Grade 8 Science– Curriculum Pacing Guide – 2020-2021 South Carolina Science Standards South Carolina Science Support Documents and Resources Study Island Discovery Ed Techbook Feedback for 2021-2022 Revisions Science 8 Pacing Quarter Unit # Topic # of Days 1 FOUNDATIONS Introduction to Science and Engineering 10 1 Force and Motion 25 2 Waves 26 2 3 Earth’s Place in the Universe 45 3 4 Earth’s Systems and Resources 34 4 5 Earth’s History and Diversity of Life 15 Review Anderson School District Two Page 1 2020-2021
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€¦ · Web view8.P.2A. Conceptual Understanding: Motion occurs when there is a change in position of an object with respect to a reference point. The final position of an object
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South Carolina Science StandardsSouth Carolina Science Support Documents and Resources
Study IslandDiscovery Ed Techbook
Feedback for 2021-2022 Revisions
Science 8 Pacing
Quarter Unit # Topic # of Days
1 FOUNDATIONS Introduction to Science and Engineering 10
1 Force and Motion 25
2 Waves 262
3 Earth’s Place in the Universe 453
4 Earth’s Systems and Resources 344
5 Earth’s History and Diversity of Life 15
Review
Anderson School District Two Page 1 2020-2021
Grade 8 Science– Curriculum Pacing Guide – 2020-2021Unit 1 - Force and Motion (approximately 25 days)
Introduction to Science and Engineering Practices - Standard 5.S.1: The student will use the science and engineering practices, including the processes and skills of scientific inquiry, to develop understandings of science content.
Power Standard 8.P.2 The student will demonstrate an understanding of the effects of forces on the motion and stability of an object.8.P.2A. Conceptual Understanding: Motion occurs when there is a change in position of an object with respect to a reference point. The final position of an object is determined by measuring the change in position and direction of the segments along a trip. While the speed of the object may vary during the total time it is moving, the average speed is the result of the total distance divided by the total time taken. Forces acting on an object can be balanced or unbalanced. Varying the amount of force or mass will affect the motion of an object. Inertia is the tendency of objects to resist any change in motion.
8.P.2A.1: Plan and conduct controlled scientific investigations to test how varying the amount of force or mass of an object affects the motion (speed and direction), shape, or orientation of an object.8.P.2A.2: Develop and use models to compare and predict the resulting effect of balanced and unbalanced forces on an object’s motion in terms of magnitude and direction.8.P.2A.3: Construct explanations for the relationship between the mass of an object and the concept of inertia (Newton’s First Law of Motion).
8.P.2A.4: Analyze and interpret data to support claims that for every force exerted on an object there is an equal force exerted in the opposite direction (Newton’s Third Law of Motion).8.P.2A.5: Analyze and interpret data to describe and predict the effects of forces (including gravitational and friction) on the speed and direction of an object. 8.P.2A.6: Use mathematical and computational thinking to generate graphs that represent the motion of an object’s position and speed as a function of time.
The student will use the SEP’s including the processes and skills of scientific inquiry to develop understandings of science content.
Topic● Scientific Method● Lab Safety● Scientific Tools of
Investigation● Conduct density lab
S.1A.3: Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures.S.1A.4 Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods to (1)reveal patterns and construct meaning or (2) support hypothesis.
Cross Cutting Concepts:Cause and effect; Scale, proportion and quantity; Systems and systems models; Stability and change
I can...understand the processes of scientific investigations - Scientific Method.I can...learn the importance of following directions during scientific investigations and will identify appropriate safety procedures.I can… identify appropriate tools/instruments used to collect qualitative/quantitative data.
● student-created Lab Safety Poems/raps
● “Saving Fred” mind spark for Scientific Method
● mini-lab/instruction using tools of investigation that students will be using throughout the year
8.P.2A.1: Plan and conduct controlled scientific investigations to test how varying the amount of force or mass of an object affects the motion (speed and direction), shape, or orientation of an object.
Topic
Investigation to test how the force or mass of an object affects the motion (speed and direction)
S.1A.3: Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures.
Cross cutting ConceptsScale, Proportion, and
Quantity Stability and Change
I can… plan and conduct a controlled investigation to test how changing the amount of force or the mass of the object affects the motion of the object.
● Paper Airplane Lab
Distance-time Graphs and Speed Problems (4 days)
8.P.2A.6: Use mathematical and computational thinking to generate graphs that represent the motion of an object’s position and speed as a function of time.
8.P.2A.7: Use mathematical and computational thinking to describe the
S.1A.5: Use mathematical and computational thinking to (1) use and manipulate appropriate metric units, (2) collect and analyze data, (3) express relationships between variables for models and investigations, or (4) use grade-level appropriate statistics to analyze data.
Cross cutting Concepts
I can...create graphs that represent the motion of an object’s position and speed as a function of time.
