8th Grade Science Curriculum Map
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Unit 1 : Experimental Design
NGSS Performance Expectation
Duration: 4 weeks
Analyzing data in 6␣8 builds on K␣5 experiences and progresses to extending quantitative analysis to investigations, distinguishing between c
orrelation and causation, and basic statistical techniques of data and error analysis. Analyze displays of data to identify linear and nonlinear
relationships. (08-­LS4-­3) Analyze and interpret data to determine similarities and differences in findings. (08-­LS4-­1)
Scientific Knowledge is Based on Empirical Evidence
▪ Science knowledge is based upon logical and conceptual connections between evidence and explanations. (08-LS4-1)
Constructing explanations and designing solutions in 6–8 builds on K–5 experiences and progresses to include constructing explanations and designing
solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories.
▪ Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments) and the
assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. (08- ESS14),(06-ESS2-2)
Vocabulary:
Independent variable, dependent variable, control, constants, hypothesis, problem, inference, thermometer, graduated cylinder, scale, beaker, liter, gram,
conclusion, data, meniscus, Celsius, Fahrenheit, line graph, bar graph, qualitative data, quantitative data, interpret, procedure, investigate, mass, volume,
Validity, Reliability
Learning Targets
Students Do/Engineering Targets
1. I can identify a hypothesis within an experiment.
Design an experiment to solve problem
2. I can use the scientific method to create an original experiment.
Collect and display data correctly
3. I can analyze an experiment to determine independent, constants, and dependent variables.
Identify and use tools appropriately
4. I can analyze an experiment to determine if it is valid(control all variables except the
Select and argue dependent and independent
independent variable).
variables
5. I can design an investigation to test the solution to a given problem.
6. I can select the correct format to display collected data by graphing appropriately.
7. I can select and identify the appropriate tools to use while collecting experimental data.
8. I can record data using appropriate units.
9. I can contrast mass and volume.
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Resources:
Any lab activity will work.
Gummy Bear lab: http://betterlesson.com/community/lesson/24925/gummy-bear-experiment
Qualitative vs. Quantitative Observations lab: http://betterlesson.com/community/lesson/18169/qualitativeobservations-vs-quantitative-observations
Formulating a Hypothesis: http://betterlesson.com/community/lesson/15108/9-1-formulating-hypothesesand-identifying-variables
Unit 2: Energy
Duration: 1 week
Kinetic Energy and Mass
NGSS Performance Expectation
08--PS3--1. Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an
object and to the speed of an object. [Clarification Statement: Emphasis is on descriptive relationships between kinetic energy and mass se
parately from kinetic energy and speed. Examples could include riding a bicycle at different speeds, rolling different sizes of rocks downhill, an
d getting hit by a wiffle ball versus a tennis ball.]
Vocabulary – from Framework
Speed, mass, kinetic energy, potential energy, gravitational potential energy, momentum, velocity
Learning Targets
Students Do/Engineering Targets;
I can use the formula to determine the relationship of speed, energy, and mass.
Model how mass affects the kinetic energy of an object.
K=1/2mv2 is actual formula.
Graph mass vs kinetic energy
I can construct a line graph to display the relationship between kinetic energy and object’s
mass.
I can compare speed to velocity
Resources:
Energy Skate Park Basics:
http://education.nationalgeographic.com/archive/xpeditions/lessons/15/g68/hazards.html?ar_a=
1
Funderstanding Roller Coaster Game:
http://education.nationalgeographic.com/archive/xpeditions/lessons/15/g68/hazards.html?ar_a=
1
Kinetic and Potential Energy of Motion
https://www.teachengineering.org/view_lesson.php?url=collection/cub_/lessons/cub_energy/cu
b_energy_lesson01.xml
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Determining the Effect of Mass on Kinetic Energy:
Teacher page http://www.rsd17.org/teacherwebpage/highschool/hferrer/ch15massvskelabanswers.pdf
Student page http://www.rsd17.org/teacherwebpage/highschool/hferrer/ch15massvskelabanswers.pdf
Videos
Eureka energy video
Unit 3: Earth’s Systems
Duration: 3 weeks
08--ESS3--1.
