8
TH
GRADE
SCIENCE
CURRICULUM MAP
This curriculum map lists objectives organized by quarter.
All objectives listed for each quarter should be taught within
the time frame specified.
DRAFT
7.29.10
Developed for
Mesa Public Schools
Curriculum Map for SC08 (Mesa Public Schools)
Revised 7/29/10
Timeline for 8th Grade Science Curriculum
Page(s)
1st QUARTER
2
1. HEREDITY
3
a. Inquiry: scientific question & hypothesis; nature of science; safety
4
b. Historical: Gregor Mendel
5
c. Personal /Social Perspectives: genetic engineering; radiation treatments
5
2. ADAPTATIONS (may extend into 2nd quarter)
6-7
a. Inquiry: experimental design; nature of science; safety reinforced
8
b. Historical: Charles Darwin
9
c. Personal /Social Perspectives: human impact on habitat
9
2nd QUARTER
10
3. FORCE AND MOTION (Strand 1objectives must be completed by the end of 2nd
quarter; other strands may extend into 3rd quarter)
11
a. Inquiry: results/data and conclusions; nature of science; safety reinforced 12-14
b. Historical: Isaac Newton
15
c. Personal /Social Perspectives: airbags
15
3rd QUARTER
4. PROPERTIES OF MATTER
16
17-18
a. Inquiry: reinforce entire process; safety reinforced
b. Historical: Dmitri Mendeleev
19
c. Personal /Social Perspectives: chemical waste disposal; greenhouse gases 20
4th QUARTER
5. COMPREHENSIVE REVIEW (Complete before the Science AIMS test.)
1
21
Curriculum Map for SC08 (Mesa Public Schools)
Revised 7/29/10
st
1
QUARTER
Heredity must be taught during 1st quarter. Adaptation
objectives may extend into 2nd quarter. It is expected that
the listed inquiry, historical, and personal/social
perspective objectives will be integrated within units.
Page(s)
1. HEREDITY
3
a. Inquiry: scientific question & hypothesis; nature of science; safety
4
b. Historical: Gregor Mendel
5
c. Personal /Social Perspectives: genetic engineering; radiation treatments
5
2. ADAPTATIONS (may extend into 2nd quarter)
6-7
a. Inquiry: experimental design; nature of science; safety reinforced
8
b. Historical: Charles Darwin
9
c. Personal /Social Perspectives: human impact on habitat
9
Italics = a performance objective introduced at an earlier grade level
Bolded = knowledge or skill connected to a major concept
Knowledge PO’s without terms = no new vocabulary to be taught
2
Curriculum Map for SC08 (Mesa Public Schools)
Revised 7/29/10
1st Quarter
HEREDITY
8th GRADE SCIENCE
CLUSTERED Pos
Priority PO
Linking POs
S4 C2 PO 2
Explain the basic
principles of heredity.
UNWRAPPED Pos
Knowledge
Skills
S4 C2 PO 1
Explain the purposes of
cell division:
 growth & repair
 reproduction
S4 C2 PO 1
*cell
*nucleus
*chromosome
*gene
*DNA
growth
reproduction
repair
S4 C2 PO 1
1. Identify the (*) terms in a
model of a cell.
2. Describe the relationships
among the (*) terms.
3. Explain the purposes (not
processes) of cell division.
S4 C2 PO 3
Distinguish between the
nature of dominant and
recessive traits.
S4 C2 PO 3
heredity/inheritance
*trait
*dominant
*recessive
gene
*allele
*cross
*probability
Punnett square
*heterozygous
*homozygous
*genotype
*phenotype
*co-dominant
S4 C2 PO 3
1. Define each term.
2. Use letters to represent
dominant and recessive
alleles.
3. Construct and interpret the
results of a Punnett square
for the inheritance of:
● eye color (dark/light)
● widow’s peak
● blood type (co-dominant)
4. Predict the appearance of
traits given parental
genotypes.
5. Apply each of the (*) terms
when using a Punnett
square.
