Curriculum Map for SC 20
Revised on: 05/31/2012
th
SC20 8
ADVANCED
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.
SC20
Revised: May 31, 2012
1
Curriculum Map for SC 20
Revised on: 05/31/2012
Timeline for 8th Grade Advanced Science Curriculum
Page(s)
1st QUARTER
1.
2.
4
HEREDITY
5-7
a.
Inquiry: scientific question & hypothesis; nature of science; safety
6-7
b.
Historical: Gregor Mendel
7
c.
Personal /Social Perspectives: genetic engineering; radiation treatments
7
ADAPTATIONS (may extend into 2nd quarter)
8-11
a.
Inquiry: experimental design; nature of science; safety reinforced
10
b.
Historical: Charles Darwin
11
c.
Personal /Social Perspectives: human impact on habitat
11
2nd QUARTER
3.
12
FORCE AND MOTION
13-14
(Strand 1objectives must be completed by the end of 2nd quarter; other strands may
extend into 3rd quarter)
Added content
a.
Inquiry: results/data and conclusions; nature of science; safety reinforced
15-17
b.
Historical: Isaac Newton
17
c.
Personal /Social Perspectives: airbags
17
3rd QUARTER
4.
2
PROPERTIES OF MATTER
18
19-25
a.
Inquiry: reinforce entire process; safety reinforced
19-25
b.
Historical: Dmitri Mendeleev
c.
Personal /Social Perspectives: chemical waste disposal; greenhouse gases 26
25
Curriculum Map for SC 20
Revised on: 05/31/2012
4th QUARTER
27
5. COMPREHENSIVE REVIEW (Complete before the Science AIMS test.)
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.
3
HEREDITY
3
Curriculum Map for SC 20
2.
Revised on: 05/31/2012
a. Inquiry: scientific question & hypothesis; nature of science; safety
4-5
b. Historical: Gregor Mendel
6
c. Personal /Social Perspectives: genetic engineering; radiation treatments
6
ADAPTATIONS (may extend into 2nd quarter)
7-10
a. Inquiry: experimental design; nature of science; safety reinforced
8-9
b. Historical: Charles Darwin
10
c. Personal /Social Perspectives: human impact on habitat
10
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
Underlined = 9th grade Standards
1st Quarter
HEREDITY
8th GRADE SCIENCE SC20
CLUSTERED Pos
Priority PO
UNWRAPPED
Pos
Linking POs
Knowledge
S4 C2 PO 2
S4 C2 PO 1
S4 C2 PO 1
Explain the basic principles Explain the purposes of cell *cell
of heredity.
division:
*nucleus
*chromosome
● growth & repair
*gene
● reproduction
*DNA
growth
reproduction
repair
4
Skills
S4 C2 PO 1
1. Identify the (*) terms in a
model of a cell.
2. Describe the relationships
among the (*) terms.
1. Explain the purposes (not
processes) of cell division.
Curriculum Map for SC 20
Revised on: 05/31/2012
S4 C2 PO 3
Distinguish between the
nature of dominant and
recessive traits.
5
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.
Curriculum Map for SC 20
Revised on: 05/31/2012
1st Quarter
HEREDITY
- Inquiry
8th GRADE SCIENCE SC20
CLUSTERED Pos
Priority PO
S 1 C 2 PO 2
Design a controlled
investigation to support or
reject a hypothesis.
UNWRAPPED
Pos
Linking POs
Knowledge
S 1 C 1 PO 1
S 1 C 1 PO 1
Formulate questions based
scientific methods
on observations that lead to
inquiry process
the development of a
observation
hypothesis.
inference
question (scientific)
S 1 C 1 PO 3
Generate a hypothesis that
can be tested.
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 3
hypothesis
*testable
*variable
cause
effect
S 1 C 1 PO 2
bias
S 1 C 2 PO 1
Demonstrate safe behavior
and appropriate procedures S 1 C 2 PO 1
in all science inquiry.
S 1 C 3 PO 7
Critique scientific reports
from periodicals, television,
or other media.
S 1 C 3 PO 7
S 2 C 2 PO 4
Explain why scientific claims may
be question-able if based on very
small samples of data, biased
S 2 C 2 PO 4
samples, or samples for which
6
Skills
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
1. Define (*) terms.
2. Write testable hypotheses
based on scientific questions.
3. Given possible hypotheses,
identify non-testable
examples.
S 1 C 1 PO 2
1. Distinguish between
appropriate and inappropriate
sources of research information.
S 1 C 2 PO 1
1. Demonstrate safe behaviors
during investigations
(ongoing).
2. Conduct investigations using
proper procedures (ongoing).
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
1. Explain why scientific claims
may be questionable based on:
● sample size
● bias
Curriculum Map for SC 20
Revised on: 05/31/2012
● lack of control
there was no control.
