Science -­‐ Earth and Space Eighth Grade Instructional Focus: It is essential that these standards be addressed in contexts that promote scientific inquiry, use of evidence, critical thinking, making connections, and communication. Standard Learning Targets Assessment Curriculum/Content Resources 6.1 Structure and Function: Living and non-­‐living systems are organized groups of related parts that function together and have characteristics and properties. 6.1E.2 Describe the properties of objects in the solar system. Describe and compare the position of the sun within the solar system, galaxy, and universe. I can classify planets by composition. I can describe composition of other planetary objects (asteroids, comets, etc.) and the sun within the solar system. I can describe the position of other planetary objects H.1E.1 Classify the bodies in our solar system (asteroids, comets, etc.) and the sun within the solar system. based on properties and composition. Describe I can locate the solar system within the Milky Way Galaxy, attributes of our galaxy and evidence for and the universe. multiple galaxies in the universe. H.2E.3 Describe how the universe, galaxies, stars, and planets evolve over time.
Vocabulary: planet, satellite, star, galaxy, universe, orbit, rotation, revolution, asteroid, comet, meteor, meteorite, Oort cloud, Kuiper Belt Standard Learning Targets Which of the following is a characteristic of an inner planet (Mercury, Venus, Earth, Mars)? A. B. C. D. HOLT Astronomy www.fossweb.com (Planetary Science) Have many moons. Have a rocky surface. Have rings. Are larger than outer planets. Within a star fusion of hydrogen results in the formation of A. oxygen. B. lead. C. helium D. hydroxide. Assessment Curriculum/Content Resources 6.2 Interaction and Change: The related parts within a system interact and change. 8.2E.1 Explain how gravity is the force that keeps objects in the solar system in regular and predictable motion and describe the resulting phenomena. Explain the interactions that result in Earth’s seasons. 8.2E.4 Analyze evidence for geologic, climatic, environmental, and life form changes over time. *H.2E.2 Explain how Earth’s atmosphere, geosphere, and hydrosphere change over time and at varying rates. Explain techniques used to elucidate the history of events on Earth. I can explain how gravity is the force that keeps objects in the solar system in regular and predictable motion. The Earth has seasons because the A. I can describe the effects of Earth’s position and motion on resulting phenomena. B. C. equator and poles receive different amounts of energy. Earth is closer to the sun in the summer. Earth’s axis is tilted. Vocabulary: tilt, gravity, force, inertia, rotation, revolution, tides, equator, equinox, solstice, orbit, ellipse, solar inclination, eclipse, hemisphere, latitude I can identify rock layer evidence of geologic, climatic, and environmental change over time. While digging, a person found that most of the rocks were igneous rock. What can be concluded? I can identify how living things have evolved in geologic, climatic, and environmental changes. A. Vocabulary: ozone, radiometric (dating), unconformity, relative (dating), absolute age, core sample, deposits, extinction The rocks were probably carried there by ancient people. B. The area was once covered by an ocean. C. A glacier passed through at one time. D. A volcano was nearby at one time. HOLT Astronomy www.fossweb.com (Planetary Science) HOLT Life HOLT Inside the Restless Earth HOLT Earth’s Changing Surface Grade 8 Science, State Standards WORKING DRAFT Page 1 Revised August 30, 2011 Science -­‐ Life Eighth Grade Instructional Focus: It is essential that these standards be addressed in contexts that promote scientific inquiry, use of evidence, critical thinking, making connections, and communication. Standard Learning Targets Assessment Curriculum/Content Resources 8.1 Structure and Function: Systems and their components function at various levels of complexity. 7.1L.1 Compare and contrast sexual and asexual reproduction. Explain why reproduction is essential to the continuation of every species. Many plants reproduce asexually. How does the genetic material (DNA) compare between the new plant and the parent plant in this type of reproduction? I can identify or provide examples of organisms that reproduce sexually or asexually. A. It is similar but not identical. I can explain why reproduction is essential to the continuation of B. It depends on the plant the parent is crossed with. C. It depends on the climate it is grown in. species. D. It is identical. I can evaluate advantages and disadvantages of asexual and sexual reproduction. I can describe similarities and differences between sexual and asexual reproduction. HOLT Life Science www.fossweb.com (Diversity of Life) Vocabulary: sexual reproduction, asexual reproduction, species, binary fission, gametes (egg and sperm), fertilization, zygote, meiosis, mitosis, budding, clone, diversity, generation 7.1L.2 Distinguish between inherited and learned traits, explain how inherited traits are passed from generation to generation, and describe the relationships among phenotype, genotype, chromosomes, and genes. Which of the following characteristics are you MOST