grade textbook,
Chapter 1, Section 4
www.nclark.net/Classification
MCPS Office of Instruction
Connections
Page 13
7/10/14
Have students
identify an
unknown organism
using a key
Monster dichotomous key:
www.beaconlearningcenter.com/Lesson
s/11459.htm
(scroll to bottom of page for links)
Fish Key by NOVA:
(www.pbs.org/wgbh/nova/teachers/acti
vities/2215_reef.html#materials)
Page 14
SPI 0807.5.2
Analyze
structural,
behavioral, and
physiological
adaptations to
predict which
MCPS Office of Instruction
Students make a
visual display of 3-5
structural,
behavioral and
physiological
adaptations.
Glencoe 8th grade textbook,
Chapter 1, Section 2
Glencoe 8th grade textbook,
Chapter 2, Section 1
Reading and LA Connections:
Jurassic Park
7/10/14
populations are
likely to survive
in a particular
environment.
Give students a
picture and a
description of an
organism. Discuss
what adaptations
the organism has
and what biome it
would live in.
Biodiversity Webquest:
http://www2.scholastic.com/browse/hom
e.jsp?lt=TNav:home&ESP=Teachers/ib//
acq/main_tnav_home///nav/txtl//// (type
"Biodiversity in Vietnam Web Hunt" in
search box)
Build Your Own Caterpillar Game:
www.scholastic.com
1. Click on teachers
2. Click on student Activities and look
under science
3. Click “Build a Caterpillar”
Page 15
VSVS Geek Feazal Lab:
http://mnpsscience.wikispaces.com/file
/view/Natural+Selection++The+Geakfeazel.pdf
MCPS Office of Instruction
7/10/14
Crazy Traits Lab (available at several
metro schools or order from CPO
Science)
Build a Fish:
http://www.lawrencehallofscience.org/k
idsite/arcade.html?activity=buildafish
 0807.5.4 Collect
and analyze data
relating to variation
within a population
of organisms.
SPI 0807.5.3
Analyze data on
levels of variation
within a
population to
make predictions
about survival
under particular
environmental
conditions.
Course: _8th Grade Science_____
Unit: Biodiversity
Glencoe 8th grade textbook,
Chapter 1, Section 2
Glencoe 8th grade textbook,
Chapter 2, Section 1
Page 16
__2nd___Nine Weeks
Estimated Time: 1 week
GLE: 0807.5.5 Describe the importance of maintaining the earth’s biodiversity.
MCPS Office of Instruction
Instructional Guide
7/10/14
Prerequisite Skills: Knowledge of organisms, populations, communities, biomes and environmental challenges
Essential Question: How does natural selection explain how organisms have changed over time?
Unit Vocabulary: Biodiversity
Checks for
Understanding
State
Performance
Indicators
 0807.5.5 Prepare a
poster that
illustrates the major
factors responsible
for reducing the
amount of global
biodiversity.
SPI 0807.5.3
Analyze data on
levels of variation
within a
population to
make predictions
about survival
under particular
environmental
conditions.
SPI 0807.5.4
Identify several
reasons for the
importance of
maintaining the
earth’s
biodiversity.
 0807.5.6 Prepare
graphs that
demonstrate how
MCPS Office of Instruction
SPI 0807.5.3
Analyze data on
levels of variation
Assessments
Have cooperative
groups create
posters about
environmental
hazards and
importance of
biodiversity.
Instructional Resources
Glencoe 8th grade textbook,
Chapter 3
Safari Videos
Connections
Real World Connections:
*DuPont Science Essay
Challenge starts around this
time.
http://thechallenge.dupont.co
m
** Extinction by Schlessinger Media
www.sheppardsoftware.com/web_gam
es_trivia_animal.htm
*Zoo
Projects/speakers/environmen
tal issues
Page 17
Glencoe 8th grade textbook,
Math Connection: graphing
7/10/14
the amount of
biodiversity has
changed in a
particular continent
or biome.
Chapter 3
within a
population to
make predictions
about survival
under particular
environmental
conditions.
Course: 8th grade Science
Unit: Atoms and States of Matter
www.nclark.net/diversity
3rd Nine Weeks
Instructional Guide
Estimated Time: 1 week
GLE: 0807.9.1 Understand that all matter is made up of atoms.