Construct a scientific explanation based on evidence for how the uneven distributions energy, and groundwater resources are the result of pa
st and current geoscience processes. [Clarification Statement: Emphasis is on how these resources are limited and typically non-renewable, and how their distributions are significantly changing as a result of removal by humans. Examples of
uneven distributions of resources as a result of past processes include but are not limited to petroleum (locations of the burial of organic mar
ine sediments and subsequent geologic traps), metal ores (locations of past volcanic and hydrothermal activity associated with subduction zone
s), and soil (locations of active weathering and/or deposition of rock).]This standard is covering renewable and nonrenewable resources and energy.
This is two units energy and resources.
Vocabulary – from Framework
Nonrenewable and renewable resources, groundwater, deposition, natural resources, fossil fuels, energy resources, petroleum, geothermal, nuclear
energy, wind, hydroelectric, wave and tidal, solar, biomass, coal, turbine, coal
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Learning Targets
I can contrast renewable and nonrenewable energy resources.
I can give examples of renewable and nonrenewable energy resources.
I can discuss the advantages and disadvantages of renewable and nonrenewable resources.
I can describe how each type of renewable energy is created.
I can predict the type of energy resource utilized in different regions worldwide. For example – coal in KY, hydroelectric in
Las Vegas, Nuclear power – Russia, Africa(third world) – biomass, ETC
Students Do/Engineering
Targets
Draw the process of fossil fuel
formation.
Use a world map to describe
the formation and use of the
different energy resources &
material resources.
Resources:
Maps of Natural Resources
http://www.mapsofworld.com/thematic-maps/natural-resources-maps/
Renewable and Nonrenewable
http://www.stopwaste.org/docs/schools/Lesson01.pdf
Fossil Fuels - Importance and Formation:
http://www.coaleducation.org/lessons/middle/import.pdf
Renewable and Nonrenewable resources:
http://sbsciencematters.com/6th/physical-energy/6.9Renewable-NonrenewableEnergy.pdf
http://www.msichicago.org/fileadmin/Education/learninglabs/lab_downloads/RE_renewable_or_not.pdf
Energy Resources - Student worksheets:
http://www.xtec.cat/monografics/cirel/pla_le/nottingham/susanna_amoros/student.pdf
Resources used in a cell phone
http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CB4QFjAA&url=http%3A%2F%2Fwww.epa.gov%2Fosw
%2Feducation%2Fpdfs%2Flife-cell.pdf&ei=6wJuVdWRCceTsAWEoYG4AQ&usg=AFQjCNHCqdxFTQLVejn92lK89ELjDZTNg&bvm=bv.94911696,d.b2w
Unit 4: Weather & Climate
Duration: 2 weeks
08--ESS3--5. Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past
century. [Clarification Statement: Examples of factors include human activities (such as fossil fuel combustion, cement production, and agricul
tural activity) and natural processes (such as changes in incoming solar radiation or volcanic activity). Examples of evidence can include table
s, graphs, and maps of global and regional temperatures, atmospheric levels of gases such as carbon dioxide and methane, and the rates of
human activities. Emphasis is on the major role that human activities play in causing the rise in global temperatures.]
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Vocabulary – from Framework
Global warming, climate change, greenhouse effect, fossil fuel combustion, methane, catastrophic, greenhouse gases, ozone, ultraviolet radiation,
Chlorofluorocarbons, weather, climate, carbon dioxide, nitrous oxide
Learning Targets
I can explain the Greenhouse Effect.
I can differentiate between weather and climate.
I can explain how the Greenhouse Effect contributes to global warming and Earth’s climate.
I can identify greenhouse gases.
I can identify effects of global warming.
I can identify possible solutions to global warming.
I can list changes that can be made within the household to help work against global warming.
Students Do/Engineering Targets
Interpret temperature graphs past, present
and to predict future climate change.
Interpret temperature graphs and explain
causes of global warming.
Draw and explain how UV causes the
greenhouse effect.
Explain the relationship between the
consumption of fossils fuels and the increase
of global temperatures over the past century.