I can identify traits that are inherited, learned, and/or influenced likely to inherit from a parent? by the environment. I can explain how traits are inherited using appropriate A. Weight terminology. B. Temper C. Eye color I can describe the relationship among phenotype, genotype, D. Food preference chromosomes and genes. HOLT Life Science www.fossweb.com (Populations and Ecosystems) Vocabulary: phenotype, genotype, chromosomes, genes, heredity, inherited, generation, environment, homozygous (purebred), heterozygous, hybrid, DNA, RNA, probability 8.1L.1 Explain how genetics and anatomical I can classify organisms based on genetic and anatomical characteristics are used to classify organisms and characteristics. infer evolutionary relationships. I can infer evolutionary relationships based on genetic and anatomical relationships. Vocabulary: classification, anatomical characteristics (anatomy), genetic characteristics (inherited traits), evolution, ancestor, taxonomy, analogous structures, homologous structures, phylogeny, binomial nomenclature, embryo The drawings below show a turtle embryo and a chicken embryo. Which of the following statements is supported by the similarities between these embryos? HOLT Life Science www.fossweb.com (Populations and Ecosystems) A. The turtle is more advanced than the chicken. B. The chicken has more offspring than the turtle. C. The turtle and the chicken are similar as adults. D. The chicken and the turtle share a common ancestor. Grade 8 Science, State Standards WORKING DRAFT Page 2 Revised August 30, 2011 Standard Learning Targets Assessment Curriculum/Content Resources 8.2 Interaction and Change: Systems interact with other systems. 8.2L.1 Explain how species change through the process of natural selection. Describe evidence for evolution. I can describe the process and mechanisms of natural selection. Describe adaptations needed for a bird that lives in or near water. I can explain how natural selection causes species to change over time. How does an environmental change affect a population? (antibiotics-­‐bacteria, pesticides-­‐insects) I can describe evidence for evolution. SI PERFORMANCE TASK: Adaptations (coming soon) Vocabulary: natural selection, adaptation, genetic variation, survival, homologous structure, niche, random HOLT Life Science DVD: NOVA Kings of Camouflage www.fossweb.com (Populations and Ecosystems) The Great Fossil Find http://www.indiana.edu/~ensiweb/lessons Science -­‐ Physical Science Eighth Grade Instructional Focus: It is essential that these standards be addressed in contexts that promote scientific inquiry, use of evidence, critical thinking, making connections, and communication. Standard Learning Targets Assessment Curriculum/Content Resources 7.2 Interaction and Change: The components and processes within a system interact. 7.2P.1 Identify and describe types of motion and forces and relate forces qualitatively to the laws of motion and gravitation. I can describe speed, acceleration, velocity, and inertia. A student used the same force in the same way to push HOLT Physical Science on three boxes. The boxes weighed 3 kg, 5 kg, and 10 kg. I can describe how different forces affect motion. www.fossweb.com (Force and Motion) Which box moved most quickly, and which moved most I can uses Newton's Laws to predict how forces will affect motion. slowly? Vocabulary: speed, acceleration, velocity, inertia, force, friction, gravity, Newton's laws, mass A. B. C. D. The 10 kg box moved most quickly; the 3 kg box moved most slowly. The 5 kg box moved most quickly: the 10 kg box moved most slowly. The 10 kg box moved most quickly: the 5 kg box moved most slowly. The 3 kg box moved most quickly: the 10 kg box moved most slowly. ED PERFORMANCE TASK: Balloon Cars (coming soon) ED/SI PERFORMANCE TASK: Water Rockets (coming soon) Grade 8 Science, State Standards WORKING DRAFT Page 3 Revised August 30, 2011 Standard Learning Targets Assessment Curriculum/Content Resources 8.3 Scientific Inquiry: Scientific inquiry is the investigation of the natural world based on observations and science principles that includes proposing questions or hypotheses and designing procedures for questioning, collecting, analyzing, and interpreting multiple forms of accurate and relevant data to produce justifiable evidence-­‐based explanations and new explorations. 8.3S.1 Based on observations and science principles, propose questions or hypotheses that can be examined through scientific investigation. Design and conduct a scientific investigation that uses appropriate tools, techniques, independent and dependent variables, and controls to collect relevant data. I can propose questions or hypotheses that can be investigated scientifically based on observations or science principles. Vocabulary: question, hypothesis, investigation, independent variable, dependent variable, control, procedure SI PERFORMANCE TASK: Water Rockets (coming soon) Thermometers are measuring the temperature of the center of the soil samples. Which of the following is a cause of the measured difference in the temperature of the two solids? A. conduction within different soil types B. condensation within different soil types C. radiation emitted by different soil types D. convection in the air