3
Curriculum Map for SC08 (Mesa Public Schools)
Revised 7/29/10
1st Quarter
HEREDITY
- Inquiry
8th GRADE SCIENCE
CLUSTERED Pos
Priority PO
Linking POs
S 1 C 2 PO 2
Design a controlled
investigation to support or
reject a hypothesis.
UNWRAPPED Pos
Knowledge
Skills
S 1 C 1 PO 1
Formulate questions
based on observations
that lead to the
development of a
hypothesis.
S 1 C 1 PO 1
scientific methods
inquiry process
observation
inference
question (scientific)
S 1 C 1 PO 1
1. Define scientific methods.
2. Distinguish between
observations and inferences.
3. Write testable scientific
questions based on
observations.
S 1 C 1 PO 3
Generate a hypothesis
that can be tested.
S 1 C 1 PO 3
hypothesis
*testable
*variable
cause
effect
S 1 C 1 PO 3
1. Define (*) terms.
2. Write testable hypotheses
based on scientific questions.
3. Given possible hypotheses,
identify non-testable
examples.
S1 C 1 PO 2
Use appropriate research
information, not limited to a
single source, to use in the
development of a testable
hypothesis.
S 1 C 1 PO 2
bias
S 1 C 1 PO 2
1. Distinguish between
appropriate and inappropriate
sources of research
information.
S 1 C 2 PO 1
Demonstrate safe
behavior and appropriate
procedures in all science
inquiry.
S 1 C 2 PO 1
S 1 C 3 PO 7
Critique scientific reports
from periodicals,
television, or other media.
S 1 C 3 PO 7
S 1 C 3 PO 7
1. Evaluate media sources and
identify positive/negative
evidence to justify the use/
non-use of a source.
S 2 C 2 PO 4
Explain why scientific claims
may be question-able if
based on very small
samples of data, biased
samples, or samples for
which there was no control.
S 2 C 2 PO 4
S 2 C 2 PO 4
1. Explain why scientific claims
may be questionable based on:
 sample size
 bias
 lack of control
S 2 C 2 PO 1
Apply scientific processes
to other problem solving or
decision making situations.
S 2 C 2 PO 1
compare
classify
predict
infer
identify variables
organizing data
S 2 C 2 PO 1
1. Apply these scientific
processes to everyday
situations.
S 1 C 2 PO 1
1. Demonstrate safe behaviors
during investigations
(ongoing).
2. Conduct investigations using
proper procedures (ongoing).
4
Curriculum Map for SC08 (Mesa Public Schools)
Revised 7/29/10
1st Quarter
HEREDITY
- Historical
- Personal/Social Perspectives
8th GRADE SCIENCE
CLUSTERED POs
Priority PO
Linking POs
S 2 C 2 PO 2
Describe how scientific
knowledge is subject to
change (when new info
and/or technology
challenges theories)
UNWRAPPED Pos
Knowledge
Skills
S 2 C 1 PO 1
Identify how diverse
people and/or cultures,
past and present, have
made important
contributions to scientific
innovations.
S 2 C 1 PO 1
S 2 C 1 PO 1
1. Describe Mendel’s important
contributions to scientific
progress.
S 2 C 1 PO 2
Evaluate the effects of
Mendelian Genetics on
society.
S 2 C 1 PO 2
S 2 C 1 PO 2
1. Evaluate the impact of
Mendelian Genetics on society.
(e.g. selective breeding, plant
hybridization)
S 2 C 1 PO 3
Evaluate the impact of a
major scientific
development occurring
within the past decade.
S 2 C 1 PO 3
S 2 C 1 PO 3
1. Evaluate the impact of a
major scientific development
in genetics occurring within
the past decade. (e.g. pet
cloning; DNA profiling)
S 3 C 2 PO 4
Compare risks and
benefits of technological
advances
S 3 C 2 PO 4
radiation
genetic engineering
S 3 C 2 PO 4
1. Compare the risks and
benefits of technological
advancements including:
 radiation treatments
 genetic engineering (e.g.
selective breeding)
S 2 C 1 PO 4
Evaluate career
opportunities related to life
and physical sciences.