Resources:
Mapping Greenhouse Gas Emissions Where You Live:
http://www.epa.gov/climatestudents/documents/mapping-emissions.pdf
Greenhouse effect - Causes, Effects, and Solutions:
http://learningtogive.org/lessons/unit372/lesson2.html
Global Warming Reading Passages/Effects of Global Warming
http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=4&ved=0CDQQFjAD&url=http%3A%2F%2Fwww.
vcapcd.org%2FAirTheFilm%2Fpubs%2FEffectsOfGlobalWarmingLessonPlan.pdf&ei=SANuVYS1JozutQX2zYHIDA&u
sg=AFQjCNHWEwlGFretPpI7UB35WhpgbUYlfQ&bvm=bv.94911696,d.b2w
What you can do at school to eliminate greenhouse gasses:
http://www.epa.gov/climatechange/wycd/school.html
What you can do at home to eliminate greenhouse gasses:
http://www.epa.gov/climatechange/wycd/home.html
Greenhouse Effect and Global Warming Act It Out Activity
http://learningtogive.org/lessons/unit372/lesson1.html
Cool Planet
http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=7&ved=0CEUQFjAG&url=http%3A%2F%2Fwww.
earthday.org%2Fsites%2Fdefault%2Ffiles%2FCool%2520Globes_Lesson%2520Plan.pdf&ei=xgRuVbKmDsTAtQWIyI
HIDA&usg=AFQjCNHMBg0oe8_iKNUEMi03gfMdENaazw&bvm=bv.94911696,d.b2w
Unit 5: Human Impact
Duration: 2 weeks
08--ESS3--2.
Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development
of technologies to mitigate their effects. [Clarification Statement: Emphasis is on how some natural hazards, such as volcanic eruptions and
severe weather, are preceded by phenomena that allow for reliable predictions, but others, such as earthquakes, occur suddenly and with no
notice, and thus are not yet predictable. Examples of natural hazards can be taken from interior processes (such as earthquakes and volcani
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c eruptions), surface processes (such as mass wasting and tsunamis), or severe weather events (such as hurricanes, tornadoes, and floods).
Examples of data can include the locations, magnitudes, and frequencies of the natural hazards. Examples of technologies can be global (suc
h as satellite systems to monitor hurricanes or forest fires) or local (such as building basements in tornado-prone regions or reservoirs to mitigate droughts).]
Vocabulary – from Framework
Natural hazards, natural disasters, earthquakes, Ring of Fire, tsunami, hurricanes, radar, mass wasting, cyclone, seismograph
Learning Targets
I can describe different types of natural hazards and the threats they pose
I can describe the differences between a natural hazard and a natural disaster
I can explain what can be done to reduce or control the impact of natural disasters on lives and property
I can use direct and indirect ways of predicting natural hazards.
I can name and describe several types of technology used to predict natural hazards(disaster). For example Ring of Fire, Doppler Radar, satellite imaginary, seismograph
Students Do/Engineering Targets
Research different technologies used to
predict different types of natural
hazards (disaster).
Map extreme natural events
Resources:
PBS Learning Media - Natural Hazards: events
http://www.pbslearningmedia.org/resource/ess05.sci.ess.earthsys.lp_nathazards/natural-hazards/
National Geographic: The Impact of Natural Hazards Around the World
http://education.nationalgeographic.com/archive/xpeditions/lessons/15/g68/hazards.html?ar_a=1
Article Difference Between Hazard and Disaster:
http://www.differencebetween.com/difference-between-hazard-and-vs-disaster/
Unit 6: Matter and Organisms in Ecosystems &
Duration: 4 weeks
Interdependence
08--LS2--4. Construct an argument supported by empirical evidence that changes to physical or biological components of an
ecosystem affect populations. [Clarification Statement: Emphasis is on recognizing patterns in data and making warranted inferences about changes in popul
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ations, and on evaluating empirical evidence supporting arguments about changes to ecosystems.]
08--LS2--5. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.* [Clarification Statement:
Examples of ecosystem services could include water purification, nutrient recycling, and prevention of soil erosion. Examples of design solution constraints coul
d include scientific, economic, and social considerations.]
Vocabulary – from Framework
Abiotic and biotic factors, limiting factors, populations, species, carrying capacity, ecosystem, environment, biodiversity, disruptions, population, community, native, nonnative, habitat, invasive species, niche
Learning Targets
Students Do/Engineering Targets
I can describe biotic and abiotic factors in an ecosystem
Given certain populations, students must be able to describe
I can name and describe the different levels of an ecosystem (populations, and communities)
different biotic and abiotic factors that affect certain population.