0807.9.2 Explain that matter has properties that are determined by the structure and arrangement
of its atoms.
Prerequisite Skills: Know examples/have a very basic understanding of solids, liquids, and gases
Essential Question: How does the structure of matter influence its physical and chemical changes?
Unit Vocabulary: atom, proton, neutron, electron, particle motion
Page18
Checks for
MCPS Office of Instruction
State
Performance
7/10/14
Understanding
Indicators
 0807.9.1 Identify
atoms as the
fundamental
particles that make
up matter.
SPI 0807.9.1
Recognize that all
matter consists of
atoms.
 0807.9.2 Illustrate
the particle
arrangement and
type of motion
associated with
different states of
matter.
SPI 0807.9.6
Compare the
particle
arrangement and
type of particle
motion associated
with different
states of matter.
Assessments
Instructional Resources
Connections
Glencoe 8th grade textbook
.Uncovering
Student Ideas in
Science – 25
Formative
Assessment Probes
Volume 1 pg 79
Chapter 7
Students create a
children’s book
explaining atoms
and states of
matter.
Glencoe 8th grade textbook
Chapter 6 Section 1
Atom Models
“Act out” particles
of motion
www.harcourtschool.com/activity/state
s_of_matter (good animation)
Safari Videos
Course: 8th grade Science
Unit: Periodic Table
MCPS Office of Instruction
3rd Nine Weeks
**Atoms and Molecules byInstructional
Schlessinger
Media
Estimated Time: 2 weeks
Guide
Page 19
7/10/14
GLE: 0807.9.6 Use the periodic table to determine the characteristics of an element.
Prerequisite Skills: understanding of atomic structure
Essential Question: How does the structure of matter influence its physical and chemical changes?
Unit Vocabulary: element, atomic mass, atomic number
Checks for
Understanding
0807.9.10 Identify the
atomic number, atomic
mass, number of
protons, neutrons, and
electrons in an atom of
an element using the
periodic table.
MCPS Office of Instruction
State
Performance
Indicators
SPI 0807.9.9 Use
the periodic table
to determine the
properties of an
element.
Assessments
.Make
periodic
tables that
students may use
for test.
Create model of
atoms using the
periodic table to
determine number
of protons,
neutrons and
electrons.
page 20
Instructional Resources
Glencoe 8th grade textbook Chapter
8Interactive Periodic Table
http://www.rsc.org/chemsoc/visualelem
ents/pages/pertable_fla.htm
http://www.sciencespot.net/Pages/class
chem.html
 Periodic Table Basics
www.theodoregray.com
Safari Videos
**The Periodic Table by Schlessinger
Media
7/10/14
Course: 8th grade Science
3rd Nine Weeks
Unit: Elements, Compounds, and Mixtures
Instructional Guide
Estimated Time: approx 1 week
GLE: 0807.9.4 Distinguish among elements, compounds, and mixtures.
0807.9.5 Apply the chemical properties of the atmosphere to illustrate a mixture of gases.
Prerequisite Skills: understanding of atomic structure and valence electrons
Essential Questions: How does the structure of matter influence its physical and chemical changes?
Unit Vocabulary: element, compound, and mixture
Page 21
Checks for
Understanding
MCPS Office of Instruction
State
Performance
Indicators
Assessments
Instructional Resources
7/10/14
.
 0807.9.5
Distinguish
between elements
and compounds by
their symbols and
formulas.
 0807.9.7 Describe
how the
characteristics of a
compound are
different than the
characteristics of
their component
parts.
 0807.9.9 Explain
how the chemical
makeup of the
atmosphere
illustrates a
mixture of gases.
SPI 0807.9.3
Classify common
substances as
elements or
compounds based
on their symbols
or formulas.
SPI 0807.9.4
Differentiate
between a
mixture and a
compound.
SPI 0807.9.5
Describe the
chemical makeup
of the
atmosphere.
Make a visual
presentation of 5
elements and 5
compounds with
their symbols.
Create a pie chart
showing the
chemical makeup
of the atmosphere.
Glencoe 8th grade textbook Ch 9
Create ball and stick models of
compounds.