above different soil types 8.3S.2 Organize, display, and analyze relevant data, construct an evidence-­‐based explanation of the results of a scientific investigation, and communicate the conclusions including possible sources of error. Suggest new investigations based on analysis of results. I can organize and display relevant data from a scientific investigation. The racers performed an experiment with all important **COMING SOON variables controlled. The table below shows their results. I can design and conduct a scientific investigation using appropriate tools, techniques, independent and dependent variables to collect relevant data. **COMING SOON I can analyze data from a scientific investigation to construct a conclusion and explanation based on evidence. I can identify possible sources of error in a scientific investigation. From this experiment, they can report to their racing club that A. tire A is definitely the tire they should all be using. B. tire B is definitely the tire they should all be using. C. tire A will work best for most boys while tire B will work best for most girls. D. results are inconclusive and more tests are needed. To see which is the best all-­‐around tire for a variety of road races, the racers should A. conduct multiple identical tests, but first ride on tire B. B. get more riders to use the tires on asphalt surfaces in multiple tests. C. request more promotional literature from the tire companies. D. try both tires in multiple tests I can suggest new investigations based on my results. Vocabulary: evidence, conclusion, explanation, error 8.3S.3 Explain how scientific explanations and theories evolve as new information becomes available.
SI PERFORMANCE TASK: Adaptation (coming soon) I can explain how scientific explanations and theories change over time. Vocabulary: theory, scientific explanation Which of these events might change a current scientific theory? A. A new species of whale is found in the Pacific Ocean. B. Earthquakes occur around Mount Hood. C. Living organisms are found on an asteroid in space. D. A new moon is found orbiting a distant planet. **COMING SOON Grade 8 Science, State Standards WORKING DRAFT Page 4 Revised August 30, 2011 Standard Learning Targets Assessment Curriculum/Content Resources 8.4 Engineering Design: Engineering design is a process of identifying needs, defining problems, identifying design criteria and constraints, developing solutions, and evaluating proposed solutions. 8.4D.1 Define a problem that addresses a need, and using relevant science principles investigate possible solutions given specified criteria, constraints, priorities, and trade-­‐offs. 8.4D.2 Design, construct, and test a proposed engineering design solution and collect relevant data. Evaluate a proposed design solution in terms of design and performance criteria, constraints, priorities, and trade-­‐offs. Identify possible design improvements. I can define a problem that can be solved using the engineering design process based on relevant science principles. I can investigate possible solutions based on specific criteria, constraints, priorities, and trade-­‐offs. Vocabulary: problem, engineering design, solution, criteria, constraints, priorities, trade-­‐offs I can design, construct and test proposed engineering design solutions using appropriate tools and materials. I can collect relevant data. I can evaluate the proposed solutions. Based on performance criteria, constraints, priorities, and trade-­‐offs. I can identify possible design improvements. Vocabulary: solution, constraint, evaluate, benefit, prototype, durability, redesign, retest 8.4D.3 Explain how creating a new technology requires considering societal goals, costs, priorities, and trade-­‐offs. ED PERFORMANCE TASK: Balloon Cars (coming soon) **COMING SOON ED PERFORMANCE TASK: Water Rockets (coming soon) For a technology project, Kyle came up with an idea to build a model bridge. He wants his bridge to span 50 cm and to support a 1 kg object. According to the engineering design process, which of the following should by Kyle's next step? A. construct prototypes of different kinds of bridges B. research the different designs of bridges C. gather the materials needed to build the bridge D. make a drawing to show how to build the bridge A manufacturer wants to produce a container for food storage that does not break easily and is airtight, inexpensive, and microwave-­‐safe. Which of the following is the best material to use to make the container? A. B. C. D. glass metal paper plastic I can explain how creating new technology requires considering societal goals, costs, priorities, and trade-­‐offs. NASA is phasing out the shuttle system to take people to the International Space Station. Vocabulary: revolution, technology, trade-­‐offs, costs, impacts Which is a significant trade-­‐off in creating a new method of reaching the space station? **COMING SOON **COMING SOON A. We don’t have the technology to develop a new system. B. It will take time to invent something new and so we will not have a way to travel to and from the space station. C. The new method allows you to take off like a plane and takes longer to get into orbit. Grade 8 Science, State Standards WORKING DRAFT Page 5 Revised August 30, 2011