I can...calculate average speed.
● Distance Time Graphs Gizmo
● Force and Motion Unit Important Terms PowerPoint
Grade 8 Science– Curriculum Pacing Guide – 2020-2021relationship between the speed and velocity (including positive and negative expression of direction) of an object in determining average speed (v=d/t).
Topic● Distance-time
graphs● Speed● Motion● Position● Slope ● Velocity
Scales, Proportions, and Quantity
Systems and System Models
Balanced/Unbalanced Forces (2 days)
8.P.2A.2: Develop and use models to compare and predict the resulting effect of balanced and unbalanced forces on an object’s motion in terms of magnitude and direction.
S.1A.2: Develop and use models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others.
Cross cutting ConceptsCause and Effect Systems and System Models
I can...develop and use models to predict the effects of balanced and unbalanced forces.
● BrainPop on Forces ● student-created
demonstrations of net force
● Net force packet● worksheets on
calculating net force
9) Force10) Mass11) Motion12) Distance-time
graph13) Newton’s Laws
of Motion14) Inertia15) Acceleration16) Gravity17) Friction
8.P.2A.3: Construct explanations for the relationship between the mass of an object and the concept of inertia (Newton’s First Law of Motion).
TopicNewton’s First Law of Motion InertiaMass
S.1A.6: Construct explanations of phenomena using (1) primary or secondary scientific evidence and models, (2) conclusions from scientific investigations, (3) predictions based on observations and measurements, or (4) data communicated in graphs, tables, or diagrams.
Cross cutting ConceptsCause and Effect
I can...explain Newton’s First Law of Motion.
I can... explain the relationship between the mass of an object and its inertia.
● BrainPop on Newton’s Laws of Motion
● Newton’s Laws Discovery education Techbook
● complete Y-chart● Study Island -
Newton’s Laws of Motion
● worksheets● labs● Motion Flocabulary
Newton’s Second and Third Law ( 5 days)
8.P.2A.4: Analyze and interpret data to support claims that for every force exerted on an object there is an equal force exerted in the opposite direction (Newton’s Third Law of Motion).
TopicNewton’s Second Law of MotionNewton’s Third Law of Motion
S.1A.4: Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs.
Cross cutting conceptsCause and EffectStability and Change
I can...demonstrate the effects of forces on the motion and stability of an object.
● Discovery education videos
● Inertia Around a Curve SEPUP Lab
● crossword puzzles/brain teasers
Friction and Gravity Forces (3 days)
8.P.2A.5: Analyze and interpret data to describe and predict the effects of forces (including gravitational and friction) on the speed and direction of an object.
S.1A.4: Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and
I can...analyze and predict the effects of gravity and friction.
Power Standard 8.P.3 The student will demonstrate an understanding of the properties and behaviors of waves.
8.P.3A. Conceptual Understanding Waves (including sound and seismic waves, waves on water, and light waves) have energy and transfer energy when they interact with matter. Waves are a repeating pattern of motion that transfers energy from place to place without overall displacement of matter. All types of waves have some features in common. When waves interact, they superimpose upon or interfere with each other resulting in changes to the amplitude. Major modern technologies are based on waves and their interactions with matter.
8.P.3A.1: Construct explanations of the relationship between matter and energy based on the characteristics of mechanical and light waves.8.P.3A.2: Develop and use models to exemplify the basic properties of waves (including frequency, amplitude, wavelength, and speed). 8.P.3A.3: Analyze and interpret data to describe the behavior of waves (including refraction, reflection, transmission, and absorption) as they interact with various materials.8.P.3A.4: Analyze and interpret data to describe the behavior of mechanical waves as they intersect. 8.P.3A.5: Construct explanations for how humans see color as a result of the transmission, absorption, and reflection of light waves by various materials. 8.P.3A.6: Obtain and communicate information about how various instruments are used to extend human senses by transmitting and detecting waves (such as radio, television, cell phones, and wireless computer networks) to exemplify how technological advancements and designs meet human needs.
8.P.3A.1: Construct explanations of the relationship between matter and energy based on the characteristics of mechanical and light waves.
Topic
● Mechanical vs. Electromagnetic waves
● Light waves● Matter/energy● Medium
S.1A.6: Construct explanations of phenomena using (1) primary or secondary scientific evidence and models, (2) conclusions from scientific investigations, (3) predictions based on observations and measurements, or (4) data communicated in graphs, tables, or diagrams.
Cross cutting conceptsPatterns
I can...explain the differences between mechanical and electromagnetic (light) waves.I can… explain the relationship between matter and energy based on the characteristics of waves.
● Intro to Waves PPT ● BrainPop on Waves ● “Waves: Energy in Motion”
video ● student-created Quizlet with
important vocabulary● Characteristics and properties
8.P.3A.2: Develop and use models to exemplify the basic properties of waves (including frequency, amplitude, wavelength, and speed).