S 2 C 1 PO 4
biology
genetics
S 2 C 1 PO 4
1. Evaluate career opportunities
related to life sciences.
5
Curriculum Map for SC08 (Mesa Public Schools)
Revised 7/29/10
1st Quarter
ADAPTATIONS
(page 1 of 2)
8th GRADE SCIENCE
CLUSTERED POs
Priority PO
Linking POs
S 4 C 4 PO 6
(structural)
Describe factors that
allow for the survival of
living organisms.
S 4 C 4 PO 1
(behavioral)
Explain how an
organism’s behavior
allows it to survive in
an environment.
UNWRAPPED Pos
Knowledge
Skills
S 4 C 4 PO 6
adaptation (structural)
pollination
seed dispersal
protective coloration
S 4 C 4 PO 6
1. Describe plant
adaptations that help with
pollination and seed
dispersal.
2. Describe animal
adaptations involving
beak design and protective
coloration.
S 4 C 4 PO 3 (structural)
Determine characteristics
of organisms that could
change over several
generations.
S 4 C 4 PO 3
natural selection
environment
ecosystem
habitat
S 4 C 4 PO 3
1. Predict if a specific trait
will be passed on to a
future generation, given
a set of environmental
conditions.
Use the following traits:
● beak design
● protective coloration
S 4 C 4 PO 5 (behavioral)
Analyze behavioral cycles
of organisms.
S 4 C 4 PO 5
adaptation (behavioral)
behavioral cycles
migration
hibernation
estivation
dormancy (plants)
S 4 C 4 PO 5
1. Explain how each of the
terms contributes
to the survival of
organisms.
S 4 C 4 PO 4 (behavioral)
Compare the symbiotic and
competitive relationships in
organisms within an
ecosystem.
S 4 C 4 PO 4
competition
predation
symbiosis
mutualism
commensalism
parasitism
S 4 C 4 PO 4
1. Describe behaviors that
affect survival of an
organism. (e.g. pack
hunting vs. loners, herding,
animal dwellings)
2. Define and classify types
of interactions between
species as competitive,
predatory or symbiotic.
3. Classify the type of
symbiotic relationships for
pairs of organisms.
6
Curriculum Map for SC08 (Mesa Public Schools)
Revised 7/29/10
1st Quarter
ADAPTATIONS
(page 2 of 2)
8th GRADE SCIENCE
CLUSTERED POs
Priority PO
Linking POs
S 4 C 4 PO 1
(behavioral) &
S 4 C 4 PO 6
(structural)
S 4 C 4 PO 2
(behavioral & structural)
Describe how an organism
can maintain a stable
internal environment while
living in a constantly
changing external
environment.
UNWRAPPED Pos
Knowledge
Skills
S 4 C 4 PO 2
endotherm
ectotherm
diurnal
nocturnal
7
S 4 C 4 PO 2
1. Describe how an
organism’s (including
humans) structural and
behavioral adaptations
are used to maintain
body temperature. (e.g.
ways to get warm/stay
cool, color/thickness of
fur, type of dwelling,
panting, molting, etc.)
2. Compare diurnal and
nocturnal behaviors in
organisms.
Curriculum Map for SC08 (Mesa Public Schools)
Revised 7/29/10
1st Quarter
ADAPTATIONS
- Inquiry
8th GRADE SCIENCE
CLUSTERED POs
Priority PO
Linking POs
UNWRAPPED POs
Knowledge
Skills
S 1 C 2 PO 2
Design a controlled
investigation to support or
reject a hypothesis.
S 1 C 2 PO 2
controlled
experiment
controlled variable
(constant)
control group
experimental group
S 1 C 2 PO 2
1. Identify variables that need
to be controlled during
investigations.
2. Identify control and
experimental groups for
investigations.
3. Design a controlled
experiment to test a
hypothesis.