Safari Videos
**Elements, Compounds and Mixtures
by Schlessinger Media
Make a visual
presentation of 5
mixtures and 5
compounds.
Glencoe 8th grade textbook Ch 11,
Section 1-mixtures
Glencoe 8th grade textbook Ch 6 pg.
158—chemical make-up of atmosphere
Card sort: elements, compounds,
mixtures
www.nclark.net/StudyMatter
MCPS Office of Instruction
7/10/14
page 22
Course: _8th Grade Science_____
Unit: Physical and Chemical Changes and
3rd Nine Weeks
Instructional Guide
Estimated Time: 2 weeks
Properties
GLE: 0807.9.2 Explain that matter has properties that are determined by the structure and arrangement
of its atoms.
0807.9.3 Interpret data from an investigation to differentiate between physical and chemical changes.
Prerequisite Skills: Knowledge of atomic structure and particle motion.
Essential Question: How does the structure of matter influence its physical and chemical behavior?
Unit Vocabulary: chemical change, physical change, density, endothermic, exothermic
MCPS Office of Instruction
7/10/14
Checks for
Understanding
 0807.9.3
Measure or
calculate the mass,
volume, and
temperature of a
given substance.
 0807.9.4
Calculate the
density of various
objects.
 0807.9.2 Illustrate
the particle
arrangement and
type of motion
associated with
different states of
matter.
 0807.9.6
Differentiate
between physical
and chemical
changes.
MCPS Office of Instruction
State
Performance
Indicators
SPI 0807.9.7
Apply an equation
to determine the
density of an
object based on
its mass and
volume.
SPI 0807.9.6
Compare the
particle
arrangement and
type of particle
motion associated
with different
states of matter.
Assessments
.Have
students
measure mass and
volume of objects
and then calculate
the density.
Uncovering
Student Ideas in
Science – 25
Formative
Assessment Probes
Volume 1 pg 73
SPI 0807.9.8
Interpret the
results of an
investigation to
determine
Instructional Resources
Glencoe 8th Grade Textbooks
Chapter 4 section 2
Glencoe 8th Grade Textbook
Chapter 5 section 1
Glencoe 8th Grade Textbook
Chapter 6 section 2
VSVS Salt Water Density
(http://studentorgs.vanderbilt.edu/vsvs/
lessons.php)
Glencoe 8th grade Textbook
chapter 6 section 2
VSVS Properties of CO2
(http://studentorgs.vanderbilt.edu/vsvs/
lessons.php)
Glencoe 8th grade Textbook
Create a visual
display of physical
changes and
Chapter 5 section 2
VSVS Chemical Reactions
Connections
Page 23
7/10/14
 0807.9.8
Determine the
types of
interactions
between
substances that
result in a
chemical change
whether a
physical or
chemical change
has occurred.
SPI 0807.9.2
Identify the
common outcome
of all chemical
changes.
th
Course: _8 grade science____
Unit: Chemical Equations
chemical changes
Card sort for
physical and
chemical changes.
(http://studentorgs.vanderbilt.edu/vsvs/
lessons.php)
Glencoe 8th Grade Textbook
Chapter 10 section 1
 pg 298 “ Endothermic or
Exothermic?” Lab
Uncovering
Student Ideas in
Science – 25
Safari Videos
Formative
Assessment Probes
**Chemical Reactions by Bill Nye
Volume 1 pg 49
3rd Nine Weeks
Page 24
Instructional Guide
Estimated Time: 2 weeks
CLE: 0807.9.7 Explain the Law of Conservation of Mass
0807.9.8 Interpret the events represented by a chemical equation
Prerequisite Skills: addition, multiplication, least common multiple
Essential Question: How does the structure of matter influence its physical and chemical behavior?
Unit Vocabulary: chemical equation, reactant, product
MCPS Office of Instruction
7/10/14
Checks for
Understanding
State
Performance
Indicators
 0807.9.11 Use
investigations of
chemical and
physical changes
to describe the
Law of
Conservation of
Mass.
0807.9.11
Recognize that in
a chemical
reaction the mass
of its reactants is
equal to the mass
of the products
(Law of
Conservation of
Mass).