Topic
● Frequency● Amplitude● Wavelength● Waves speed
S.1A.2: Develop and use models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others
Crosscutting ConceptsSystems and System
Models.
I can...develop and use models to demonstrate the properties of waves.
8.P.3A.3: Analyze and interpret data to describe the behavior of waves (including refraction, reflection, transmission, and absorption) as they interact with various materials.
S.1A.4: Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs.
Cross cutting conceptsCause and EffectStructure and Function
I can...analyze and interpret data to describe the behaviors of waves as they travel through different mediums.
● Wave Behaviors PPT ● Bill Nye video - Waves● Wave Concept Map● Exploring Light Lab● Instructional video on Light
8.P.3A.5: Construct explanations for how humans see color as a result of the transmission, absorption, and reflection of light waves by various materials.
S.1A.6: Construct explanations of phenomena using (1) primary or secondary scientific evidence and models, (2) conclusions from scientific investigations, (3) predictions based on observations and measurements, or (4) data communicated in graphs, tables, or diagrams.
Crosscutting conceptsStructure and Function
I can...explain how we see certain colors because of the reflection, transmission, and absorption of light.
● Color Graphic Organizer● BrainPop on Light ● BrainPop on Color ● Informational text ● - “How do our eyes work?” ● Eye Diagram● Newton’s Eye Poke experiment
8.P.3A.6: Obtain and communicate information about how various instruments are used to extend human senses by transmitting and detecting waves (such as radio, television, cell phones, and wireless computer networks) to exemplify how technological advancements and designs meet human needs.
S.1A.8: Obtain and evaluate scientific information to (1) answer questions, (2) explain or describe phenomena, (3) develop models, (4) evaluate hypotheses, explanations, claims, or designs or (5) identify and/or fill gaps in knowledge. Communicate using the conventions and expectations of scientific writing or oral presentations by (1) evaluating grade-appropriate primary or secondary scientific literature, or (2) reporting the results of student experimental investigations.
Crosscutting conceptsCause and effect
I can...communicate how instruments (such as radios, televisions, cell phones, wireless computer networks) are used by transmitting and detecting waves to meet human needs.
● Color and the Electromagnetic Spectrum - Discovery Education Techbook
● student created Electromagnetic Radiation Chart
● Electromagnetic Spectrum song
● Discovery education video clips
● Google Expedition with Electromagnetic Spectrum
● Electromagnetic Spectrum Flocabulary
27) Radio waves28) Microwaves29) Infrared radiation30) Visible light31) Ultraviolet radiation32) X rays33) Gamma radiation
Wave Interference (2 days)
8.P.3A.4: Analyze and interpret data to describe the behavior of mechanical waves as they intersect.
S.1A.4: Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support
I can...analyze and interpret the result of the intersection of mechanical waves.
● Wave Interference worksheet● Wave Interference video from
Crosscutting conceptsPatterns Cause and Effect Structure and Function
Unit Review and Test
END OF FIRST NINE WEEKS
Anderson School District Two Page 12 2020-2021
Grade 8 Science– Curriculum Pacing Guide – 2020-2021Unit 3 - Earth’s Place in the Universe (approximately 45 days)
Power Standard 8.E.4: The student will demonstrate an understanding of the universe and the predictable patterns caused by Earth’s movement in the solar system.8.E.4A Conceptual Understanding: Earth’s solar system is part of the Milky Way Galaxy, which is one of many galaxies in the universe. The planet Earth is a tiny part of a vast universe that has developed over a span of time beginning with a period of extreme and rapid expansion.8.E.4A.1: Obtain and communicate information to model the position of the Sun in the universe, the shapes and composition of galaxies, and the measurement unit needed to identify star and galaxy locations.8.E.4A.2 Construct and analyze scientific arguments to support claims that the universe began with a period of extreme and rapid expansion using evidence from the composition of stars and gases and the motion of galaxies in the universe.
8.E.4B Conceptual Understanding: Earth’s solar system consists of the Sun and other objects that are held in orbit around the Sun by its gravitational pull on them. Motions within the Earth-Moon-Sun system have effects that can be observed on Earth. 8.E.4B.1: Obtain and communicate information to model and compare the characteristics and movements of objects in the solar system (including planets, moons, asteroids, comets, and meteors).8.E.4B.2: Construct explanations for how gravity affects the motion of objects in the solar system and tides on Earth. 8.E.4B.3: Develop and use models to explain how seasons, caused by the tilt of Earth’s axis as it orbits the Sun, affects the length of the day and the amount of heating on Earth’s surface.