I can describe different disruptions that would affect an ecosystem.
Interpret a predator – prey graph to explain how they affect each
I can provide examples of symbiotic relationship and how they affect each other.
other.
I can describe methods to preserve life and maintain diversity of different population.
Make inferences about how different abiotic/limiting factors will affect
I can relate biodiversity to the health of an ecosystem.
the carrying capacity of an ecosystem.
Compare/contrast several models to preserve an ecosystem’s
biodiversity. For example – recycling, save the rainforest, save the
wetlands and Everglades, keeping floodplains, global warming, etc.
Resources:
***These are potential disruptions to an ecosystem:
Biotic disruptions - predator & prey, and symbiotic relationships,
Biodiversity reading passages
https://www.plt.org/biodiversity--activity-1---global-invaders
plant diseases (potato famine) and animal disease caused by viruses
Schoolyard Biodiversity Investigation Educator Guide
and bacteria
http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&ved=0CCoQFjAC&url=http% Abiotic disruptions - Soil erosion, deforestation, desertification,
3A%2F%2Fwww.fishwildlife.org%2Ffiles%2FConEd-Schoolyard-Biodiversityfires, landslides, earthquakes, floods, etc.
Guide.pdf&ei=s7d1VY-iDsycyATzj4GgCQ&usg=AFQjCNFuyuGLOqlnbWblY9VFPLdl2vDrnQ
Invasive Species Outreach and Education
http://www.weedcenter.org/education/k-12.html
Abiotic and biotic
http://www.google.com/search?client=safari&rls=en&q=abiotic+and+biotic+factors+in+ecosystems+
worksheets&ie=UTF-8&oe=UTF-8
Abiotic and biotic reading
http://www.homepages.dsu.edu/mgeary/Anderson/Ch13-Interactions-of-Lifev2.pdf
http://www.eipsnextstep.ca/files/40/Interactions%20and%20Ecosystems%20worksheets_1.pdf
Biodiversity
http://nature.ca/education/pdf/lpmbsw_e.pdf
http://gen.uga.edu/documents/biodiversity/activities/Biodiversity%20is%20Amazing.pdf
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Unit 7: Growth, Development, & Reproduction
Duration: 5 Weeks
Asexual Reproduction, Sexual Reproduction, and Genetics
NGSS Performance Expectation
08--LS3--2. Develop and use a model to describe why asexual reproduction results in offspring with identical genetic
information and sexual reproduction results in offspring with genetic variation. [Clarification Statement: Emphasis is on using
models such as Punnett squares, diagrams, and simulations to describe the cause and effect relationship of gene transmission from parent(s)
to offspring and resulting genetic variation.]
08--LS4--5. Gather and synthesize information about the technologies that have changed the way humans influence the
inheritance of desired traits in organisms. [Clarification Statement: Emphasis is on synthesizing information from reliable sources about the
influence of humans on genetic outcomes in artificial selection (such as genetic modification, animal husbandry, gene therapy);; and, on the im
pacts these technologies have on society as well as the technologies leading to these scientific discoveries.]
Vocabulary – from Framework
Asexual and sexual reproduction, mitosis, meiosis, Punnett square, gametes, genetic variation, haploid, diploid, homozygous, heterozygous, genes,
chromosomes, spindle fiber, prophase, metaphase, anaphase, telophase, crossing over, binary fission, heredity, daughter cells, genotype, phenotype,
homologous chromosomes, alleles, chromatids, centromeres, artificial selection, nucleotide, DNA, Nucleus, somatic cell, interphase, cytokinesis, zygote,
fertilization
Learning Targets
Students Do/Engineering
Targets
I can describe the relationship between DNA, genes, and chromosomes
I can explain the functions of DNA
Model of mitosis vs. meiosis to
I can describe the process of the cell cycle (Interphase, mitosis, and cytokinesis)
compare/contrast the daughter
I can list the number of chromosomes in a somatic and gamete cell
cells.
I can compare and contrast the offspring produced by asexual and sexual reproduction.
Construct, solve, and analyze
I can draw the stages of mitosis and meiosis.
Punnett Squares.