4. Distinguish between
controlled and uncontrolled
investigations.
S 1 C 1 PO 3
Generate a hypothesis
that can be tested.
S 1 C 1 PO 3
independent
variable
dependent
variable
S 1 C 1 PO 3
1. Identify independent
variables to be tested.
2.Identify dependent variables
to be measured.
S 1 C 4 PO 4
Write clear, step-by-step
instructions (procedures)
S 1 C 4 PO 4
S 1 C 4 PO 4
1. Write clear, step-by-step
instructions for conducting
investigations or operating
equipment (without
personal pronouns).
S 1 C 3 PO 5
validity
S 1 C 3 PO 5
1. Evaluate the validity of an
experimental design
based on the following
evidence:
 testing a single variable
 controlling extraneous
variables
 experimental design tests the
hypothesis
for conducting investigations
or operating equipment
(without personal
pronouns)
S 1 C 3 PO 5
Explain how evidence
supports the validity and
reliability of a conclusion.
8
Curriculum Map for SC08 (Mesa Public Schools)
Revised 7/29/10
1st Quarter
ADAPTATIONS
- Historical
8th GRADE SCIENCE
CLUSTERED POs
Priority PO
Linking POs
S 2 C 2 PO 2
Describe how scientific
knowledge is subject to
change (when new info
and/or technology
challenges theories)
UNWRAPPED Pos
Knowledge
Skills
S 2 C 1 PO 1
Identify how diverse
people and/or cultures,
past and present, have
made important
contributions to scientific
innovations.
S 2 C 1 PO 1
theory (Darwin)
S 2 C 1 PO 1
1. Describe Darwin’s important
contributions to scientific
progress (specifically natural
selection).
S 2 C 1 PO 4
Evaluate career
opportunities related to life
and physical sciences.
S 2 C 1 PO 4
biology
ecology
S 2 C 1 PO 4
1. Evaluate career
opportunities related to life
sciences.
1st Quarter
ADAPTATIONS
- Personal/Social Perspectives
8th GRADE SCIENCE
CLUSTERED POs
Priority PO
Linking POs
S 3 C 1 PO 2
Analyze possible solutions
to address the
environmental risks
associated with chemicals
and biological systems.
UNWRAPPED Pos
Knowledge
Skills
S 3 C 2 PO 3
Design and construct a
solution to an identified
need or problem using
simple classroom
materials.
S 3 C 2 PO 3
9
S 3 C 2 PO 3
Design and construct a solution
to a local need or problem using
simple classroom materials.
(e.g. human impact on habitat,
water pollution)
Curriculum Map for SC08 (Mesa Public Schools)
Revised 7/29/10
nd
2
QUARTER
By the end of 2nd quarter, all Strand 1 objectives and
Adaptations objectives should have been taught. Strand 2,
3, and 5 objectives may extend into 3rd quarter. It is
expected that the listed inquiry, historical and
personal/social perspective objectives will be integrated
within units.
Page(s)
3. FORCE AND MOTION (Strand 1objectives must be completed
11
by the end of 2nd quarter; other strands may extend into 3rd quarter)
a. Inquiry: results/data and conclusions; nature of science; safety reinforced 12-14
b. Historical: Isaac Newton
15
c. Personal /Social Perspectives: airbags
15
Italics = a performance objective introduced at an earlier grade level
Bolded = knowledge or skill connected to a major concept
Knowledge PO’s without terms = no new vocabulary to be taught
10
Curriculum Map for SC08 (Mesa Public Schools)
Revised 7/29/10
2nd Quarter
FORCE AND MOTION
8th GRADE SCIENCE
CLUSTERED POs
Priority POs
Linking POs
S 5 C 2 PO 2
(1st Law of Motion)
Identify the conditions
(variables) under which
an object will continue in
its state of motion.
Strand 5 objectives may extend
into 3rd Quarter.
S 5 C 2 PO 1
Demonstrate velocity as
the rate of change of
position over time.