8.E.4B.4: Develop and use models to explain how motions within the Sun-Earth-Moon system cause Earth phenomena (including day and year, Moon phases, solar and lunar eclipses, and tides). 8.E.4B.5: Obtain and communicate information to describe how data from technologies (including telescopes, spectroscopes, satellites, space probes) provide information about objects in the solar system and the universe. 8.E.4B.6: Analyze and interpret data from the surface features of the Sun (including photosphere, corona, sunspots, prominences, and solar flares) to predict how these features may affect Earth.
Unit 3 – Earth’s Place in the Universe (approximately 45 days)
8.E.4B.3: Develop and use models to explain how seasons, caused by the tilt of Earth’s axis as it orbits the Sun, affects the length of the day and the amount of heating on Earth’s surface.
S.1A.2: Develop and use models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to
I can...develop and use models to explain how and why we have different seasons.
● Seasons in 3D Gizmo
● BrainPop on Seasons
● BrainPop on Solstice and Equinox
● Discovery education
1) Seasons2) Tilt of Earth3) Rotation4) Revolution5) Axis6) Solstice7) Equinox
diagram showing Earth and Sun location throughout year
● “How Does Earth Move in Space?”
Sun-Earth-Moon System (13 days)
8.E.4B.4: Develop and use models to explain how motions within the Sun-Earth-Moon system cause Earth phenomena (including day and year, Moon phases, solar and lunar eclipses, and tides).
S.1A.2: Develop and use models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others.
Crosscutting conceptsPatterns Cause and Effect
I can...develop and use models to explain why we have different moon phases, tides, and eclipses.
● “A Closer Look at the Moon” -Discovery education
● Our Moon PPT ● Phases of the Moon
Gizmo● “What Moon Phase
is It?” - interactive whiteboard activity
● Tide Diagrams/Eclipse Diagrams
● Informational text on Tides
● Exploring the Science of Tides - Discovery Education Techbook
● Study Island - Moon phases
● Moon Phase Flocabulary
● The Inconstant Moon Interactive
8) Moon phases9) Waxing/ Waning10) Quarter moons11) Gibbous moons12) Full moon13) New moon14) Maria15) Impact craters16) Spring tide17) Neap tide18) Solar eclipse19) Lunar eclipse
Solar System (10 days)
8.E.4B.1: Obtain and communicate information to model and compare the characteristics and movements of objects in the solar system (including planets, moons, asteroids, comets, and meteors).
S.1A.8: Obtain and evaluate scientific information to (1) answer questions, (2) explain or describe phenomena, (3) develop models, (4) evaluate hypotheses, explanations, claims, or designs or (5) identify
I can...make models and compare the characteristics and movements of objects in the solar system.
and/or fill gaps in knowledge. Communicate using the conventions and expectations of scientific writing or oral presentations by (1) evaluating grade-appropriate primary or secondary scientific literature, or (2) reporting the results of student experimental investigations.
8.E.4B.2: Construct explanations for how gravity affects the motion of objects in the solar system and tides on Earth.
Topic● Gravity● Mass● Tides - spring tides, neap
tides, high tides, low tides
S.1A.6: Construct explanations of phenomena using (1) primary or secondary scientific evidence and models, (2) conclusions from scientific investigations, (3) predictions based on observations and measurements, or (4) data communicated in graphs, tables, or diagrams.
Crosscutting conceptsPatternsCause and Effect
I can...explain how gravity affects the motion of objects in the solar system.
I can...explain how gravity affects the tides on Earth.
● Weight and Mass Gizmo ● Gravity Challenge from
BrainPop● Notes● Gravity Exploration Lab● “Lose Weight Without
Dieting” Interactive
24) Weight25) Mass26) Gravity
The Sun (5 days)
8.E.4B.6: Analyze and interpret data from the surface features of the Sun (including photosphere, corona, sunspots, prominences, and solar flares) to predict how these features may affect Earth.
Topic
S.1A.4: Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and
I can...analyze and interpret the surface features of the Sun to make predictions of how these features may affect the Earth.
● “The Savage Sun” Part One video from Discovery education
● “The Savage Sun” Part Two from Discovery education
● The Sun - Discovery Education Techbook
● “Why Does the Sun Shine?” song
27) Sunspots28) Solar prominences29) Solar flares30) Corona31) Core
● Photosphere● Corona● Sunspots● Prominences● Solar flares● Earth’ magnetic field● Auroras
construct meaning or (2) support hypotheses, explanations, claims, or designs.
Crosscutting Concepts Patterns Energy and matter Structure and function Cause and effect
● student-created model of the Sun
● complete chart using informational text “Solar Structure”
● Sun’s Features PPT ● The Sun worksheet● Graphing Sunspots
Lab● The Sun
Flocabulary● BrainPop on the
Sun● Study Island - Sun
Review
Galaxies and the Universe (3 days)
8.E.4A.1: Obtain and communicate information to model the position of the Sun in the universe, the shapes and composition of galaxies, and the measurement unit needed to identify star and galaxy locations.