I can work a Punnett Square to predict the probability for offspring.
Create a graphic organizer for the
I can describe the genotype as either homozygous or heterozygous.
advantages and disadvantages of
I can describe the phenotype of the offspring from the genotype.
sexual and asexual reproduction.
I can describe the advantages and disadvantages of asexual and sexual reproduction.
Research different examples of
I can explain why meiosis results in four genetically different daughter cells or gametes.
artificial selection.
I can describe how humans select the most desired traits to drive selective breeding.
Resources:
Amoeba Sisters:
● Meiosis The Great Divide - https://www.youtube.com/watch?v=toWK0fIyFlY
● Mitosis The Amazing Cell Processes that Uses Division to Multiply - https://www.youtube.com/watch?v=gwcwSZIfKlM
● Punnett Squares and Sex - Linked Traits - https://www.youtube.com/user/AmoebaSisters/videos
● Monohybrids and the Punnett Square Guinea Pigs - https://www.youtube.com/watch?v=i-0rSv6oxSY
Frankenfish - Genotype and Phenotype Activity - http://www.usc.edu/org/coseewest/AprilLectureMaterials/Activities/Frankenfish.pdf
Meiosis and Mitosis resources - http://www.nclark.net/MitosisMeiosis
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Unit 8: Growth, Development, & Reproduction
Duration: 3 weeks
Protein Synthesis and Mutations
NGSS Performance Expectation
08--LS3--1. Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may
affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the
organism. [Clarification Statement:Emphasis is on conceptual understanding that changes in genetic material may result in making different pro
teins.] [Assessment Boundary:Assessment does not include specific changes at the molecular level, mechanisms for protein synthesis, or specifi
c types of mutations.]
Vocabulary – from Framework
Transcription, translation, codon, anticodon, RNA, DNA, Amino Acid, Ribosomes, Proteins, Nucleotides, Guanine, Cytosine, Adenine, Thymine, Uracil,
mRNA, rRna, tRNA, mutations, beneficial mutations, harmful mutations, neutral mutations, Point mutations (substitutions), framework mutations (insertions
and deletions), gene, traits, protein synthesis, Nitrogen bases
Learning Targets
Students Do/Engineering Targets
I can describe the purpose and process transcription and translation.
Construct a protein from codon chart.
I can analyze a protein and determine the different mutations.
Determine if a mutation has occurred.
I can read a codon chart to create a protein.
Determine effects of mutations.
I can determine if a mutation would be beneficial, neutral, or harmful for an organism.
I can explain how proteins determine traits.
I can explain why DNA controls traits.
Resources:
Gene Mutations Worksheet - http://www.lessonplansinc.com/lessonplans/gene_mutations_ws.pdf
Protein Synthesis Worksheet - http://www.lessonplansinc.com/lessonplans/protein_synthesis_ws.pdf
DNA Transcription and Translation Coloring Sheet http://www.biologycorner.com/worksheets/transcription_translation_coloring.html
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Unit 9: Rock Structures and Geologic Time
Duration: 4 weeks
NGSS Performance Expectation
08--ESS1--4. Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to billion-year--old history. [Clarification Statement: Emphasis is on how analyses of rock formations and the fossils they
could range from being very recent (such as the last Ice Age or the earliest fossils of homo sapiens) to very old (such as the formation of Earth
or the earliest evidence of life). Examples can include the formation of mountain chains and ocean basins, the evolution or extinction of particula
r living organisms, or significant volcanic eruptions.] [Assessment Boundary: Assessment does not include recalling the names of specific periods
or epochs and events within them.]
Vocabulary – from Framework
law of superposition, index fossil, fossils, plate tectonics, convergent boundaries, divergent boundaries, transform boundaries, intrusion, extrusion,
unconformities, scraping, deposition, erosion, weathering, sediments, radioactive dating, relative dating, absolute dating, sedimentary rocks, geologic time
scale, earthquake, volcanoes, folds, faults, tilting, continental drift, convection currents (in the mantle)
Learning Targets
Students Do/Engineering Targets
I can use the law of superposition to date fossils.
Interpret the rock strata to determine the
I can describe Wegener's theory of continental drift.
age of fossil(including unconformities
I can describe three types of tectonic plate boundaries.
like intrusions).