S 5 C 2 PO 3
(2nd Law of Motion)
Describe how the
acceleration of a body is
dependent on its mass
and the net applied force.
S 5 C 2 PO 2
inertia
force
net force
Newton (unit of meas.)
motion
reference point
position
mass
S 5 C 2 PO 2
1. Define each term.
2. Identify variables that
affect inertia.
3. Explain why given
situations demonstrate
Newton’s 1st Law.
4. Predict the outcome
of situations involving
Newton’s 1st Law.
S 5 C 2 PO 1
rate
speed
displacement
velocity = displacement
time
average velocity
acceleration
negative acceleration
S 5 C 2 PO 1
1. Define each term.
2. Differentiate between
distance & displacement.
3. Differentiate among
examples of speed,
velocity & acceleration.
4. Calculate the average
velocity of an object,
given the formula
(v=d/t).
S 5 C 2 PO 3
force =
S 5 C 2 PO 3
1. Predict what will
happen to the other two
variables when one
variable increases or
decreases. (F=ma)
2. Explain why given
situations demonstrate
Newton’s 2nd Law.
3. Predict the outcome of
situations involving
Newton’s 2nd Law.
mass x acceleration
S 5 C 2 PO 5
Create a graph devised
from measurements of
moving objects and their
interactions.
S 5 C 2 PO 4
(3rd Law of Motion)
Describe forces as
interactions between
bodies.
UNWRAPPED Pos
Knowledge
Skills
S 5 C 2 PO 5
constant velocity
constant acceleration
S 5 C 2 PO 5
1. Create & interpret the
results of positiontime graphs & velocitytime graphs.
S 5 C 2 PO 4
action force
reaction force
S 5 C 2 PO 4
1. Define each term.
2. Identify examples of
action-reaction force
pairs.
3. Explain why given
situations demonstrate
Newton’s 3rd Law.
4. Predict the outcome of
situations involving
Newton’s 3rd Law.
11
Curriculum Map for SC08 (Mesa Public Schools)
Revised 7/29/10
2nd Quarter
FORCE AND MOTION
- Inquiry
(page 1 of 3)
8th GRADE SCIENCE
CLUSTERED POs
Priority PO
Linking POs
S 1 C 2 PO 3
Conduct a controlled
investigation to support or
reject a hypothesis.
UNWRAPPED POs
Knowledge
Skills
S 1 C 2 PO 4
Perform measurements
using appropriate
scientific tools.
S 1 C 2 PO 4
equipment names
units of measure
Strand 1 objectives must be
completed by the end of 2nd Quarter.
S 1 C 2 PO 4
1. Identify equipment by name.
2. Identify appropriate unit of
measure to use.
3. Perform accurate
measurements using
appropriate tools.
4. Define the variables (e.g.
mass, volume, force, etc.)
being measured.
S 1 C 2 PO 5
Keep a record of
observations, notes,
sketches, questions, &
ideas using tools such as
written &/or computer
logs.
S 1 C 2 PO 5
data table (data chart)
S 1 C 2 PO 5
1. Organize information in a
logical manner.
2. Organize collected data in
properly labeled data tables.
S 1 C 4 PO 2
Choose an appropriate
graphic representation for
collected data: line graph,
double bar graph, stem
and leaf plot and
histogram.
S 1 C 4 PO 2
line graph
double bar graph
stem & leaf plot
histogram
S 1 C 4 PO 2
1. Choose an appropriate
graph for collected data.
2. Create and properly label
graphs.
S 1 C 3 PO 1
Analyze data obtained in a
scientific investigation to
identify trends.
S 1 C 3 PO 1
trend
S 1 C 3 PO 1
1. Identify trends from data
obtained in investigations.
S 1 C 3 PO 3
Interpret data that show a
variety of possible
relationships (correlations)
between two variables,
including: positive,
negative & no relationship.