Topic
S.1A.8: Obtain and evaluate scientific information to (1) answer questions, (2) explain or describe phenomena, (3) develop models, (4) evaluate hypotheses, explanations, claims, or designs or (5) identify and/or fill gaps in knowledge. Communicate using the conventions and expectations of scientific writing or oral presentations by (1) evaluating grade-appropriate primary or secondary scientific literature, or (2) reporting the results of student experimental investigations.
Crosscutting conceptsPatterns Scale, Proportion and
Quantity
I can...model the position of the Sun in the universe.
I can...communicate information about the shapes and composition of different types of galaxies.
I can… explain what a light year is.
● student-created Quizlet of Vocabulary terms
● Galaxies Graphic organizer
● video clips on types of galaxies from Discovery education
Stars and the Big Bang (3 days) S.1A.7: Construct and I can...analyze and construct ● The Life Cycle of 37) StarsAnderson School District Two Page 16 2020-2021
8.E.4A.2 Construct and analyze scientific arguments to support claims that the universe began with a period of extreme and rapid expansion using evidence from the composition of stars and gases and the motion of galaxies in the universe.
Topic
● Big Bang theory● stars● nebula● supernova● black hole
analyze scientific arguments to support claims, explanations, or designs using evidence from observations, data, or informational texts.
Crosscutting conceptsStability and Change Scale, Proportion and
Quantity
scientific arguments for the origin of the universe using evidence from the composition of stars and the motion of galaxies
Stars - video from Discovery education
● BrainPop on Big Bang theory with accompanying activities
● Star Lab (reserve in advance with Beth Dabney)
38) Constellations39) Nebula40) Supernova41) Black hole
Space Tools and Technology (2 days)
8.E.4B.5: Obtain and communicate information to describe how data from technologies (including telescopes, spectroscopes, satellites, space probes) provide information about objects in the solar system and the universe.
Topic
● refracting telescopes● reflecting telescopes● spectroscopes● satellites● space probes
S.1A.8: Obtain and evaluate scientific information to (1) answer questions, (2) explain or describe phenomena, (3) develop models, (4) evaluate hypotheses, explanations, claims, or designs or (5) identify and/or fill gaps in knowledge. Communicate using the conventions and expectations of scientific writing or oral presentations by (1) evaluating grade-appropriate primary or secondary scientific literature, or (2) reporting the results of student experimental investigations.
Crosscutting conceptsStructure and Function
I can...communicate information to describe how data from space technologies provide information about the objects in the solar system and the universe.
● Notes on Space Tools/Technology
● research activity on Space exploration
● Vocabulary Match with Space Tools
● BrainPop on telescopes
● Modern Astronomy - Discovery Education Techbook
42) Reflector telescope43) Refractor telescope44) Radio telescope45) Spectroscope46) Space probes47) Satellites
Power Standard 8.E.5: The student will demonstrate an understanding of the processes that alter the structure of Earth and provide resources for life on the planet. 8.E.5A Conceptual Understanding : All Earth processes are the result of energy flowing and matter cycling within and among Earth’s systems. Because Earth’s processes are dynamic and interactive in nature, the surface of Earth is constantly changing. Earth’s hot interior is a main source of energy that drives the cycling and moving of materials. Plate tectonics is the unifying theory that explains the past and current crustal movements at the Earth’s surface. This theory provides a framework for understanding geological history. 8.E.5A.1: Develop and use models to explain how the process of weathering, erosion, and deposition change surface features in the environment. 8.E.5A.2: Use the rock cycle model to describe the relationship between the processes and forces that create igneous, sedimentary, and metamorphic rocks. 8.E.5A.3: Obtain and communicate information about the relative position, density, and composition of Earth’s layers to describe the crust, mantle, and core. 8.E.5A.4: Construct explanations for how the theory of plate tectonics accounts for (1) the motion of lithospheric plates, (2) the geologic activities at plate boundaries, and (3) the changes in landform areas over geologic time. 8.E.5A.5: Construct and analyze scientific arguments to support claims that plate tectonics accounts for (1) the distribution of fossils on different continents, (2) the occurrence of earthquakes, and (3) continental and ocean floor features (including mountains, volcanoes, faults and trenches).
8.E.5B Conceptual Understanding: Natural processes can cause sudden or gradual changes to Earth’s systems. Some may adversely affect humans such as volcanic eruptions or earthquakes. Mapping the history of natural hazards in a region, combined with an understanding of related geological forces can help forecast the locations and likelihoods of future events.
8.E.5B.1: Analyze and interpret data to describe patterns in the location of volcanoes and earthquakes related to tectonic plate boundaries, interactions, and hot spots. 8.E.5B.2: Construct explanations of how forces inside Earth result in earthquakes and volcanoes. 8.E.5B.3: Define problems that may be caused by a catastrophic event resulting from plate movements and design possible devices or solutions to minimize the effects of that event on Earth’s surface and/or human structures.