I can explain how sea-floor spreading provides a way for continents to move.
Model the results that occur at each type
I can explain how three major types of faults differ.
of boundary.
I can analyze a rock strata to determine the age of the fossils.
Describe different types of destructive
I can contrast absolute and relative dating.
types of forces.
I can describe how convergent and divergent boundaries form different types of landforms.
Resources:
Relative Dating Activity
http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CB4QFjAA&url=http%3A%2F%2Fww
w.most.org%2Fcurriculum_project%2Fearth_science%2Fmiddle_school%2Fprior%2Frelative_age_dating.pdf&ei=y
gxuVfrBBsWjsAXwzoGwCA&usg=AFQjCNF_dLLD7Rpx1_3DngJbUwN-WFI4xw
http://www.rowan.k12.ky.us/userfiles/994/Classes/1493/Relative%20Dating%20Worksheet%20Whats%20Up%20Ke
y.pdf
http://www.most.org/curriculum_project/earth_science/middle_school/prior/relative_age_dating.pdf
http://www.meridianschools.org/MHS/TeachersStaff/MP/Nawrocki/AssignmentsInformation/relative%20dating%20w
orksheet.pdf
Who Dunit? Law of Superposition Activity:
http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&ved=0CCoQFjAC&url=http%3A%2F%2Feart
hquake.usgs.gov%2Flearn%2Fteachers%2FWhoDunit.pdf&ei=ygxuVfrBBsWjsAXwzoGwCA&usg=AFQjCNHe4Kqi9
PPy_J4NgmSs3ZLuYdKDtg
Fault Activity
https://igs.indiana.edu/lessonPlans/FaultBlock.pdf
Middle School Geology
http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=0CCMQFjAB&url=http%3A%2F%2Fww
w.nps.gov%2Fcave%2Flearn%2Feducation%2Fupload%2Fgeology_ms_clams.pdf&ei=mAVvVbvZBYmTsAXTj4CQ
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Ag&usg=AFQjCNGN8ylVJlRSTgP2YIPyYVDKjOd4LA&bvm=bv.94911696,d.b2w
Unit 10: Natural Selection
NGSS Performance Expectation
Duration: 5 weeks
08--LS4--1.
Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under
the assumption that natural laws operate today as in the past. [Clarification Statement: Emphasis is on finding patterns of changes in the level of complexity of anatomical str
uctures in organisms and the chronological order of fossil appearance in the rock layers.] [Assessment Boundary: Assessment does not include the names of individual species
or geological eras in the fossil record.]
08--LS4--2.
Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolut
ionary relationships. [Clarification Statement: Emphasis is on explanations of the evolutionary relationships among organisms in terms of similarity or differences of the gross app
earance of anatomical structures.]
08--LS4--3.
Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully forme
d anatomy. [Clarification Statement: Emphasis is on inferring general patterns of relatedness among embryos of different organisms by comparing the macroscopic appearance o
f diagrams or pictures.] [Assessment Boundary: Assessment of comparisons is limited to gross appearance of anatomical structures in embryological development.]
08-­LS4-­4.
Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals␣ probability of surviving and reproducing in a
specific environment. [Clarification Statement: Emphasis is on using simple probability statements and proportional reasoning to construct explanations
08--LS4--6. Use mathematical representations to support explanations of how natural selection may lead to increases
and decreases of specific traits in populations over time. [Clarification Statement: Emphasis is on using mathematical models, probability statements, and proportional reasoning t
o support explanations of trends in changes to populations over time.] [Assessment Boundary: Assessment does not include Hardy Weinberg calculations.]
Vocabulary – from Framework
Adaptation, analogous structures, homologous structures, evolution, extinction, fossils, fossil record, index fossils, law of superposition, natural selection,
species, embryos, Darwin, Absolute dating, Relative dating, extinction, vestigial structure, speciation, geographic isolation, reproductive isolation, sexual
selection
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Learning Target:
I can relate natural selection to current happenings. (antibiotic resistance, endangered species
etc.)
I can explain how an organism adapts through natural selection.
I can describe evidence to support the theory of natural selection.