S 1 C 3 PO 3
correlation
positive relationship
S 1 C 3 PO 3
1. Identify relationships
between variables as
positive, negative, or no
relationship.
negative relationship
no relationship
12
Curriculum Map for SC08 (Mesa Public Schools)
Revised 7/29/10
2nd Quarter
FORCE AND MOTION
- Inquiry
(page 2 of 3)
8th GRADE SCIENCE
CLUSTERED POs
Priority PO
Linking POs
S 1 C 2 PO 3
Conduct a controlled
investigation to support or
reject a hypothesis.
UNWRAPPED POs
Knowledge
Skills
S 1 C 3 PO 2
Form a logical argument
about a correlation
between variables or
sequence of events.
S 1 C 3 PO 2
S 1 C 3 PO 2
1. Analyze and describe the
cause-effect relationships
between variables (or
sequence of events) based
on data.
S 1 C 4 PO 3
Present analyses and
conclusions in clear,
concise formats.
S 1 C 4 PO 3
results
analysis
conclusion
S 1 C 4 PO 3
1. Write analyses matching
collected data.
2. Write conclusions that
address the questions.
S 1 C 4 PO 1
Communicate the results
of an investigation.
S 1 C 4 PO 5
Communicate the results
and conclusion of the
investigation.
S 1 C 4 PO 1 &
S 1 C 4 PO 5
(combine POs)
S 1 C 4 PO 1 &
S 1 C 4 PO 5
1. Communicate the results of
experiments, informally and
formally.
S 1 C 3 PO 4
Formulate a future
investigation based on the
data collected.
S 1 C 3 PO 4
S 1 C 3 PO 4
1. Identify possible future
investigations based on data
collected.
S 1 C 3 PO 8
Formulate new questions
based on the results of a
previous investigation.
S 1 C 3 PO 8
S 1 C 3 PO 8
1. Formulate new questions
based on the results of a
previous investigation.
S 1 C 3 PO 5
Explain how evidence
supports the validity and
reliability of a conclusion.
S 1 C 3 PO 5
reliability
S 1 C 3 PO 5
1. Explain how the following
evidence supports the
reliability of a conclusion:
 sample size
 number of trials
2. Distinguish between validity
and reliability.
13
Curriculum Map for SC08 (Mesa Public Schools)
Revised 7/29/10
2nd Quarter
FORCE AND MOTION
- Inquiry
(page 3 of 3)
8th GRADE SCIENCE
CLUSTERED POs
Priority PO
Linking POs
S 1 C 2 PO 3
Conduct a controlled
investigation to support or
reject a hypothesis.
UNWRAPPED POs
Knowledge
Skills
S1 C 3 PO 6
Identify the potential
investigational error that
may occur.
S 1 C 3 PO 6
S 1 C 3 PO 6
1. Identify potential
investigational errors such
as flawed investigational
design, inaccurate
measurement, computational
errors, or unethical reporting.
S 2 C 2 PO 3
Defend the principle that
accurate record keeping,
openness, and replication
are essential for
maintaining an
investigator’s credibility
with other scientists and
society.
S 2 C 2 PO 3
replication
credibility
S 2 C 2 PO 3
1. Defend the credibility of
students’ experimental
results in terms of accurate
record keeping, openness
(sharing of information), and
replication (repeatable results).
14
Curriculum Map for SC08 (Mesa Public Schools)
Revised 7/29/10
2nd Quarter
FORCE AND MOTION
- Historical
- Personal/Social Perspectives
8th GRADE SCIENCE
CLUSTERED POs
Priority PO
Linking POs
S 2 C 2 PO 2
Describe how scientific
knowledge is subject to
change (when new info
and/or technology
challenges theories)
UNWRAPPED Pos
Knowledge
Skills
S 2 C 1 PO 1
Identify how diverse
people and/or cultures,
past and present, have
made important
contributions to scientific
innovations.
S 2 C 1 PO 1
law (Newton)
S 2 C 1 PO 2
Evaluate the effects of
Newton’s Laws on
society.
S 2 C 1 PO 2
S 2 C 1 PO 1
1. Describe Newton’s important
contributions to scientific
progress (specifically Newton’s
Laws of Motion).