8.E.5C Conceptual Understanding: Humans depend upon many Earth resources – some renewable over human lifetimes and some nonrenewable or irreplaceable. Resources are distributed unevenly around the planet as a result of past geological processes. 8E.5C.1: Obtain and communicate information regarding the physical and chemical properties of minerals, ores, and fossil fuels to describe their importance as Earth resources.
8.E.5A.3: Obtain and communicate information about the relative position, density, and composition of Earth’s layers to describe the crust, mantle, and core.
S.1A.8: Obtain and evaluate scientific information to (1) answer questions, (2) explain or describe phenomena, (3) develop models, (4) evaluate hypotheses, explanations, claims, or designs or (5) identify and/or fill gaps in knowledge. Communicate using the conventions and expectations of scientific writing or oral presentations by (1) evaluating grade-appropriate primary or secondary scientific literature, or (2) reporting the results of student experimental investigations.
Crosscutting conceptsStructure and Function
I can…communicate the relative position, density, and composition of each of the layers of the Earth.
8.E.5A.4: Construct explanations for how the theory of plate tectonics accounts for (1) the motion of lithospheric plates, (2) the
S.1A.6: Construct explanations of phenomena using (1) primary or secondary scientific evidence and models, (2) conclusions from scientific investigations, (3) predictions based on
I can...construct explanations for the Theory of Plate Tectonics based on geologic activities and landform changes.
I can...explain what
● Notes on Continental Drift theory
● Continental Drift Theory and Alfred Wegener video clip from Discovery education
● BrainPop on Plate Tectonics ● Vocabulary Match activity● Study Island - Plate
8.E.5A.5: Construct and analyze scientific arguments to support claims that plate tectonics accounts for (1) the distribution of fossils on different continents, (2) the occurrence of earthquakes, and (3) continental and ocean floor features (including mountains, volcanoes, faults and trenches).
S.1A.7: Construct and analyze scientific arguments to support claims, explanations, or designs using evidence from observations, data, or informational texts.
Crosscutting conceptsPatterns Cause and Effect
I can...explain how plate tectonics accounts for the distribution of the same fossils on different continents.
I can...explain how plate tectonics accounts for the occurrence of earthquakes.
I can...explain how plate tectonics accounts for continental and ocean floor features (mountains, volcanoes, faults and trenches).
● Earthquakes Graphic Organizer
● Notes on Seismic Waves● “Why Earthquakes Occur” -
Discovery Education Techbook
● Earthquakes Webquest ● Earthquake PPT ● Earthquake Features sheet● BrainPop on Earthquakes ● Students build and test
8.E.5B.2: Construct explanations of how forces inside Earth result in earthquakes and volcanoes.
Topic
● tension, compression, shearing forces
● normal, reverse, strike-slip faults
S.1A.6: Construct explanations of phenomena using (1) primary or secondary scientific evidence and models, (2) conclusions from scientific investigations, (3) predictions based on observations and measurements, or (4) data communicated in graphs, tables, or diagrams.
Crosscutting concepts PatternsCause and Effect Stability and Change
I can...explain how the forces inside of the Earth cause earthquakes and volcanoes.
Determining the Location of Earthquakes and Volcanoes (5 days)
8.E.5B.1: Analyze and interpret data to describe patterns in the location of volcanoes and earthquakes related to tectonic plate boundaries, interactions, and hot spots. Topic
● earthquakes● epicenter● focus
S.1A.4: Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs.
I can...use triangulation to determine the location of the epicenter of an earthquake.
● How to Find the Epicenter of an Earthquake - GizmoEarthquakes 1 - Recording stationEarthquakes 2 - Determination of Epicenter
● Ring of Fire activity
30) Epicenter31) Focus32) Triangulation33) Hot spots34) Pacific Ring of Fire
Anderson School District Two Page 22 2020-2021
Grade 8 Science– Curriculum Pacing Guide – 2020-2021● triangulation● San Andreas fault● hot spots● volcanoes● Pacific Ring of Fire
Crosscutting conceptsPatterns Cause and effect
Rocks and Minerals (4 days)
8E.5C.1: Obtain and communicate information regarding the physical and chemical properties of minerals, ores, and fossil fuels to describe their importance as Earth resources.
Topic● Minerals● Physical properties
of minerals● Chemical
properties of minerals
● Ores● Fossil Fuels
S.1A.8: Obtain and evaluate scientific information to (1) answer questions, (2) explain or describe phenomena, (3) develop models, (4) evaluate hypotheses, explanations, claims, or designs or (5) identify and/or fill gaps in knowledge. Communicate using the conventions and expectations of scientific writing or oral presentations by (1) evaluating grade-appropriate primary or secondary scientific literature, or (2) reporting the results of student experimental investigations.