I can describe how a new species is formed by geographic and reproductive isolation
I can apply natural selection to evolution of the peppered moth and antibiotic resistant bacteria
I can explain how DNA and amino acid similarities prove common ancestry
I can contrast homologous and analogous structures.
I can name some vestigial structures and their functions.
I can analyze a fossil record to determine how an organism has adapted over time.
I can analyze a fossil record and describe how organism change over time(older fossils are less
complex).
I can graph how natural selection leads to changes in traits in a population over time.
I can analyze embryos of different species and explain how embryos are evidence for evolution.
Resources:
Natural Selection Activities
http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=5&sqi=2&ved=0CDYQFjAE&
url=http%3A%2F%2Fwww.nku.edu%2F~bowlingb2%2FNaturalSelectionActivity%2FLP_1.pdf&ei=
jwluVZ33E4OTsAXqsoHoBA&usg=AFQjCNF3sBeoac7KSD2AGtwonefHFz2BYA&bvm=bv.94911
696,d.b2w
http://www.paec.org/biologypartnership/assets/animal%20adaptation%20lesson%20plans/Worksh
eet-Evidence%20and%20Mechanisms%20of%20evolution-FINAL.pdf
http://huntsvillehs.sharpschool.net/common/pages/DisplayFile.aspx?itemId=21462412
Natural Selection-Bird Beak Activity
http://www.stem.neu.edu/programs/re-seed/activities-and-labs/natural-selection-bird-beak/
Introduction to Natural Selection
http://www.stem.neu.edu/programs/re-seed/activities-and-labs/natural-selection-bird-beak/
Evolution by Natural Selection (also a really good source for ngss activities)
https://serendip.brynmawr.edu/sci_edu/waldron/#evolution
Videos
https://www.youtube.com/watch?v=cC8k2Sb1oQ8
https://www.youtube.com/watch?v=lIEoO5KdPvg
https://www.youtube.com/watch?v=P3GagfbA2vo
Students Do/Engineering Targets
Analyze and interpret the fossil record to explain
changes over time.
Analyze embryos as evidence for natural selection.
Analyze anatomy to determine common ancestory homologous vs. analogous - vestigial structures
Explain how organisms change over time or adapt to
environmental changes - steps of natural selection.
Model(graph) of gene frequency in a population as
the gene pool changes over time.
8th Grade Science Curriculum Map
13
Unit 11: Information Processing
Duration: 1 week
NGSS Performance Expectation
08--LS1--8. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain
for immediate behavior or storage as memories. [Assessment Boundary: Assessment does not include mechanisms for the transmission of
this information.]
Vocabulary – from Framework
neuron, myelin sheath, dendrites, cell body, axon, synaptic terminal, impulse, central nervous system, peripheral nervous system, brain, stimulus,
response, external stimulus, internal stimulus
Learning Targets
Students Do/Engineering Targets
I can describe the structure of the neuron.
Create a model of a neuron
I can differentiate between electromagnetic, mechanical, and chemical receptors of the body.
Explain how impulses travel throughout the body
I can explain the purpose of the nervous system in organisms.
Explain how stimuli cause organisms to respond
I can describe how internal and external stimuli cause an organism to respond.
I can determine the difference between learned and innate responses.
8th Grade Science Curriculum Map
14
Resources:
Popcorn, Dice, and Everything Nice Investigating Neurons https://sciencerockstarsblog.files.wordpress.com/2013/10/popcorn-dice-and-everything-nice1.pdf
Stimulus and Response worksheet:
http://dlegaspi.weebly.com/uploads/2/6/4/5/26452777/stimulus_and_response_worksheet.pdf
Stimulus, Response and behavior: http://www.doe.state.la.us/lde/uploads/5608.pdf
The Anatomy and Physiology of Animals/Nervous System Worksheet
http://wikieducator.org/The_Anatomy_and_Physiology_of_Animals/Nervous_System_Worksheet
Neuron Activity Sheet:
https://askabiologist.asu.edu/sites/default/files/resources/coloring_pages/pdf/AAB_neuron_anatomy
_activity.pdf
What are learned and innate behaviors? - http://sciencenetlinks.com/esheets/what-are-innate-andlearned-behaviors/
Stimulus and Response http://www.ib.bioninja.com.au/options/option-e-neurobiology-and-2/e1-stimulus-and-response.html