S 2 C 1 PO 2
1. Evaluate the impact of
Newton’s Laws on society.
(e.g. rockets, seat belts, guard
rails, etc.)
Strand 2 and 3 objectives may extend into 3rd Quarter.
S 3 C 2 PO 4
Compare risks and
benefits of technological
advances.
S 3 C 2 PO 4
S 3 C 2 PO 4
1. Compare the risks and
benefits of technological
advancements including:
 airbags.
S 2 C 1 PO 4
Evaluate career
opportunities related to life
and physical sciences.
S 2 C 1 PO 4
physics
S 2 C 1 PO 4
1. Evaluate career opportunities
related to physical sciences.
15
Curriculum Map for SC08 (Mesa Public Schools)
Revised 7/29/10
rd
3
QUARTER
Throughout 3rd quarter, all inquiry objectives should be
reinforced. It is expected that the listed historical and
personal/social perspective objectives will also be integrated
within units.
inquiry, historical and personal/social perspective
objectives will be integrated within units.
Page(s)
4. PROPERTIES OF MATTER
17-18
d. Inquiry: reinforce entire process; safety reinforced
e. Historical: Dmitri Mendeleev
19
a. Personal /Social Perspectives: chemical waste disposal; greenhouse gases 20
Italics = a performance objective introduced at an earlier grade level
Bolded = knowledge or skill connected to a major concept
Knowledge PO’s without terms = no new vocabulary to be taught
16
Curriculum Map for SC08 (Mesa Public Schools)
Revised 7/29/10
3rd Quarter
PROPERTIES OF MATTER
(page 1 of 2)
8th GRADE SCIENCE
CLUSTERED POs
Priority PO
Linking POs
S 5 C 1 PO 4
Classify matter in terms
of elements, mixtures, or
compounds.
UNWRAPPED Pos
Knowledge
Skills
S 5 C 1 PO 6
Explain the systematic
organization of the
periodic table. (elements)
S 5 C 1 PO 6
matter
element
periodic table
family/group
period
S 5 C 1 PO 6
1. Define each term.
2. Identify the family/group &
period of various
elements using a periodic
table.
3. Identify patterns in the
periodic table for:
 metal/nonmetal/
metalloid
 family/group
characteristics
 atomic numbers
S 5 C 1 PO 5
Classify mixtures as being
homogeneous or
heterogeneous. (mixtures)
S 5 C 1 PO 5
mixture
homogenous
heterogeneous
S 5 C 1 PO 5
1. Define each term.
2. Classify mixtures as
heterogeneous or
homogenous.
S 5 C 1 PO 3
Identify the types of
evidence that a chemical
reaction has occurred.
(compounds)
S 5 C 1 PO 3
compound
chemical reaction
precipitate
absorption of heat (warmer)
release of heat (cooler)
S 5 C 1 PO 3
1. Define each term.
2. Identify the type of
evidence that a
chemical reaction has
occurred.
 formation of a
precipitate
 generation of gas
 unexpected color
change
 absorption or release of
heat
S 5 C 1 PO 4
17
S 5 C 1 PO 4
1. Classify substances as
elements, compounds
or mixtures.
Curriculum Map for SC08 (Mesa Public Schools)
Revised 7/29/10
3rd Quarter
PROPERTIES OF MATTER
(page 2 of 2)
8th GRADE SCIENCE
CLUSTERED POs
Priority PO
Linking POs
S 5 C 1 PO 7
Investigate how the
transfer of energy can
affect the physical and
chemical properties of
matter.
(MPS focus is on physical
and chemical properties,
not on energy.)
UNWRAPPED POs
Knowledge
Skills
S 5 C 1 PO 1
Identify different kinds of
matter based on specific
physical properties.
S 5 C 1 PO 1
matter
physical properties
states of matter
boiling point
melting point
solubility
soluble
insoluble
solution
density
S 5 C 1 PO 1
1. Define each term.
2. Identify the 3 common
states of matter.