Crosscutting conceptsStructure and Function
I can...describe how the physical and chemical properties of minerals, ores, and fossil fuels make them important Earth resources.
● Minerals PPT ● BrainPop on Mineral
Identification● What is a Mineral? sheet● Mineral identification Lab● Notes on Minerals, Ores, and
Fossil Fuels● Rocks and Minerals Quick
Facts/questions● Mineral Identification Gizmo ● Everyday Fossil Fuels Interactive
8.E.5A.2: Use the rock cycle model to describe the relationship between the processes and forces that create igneous, sedimentary, and metamorphic rocks.
Topic
● Rock cycle● Igneous rock● Metamorphic rock● Sedimentary rock● Magma● Heat and pressure● Weathering and
erosion● Cementation and
compaction
S.1A.2: Develop and use models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others.
Crosscutting conceptsPatterns Cause and Effect Stability and Change
I can...describe the relationship between the processes and forces that create igneous, sedimentary, and metamorphic rocks.
I can...explain the rock cycle.
● Rocks and Minerals PPT ● Rock cycle diagrams● Rock Cycle - Discovery
Education Techbook● Rock Cycle Gizmo● Types of Rocks Flocabulary ● Study Island - The Rock
Cycle and Earth’s Resources
39) Rock Cycle 40) Igneous rocks41) Metamorphic rocks42) Sedimentary rocks
Weathering and Erosion (2 days)
8.E.5A.1: Develop and use models to explain how the process of weathering, erosion, and deposition change surface features in the environment.
Topic
● Weathering● Erosion● Deposition
S.1A.2: Develop and use models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others.
Crosscutting conceptsCause and Effect Stability and Change
I can...develop and use models to explain how the processes of weathering, erosion, and deposition change the surface features of the environment.
● Shape it Up! interactive● Weathering, Erosion, and
8.E.5B.3: Define problems that may be caused by a catastrophic event resulting from plate movements and design possible devices or solutions to minimize the effects of that event on Earth’s surface and/or human structures.
Topic
● Earthquake Effects● Volcanic eruption
Effects
S.1B.1: Construct devices or design solutions using scientific knowledge to solve specific problems or needs: (1) ask questions to identify problems or needs, (2) ask questions about the criteria and constraints of the device or solutions, (3) generate and communicate ideas for possible devices or solutions, (4) build and test devices or solutions, (5) determine if the devices or solutions solved the problem and refine the design if needed, and (6) communicate the results.
Crosscutting conceptsCause and Effect Structure and Function
I can...define problems that are the result of catastrophic events, which are caused by plate movements. (earthquakes, volcanic eruptions)
I can...design possible solutions to minimize the effects of catastrophic events.
● Notes on Problems Caused by Catastrophic Events
● Videos of Earthquakes, Volcanic Eruptions
● “Effects of Volcanoes” - Discovery Education Techbook
Grade 8 Science– Curriculum Pacing Guide – 2020-2021Unit 5 - Earth’s History and Diversity of Life (approximately 15 days)
Power Standard 8.E.6: The student will demonstrate an understanding of Earth’s geologic history and its diversity of life over time. 8.E.6A: Conceptual Understanding: The geologic time scale interpreted from rock strata provides a way to organize major historical events in Earth’s history. Analysis of rock strata and the fossil record, which documents the existence, diversity, extinction, and change of many life forms throughout history, provide only relative dates, not an absolute scale. Changes in life forms are shaped by Earth’s varying geological conditions. 8.E.6A.1: Develop and use models to organize Earth’s history (including era, period, and epoch) according to the geologic time scale using evidence from rock layers. 8.E.6A.2: Analyze and interpret data from index fossil records and the ordering of rock layers to infer the relative age of rocks and fossils. 8.E.6A.3: Construct explanations from evidence for how catastrophic events (including volcanic activities, earthquakes, climatic changes, and the impact of an asteroid/comet) may have affected the conditions on Earth and the diversity of its life forms.8.E.6A.4: Construct and analyze scientific arguments to support claims that different types of fossils provide evidence of (1) the diversity of life that has been present on Earth, (2) relationships between past and existing life forms, and (3) environmental changes that have occurred during Earth’s history. 8.E.6A.5: Construct explanations for why most individual organisms, as well as some entire taxonomic groups of organisms, that lived in the past were never fossilized.
8.E.6B Conceptual Understanding: Adaptation by natural selection acting over generations is one important process by which species change in response to changes in environmental conditions. The resources of biological communities can be used within sustainable limits, but if the ecosystem becomes unbalanced in ways that prevent the sustainable use of resources, then ecosystem degradation and species extinction can occur. 8.E.6B.1: Construct explanations for how biological adaptations and genetic variations of traits in a population enhance the probability of survival in a particular environment.8.E.6B.2: Obtain and communicate information to support claims that natural and human-made factors can contribute to the extinction of species.