Assessments
Instructional Resources
Balance Chemical
Equations:
http://mnpsscience.
wikispaces.com/file/
view/balancing+equa
tions+for+general+sc
ience.doc
Glencoe 8th Grade Textbook Chapter 5
section 1
Glencoe 8th Grade Textbook Chapter
10 section 1
http://www.sciencespot.net/Pages/cla
sschem.html
 Balancing Act (many choices of
practice sheets)
Page 25
Uncovering Student
Ideas in Science – 25
Formative
Assessment Probes
Volume 1 pgs 49,
61, 67, 91
MCPS Office of Instruction
http://education.jlab.org/elementbala
ncing/index.html
Have students complete a chemical
reaction of small amounts of baking
soda and vinegar in a sealed freezer
bag and compare mass of reactants
7/10/14
and mass of products.
 0807.9.12
Differentiate
between the
reactants and
products of a
chemical equation.
0807.9.10
Identify the
reactants and
products of a
chemical reaction.
Glencoe Textbook Chapter 10 section
1
Page 26
Course: _8th Grade Science___
Unit: Acids and Bases
_4th__Nine Weeks
Instructional Guide
Estimated Time: 2 weeks
CLE: 0807.9.9 Explain the difference between acids and bases.
Prerequisite Skills: understand the concept of a number line and how it applies to the pH scale
Essential Question: How does the structure of matter influence its physical and chemical behavior?
Unit Vocabulary: acid, base, neutral
MCPS Office of Instruction
7/10/14
Checks for
Understanding
State
Performance
Indicators
Assessments
Instructional Resources
Connections
Page 27
 0807.9.13
Determine whether
a substance is an
acid or a base by its
reaction to an
indicator.
0807.9.12 Identify
the basic
properties of acids
and bases.
http://pbskids.org/
zoom/games/kitch
enchemistry
Have students
measure the pH of
various substances
and identify them
as acids, bases or
neutral substances.
Acids and Bases
card sort.
Glencoe 8th grade textbook chapter 11
section 3
-- pg 330 “Testing pH using natural
indicators” Lab
Alien Juice Bar:
http://www.lawrencehallofscience.org/k
idsite/arcade/arcade.html?activity=alienj
uicebar
http://studentorgs.vanderbilt.edu/vsvs/l
essons.php
Real World Connections:
Household product testing
with litmus or pH paper
Students bring in copies of
labels of food or household
products highlighting acids and
bases.
Point Source Pollution
Presentation by Metro Water
Department – contact Sonya
Harvack
*click on Stream Pollution
Reading/LA Connection:
Electric Pickle Demonstration:
www.stevespanglerscience.com/experim
MCPS Office of Instruction
Graphic organizers:
7/10/14
ent/electric-pickle
Acid/Base Venn Diagram
*click on Video
(http://mnpsscience.wikispace
s.com/file/view/acid+base+ven
n+diagram+GS.doc)
Page 28
Course: __8th grade Science_
Unit: Post TCAP Activities
__4th_Nine Weeks
Estimated Time: 4 weeks
GLE: N/A
Prerequisite Skills:
Essential Question: How does STEM apply to real-world situations?
MCPS Office of Instruction
Instructional Guide
7/10/14
Unit Vocabulary:
Checks for
Understanding
State
Performance
Indicators

Assessments
.
Instructional Resources/Strategies
STEM Career Study
 personality survey (Careers magazine
distributed to all school counselors
from the state)
 Career Interest Survey:
www.tctc.edu/career_survey
 Career Interest Survey:
www.careerclusters.org/resources/cci
nterestsurvey/InterestSurvey.pdf
Connections
Students learn their strengths
and interests and research and
report on STEM careers.
Forensics/CSI game:
http://forensics.rice.edu

www.engineering.com
 go to games
http://pbskids.org/zoom/games/goldburgerto
go/rubegame.html
MCPS Office of Instruction
Page 29
Students use engineering skills
to solve problems.
http://pbskids.org/designsqua
d/contest
7/10/14
Build and race mousetrap cars.
Egg drop activity

Build paper airplanes and compete for
distance, time in flight, etc.
http://www.sciencehouse.org/learn/index.html
Students use inquiry skills to
solve problems.
Inquiry connections:
www.youngscientistchallenge.
com
Page 30
MCPS Office of Instruction