3. Identify the state of
matter of various
substances.
4. Compare the solubilities
of various substances.
5. Predict the layering of
substances based on
their specific densities.
6. Identify different kinds
of matter based on
specific physical
properties.
S 5 C 1 PO 2
Identify different kinds of
matter based on specific
chemical properties.
S 5 C 1 PO 2
chemical properties
reactivity
chemical change/reaction
pH scale
acid
base
neutral
oxidation (corrosion)
S 5 C 1 PO 2
1. Define each term.
2. Compare the reactivity
of various substances.
3. Identify acids, bases, and
neutrals on a pH scale.
4. Identify the relative
strength/weakness of
acids or bases using the
pH scale.
5. Determine the pH of
unknown substances and
classify as acids, bases
or neutrals.
6. Identify examples of
oxidation reactions.
7. Identify different kinds
of matter based on
specific chemical
properties.
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Curriculum Map for SC08 (Mesa Public Schools)
Revised 7/29/10
3rd Quarter
PROPERTIES OF MATTER
- Historical
8th GRADE SCIENCE
CLUSTERED POs
Priority PO
Linking POs
S 2 C 2 PO 2
Describe how scientific
knowledge is subject to
change (when new info
and/or technology
challenges theories)
UNWRAPPED POs
Knowledge
Skills
S 2 C 1 PO 1
Identify how diverse
people and/or cultures,
past and present, have
made important
contributions to scientific
innovations.
S 2 C 1 PO 1
S 2 C 1 PO 1
1. Describe Dmitri Mendeleev’s
contributions to scientific
progress.
S 2 C 1 PO 3
Evaluate the impact of a
major scientific
development occurring
within the past decade.
S 2 C 1 PO 3
S 2 C 1 PO 3
1. Evaluate the impact of a major
scientific development in
chemistry occurring within the
past decade. (e.g. greenhouse
gases, chemical waste
disposal)
S 2 C 1 PO 4
Evaluate career
opportunities related to life
and physical sciences.
S 2 C 1 PO 4
chemistry
S 2 C 1 PO 4
1. Evaluate career
opportunities related to
physical sciences.
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Curriculum Map for SC08 (Mesa Public Schools)
Revised 7/29/10
3rd Quarter
PROPERTIES OF MATTER
- Personal/Social Perspectives
8th GRADE SCIENCE
CLUSTERED POs
Priority PO
Linking POs
S 3 C 1 PO 1
Analyze the risk factors
associated with natural,
human induced, and/or
biological hazards
S 3 C 1 PO 2
Analyze possible solutions
to address the
environmental risks
associated with chemicals
and biological systems.
UNWRAPPED POs
Knowledge
Skills
S 3 C 2 PO 4
Compare risks and
benefits technological
advances.
S 3 C 2 PO 4
greenhouse gases
S 3 C 2 PO 1 & PO 4
1. Compare the risks and
benefits of environmental
and technological advances
including:
 waste disposal of industrial
chemicals
 greenhouse gases
S 3 C 2 PO 1
Propose viable methods
of responding to an
identified need or
problem.
S 3 C 2 PO 1
S 3 C 2 PO 1
1. Propose reasonable solutions
to these problems:
 waste disposal of industrial
chemicals
 greenhouse gases
S 3 C 2 PO 2
Compare solutions to best
address an identified need
or problem.
S 3 C 2 PO 2
S 3 C 2 PO 2
1. Compare solutions to identify
which solution(s) best address
these problems:
 waste disposal of industrial
chemicals
 greenhouse gases
S 3 C 2 PO 3
Design and construct a
solution to an identified
need or problem using
simple classroom
materials.
S 3 C 2 PO 3
S 3 C 2 PO 3
Design and construct a solution
to a local need or problem using
simple classroom materials.
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Curriculum Map for SC08 (Mesa Public Schools)
Revised 7/29/10
th
4
QUARTER
5. COMPREHENSIVE REVIEW - Complete before the Science AIMS test.
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