8.E.6A.1: Develop and use models to organize Earth’s history (including era, period, and epoch) according to the geologic time scale using evidence from rock layers.
Topic
● Geologic Time Scale
● eons, eras, periods, epochs
● Cenozoic, Mesozoic, Paleozoic eras
● fossils● rock layers (strata)
S.1A.2: Develop and use models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others.
Crosscutting conceptsPatterns
I can...develop and use models to to break down Earth’s history using fossil evidence.
● Geologic Time PPT/notes ● Geologic time video (song)● student-created Quizlet of
important terms● EEPE! sheet● BrainPop on Geologic Time
8.E.6A.2: Analyze and interpret data from index fossil records and the ordering of rock layers to infer the relative age of rocks and fossils.
Topic
S.1A.4: Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support
I can...analyze and interpret data from index fossils to infer the relative age of rocks and fossils.
I can...analyze and interpret data from the ordering of rock layers to infer the relative age of rocks and fossils.
● “Who Dun It?” activity● Law of Superposition
Challenge● video clips on Relative vs.
Absolute Dating from Discovery education
● Fossils and Relative Dating PPT
11) Law of Superposition12) Index fossils13) Relative dating14) Trilobites
8.E.6A.3: Construct explanations from evidence for how catastrophic events (including volcanic activities, earthquakes, climatic changes, and the impact of an asteroid/comet) may have affected the conditions on Earth and the diversity of its life forms.
Topic
● Asteroid impact● Climate changes● Volcanic activity
S.1A.6: Construct explanations of phenomena using (1) primary or secondary scientific evidence and models, (2) conclusions from scientific investigations, (3) predictions based on observations and measurements, or (4) data communicated in graphs, tables, or diagrams.
Crosscutting conceptsStability and Change Cause and Effect
I can...explain how catastrophic events and the impact of an asteroid may have affected the environment/conditions of Earth, resulting in the diversity of life forms.
● “The Day the Mesozoic Died” video
Fossils and Their Types (3 days)
8.E.6A.4: Construct and analyze scientific arguments to support claims that different types of fossils provide evidence of (1) the diversity of life that has been present on Earth, (2) relationships between past
S.1A.2: Construct and analyze scientific arguments to support claims, explanations, or designs using evidence from observations, data, or informational texts.
Crosscutting conceptsPatterns Cause and Effect
I can…explain how different types of fossils provide evidence of the diversity of life.
I can...explain how different types of fossils provide evidence of the relationships between past and
● students work with fossils/identify types
● Fossils PPT/notes ● Fossils and Studying Earth’s Past
I can...explain how different types of fossils provide evidence of the environmental changes that have occurred.
How Organisms Fossilize (2 day)
8.E.6A.5: Construct explanations for why most individual organisms, as well as some entire taxonomic groups of organisms, that lived in the past were never fossilized.
Topic
Conditions necessary for fossilization
S.1A.6: Construct explanations of phenomena using (1) primary or secondary scientific evidence and models, (2) conclusions from scientific investigations, (3) predictions based on observations and measurements, or (4) data communicated in graphs, tables, or diagrams.
Crosscutting conceptsCause and Effect Structure and Function
I can...explain why most organisms that lived in the past never fossilized.
● BrainPop on Fossils ● video clips on Fossils● Fossils Flocabulary ● Study Island - Earth’s History
8.E.6B.1: Construct explanations for how biological adaptations and genetic variations of traits in a population enhance the probability of survival in a particular environment.
Topic
● Natural Selection● Adaptation
S.1A.6: Construct explanations of phenomena using (1) primary or secondary scientific evidence and models, (2) conclusions from scientific investigations, (3) predictions based on observations and measurements, or (4) data communicated in graphs, tables, or diagrams.
Crosscutting conceptsCause and Effect Stability and Change
I can...explain how adaptations and trait variations increase the probability of survival in a particular environment.
8.E.6B.2: Obtain and communicate information to support claims that natural and human-made factors can contribute to the extinction of species.
TopicExtinctionMass Extinction
S.1A.8: Obtain and evaluate scientific information to (1) answer questions, (2) explain or describe phenomena, (3) develop models, (4) evaluate hypotheses, explanations, claims, or designs or (5) identify and/or fill gaps in knowledge. Communicate using the conventions and expectations of scientific writing or oral presentations by (1) evaluating grade-appropriate primary or secondary scientific literature, or (2) reporting the results of student experimental investigations.
Crosscutting conceptsCause and Effect
I can... communicate how natural and man-made factors can contribute to the extinction of a species.
● Notes on Extinction● BrainPop on Extinction ● Informational text on
extinction of the White Rhinoceros
● Study Island - Natural Selection, Diversity, and Extinction