S 2 C 2 PO 1
1. Apply these scientific processes to
everyday situations.
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
1st Quarter
HEREDITY
- Historical
- Personal/Social Perspectives
8th GRADE SCIENCE SC20
CLUSTERED POs
Priority PO
UNWRAPPED
Pos
Linking POs
S 2 C 2 PO 2
S 2 C 1 PO 1
Describe how scientific
Identify how diverse people
knowledge is subject to
and/or cultures, past and
change (when new info
present, have made
and/or technology challenges important contributions to
theories)
scientific innovations.
S 2 C 1 PO 2
Evaluate the effects of
Mendelian Genetics on
society.
Knowledge
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
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 S 2 C 1 PO 3
occurring within the past
decade.
S 3 C 2 PO 4
Compare risks and benefits
of technological advances
S 3 C 2 PO 4
7
Skills
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
1. Compare the risks and benefits
Curriculum Map for SC 20
Revised on: 05/31/2012
radiation
genetic engineering
S 2 C 1 PO 4
Evaluate career opportunities
S 2 C 1 PO 4
related to life and physical
biology
sciences.
genetics
8
of technological advancements
including:
● radiation treatments
● genetic engineering (e.g.
selective breeding)
S 2 C 1 PO 4
1. Evaluate career opportunities
related to life sciences.
Curriculum Map for SC 20
Revised on: 05/31/2012
1st Quarter
ADAPTATIONS
(page 1 of 2)
8th GRADE SCIENCE SC20
CLUSTERED POs
Priority PO
UNWRAPPED Pos
Linking POs
S 4 C 4 PO 6 (structural)
Describe factors that allow
for the survival of living
organisms.
Knowledge
S 4 C 4 PO 6
adaptation (structural)
pollination
seed dispersal
protective coloration
S 4 C 4 PO 3
S 4 C 4 PO 3 (structural)
natural selection
Determine characteristics of
environment
organisms that could change
ecosystem
over several generations.
habitat
S 4 C 4 PO 1 (behavioral) S 4 C 4 PO 5 (behavioral)
Explain how an
Analyze behavioral cycles of
organism’s behavior
organisms.
allows it to survive in an
environment.
S 4 C 4 PO 4 (behavioral)
Compare the symbiotic and
competitive relationships in
organisms within an
ecosystem.
9
S 4 C 4 PO 5
adaptation (behavioral)
behavioral cycles
migration
hibernation
estivation
dormancy (plants)
S 4 C 4 PO 4
competition
predation
symbiosis
mutualism
commensalism
parasitism
Skills
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
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
1. Explain how each of the
terms contributes
to the survival of
organisms.
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.
Curriculum Map for SC 20
Revised on: 05/31/2012
3. Classify the type of
symbiotic relationships for
pairs of organisms.
10
Curriculum Map for SC 20
Revised on: 05/31/2012
1st Quarter
ADAPTATIONS
(page 2 of 2)
8th GRADE SCIENCE SC20
CLUSTERED POs
Priority PO
UNWRAPPED Pos
Linking POs
Knowledge
S 4 C 4 PO 1 (behavioral) S 4 C 4 PO 2
S 4 C 4 PO 2
(behavioral & structural)
&
endotherm
Describe how an organism
S 4 C 4 PO 6 (structural)
ectotherm
can maintain a stable internal diurnal
environment while living in a
nocturnal
constantly changing external
environment.
11
Skills
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 SC 20
Revised on: 05/31/2012
1st Quarter
ADAPTATIONS
- Inquiry
8th GRADE SCIENCE SC20
CLUSTERED POs
Priority PO
UNWRAPPED
POs
Linking POs
S 1 C 2 PO 2
Design a controlled
investigation to support or
reject a hypothesis.
Knowledge
S 1 C 2 PO 2
controlled
experiment
controlled variable
(constant)
control group
experimental group
S 1 C 1 PO 3
independent
S 1 C 1 PO 3
variable
Generate a hypothesis that
dependent
can be tested.
variable
S 1 C 4 PO 4
S 1 C 4 PO 4
Write clear, step-by-step
instructions (procedures) 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.
12
S 1 C 3 PO 5
validity
Skills
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
1. Identify independent
variables to be tested.
2.Identify dependent variables
to be measured.
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
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
Curriculum Map for SC 20
Revised on: 05/31/2012
1st Quarter
ADAPTATIONS
- Historical
8th GRADE SCIENCE SC20
CLUSTERED POs
Priority PO
UNWRAPPED
Pos
Linking POs
S 2 C 2 PO 2
S 2 C 1 PO 1
Describe how scientific
Identify how diverse people
knowledge is subject to
and/or cultures, past and
change (when new info
present, have made
and/or technology challenges important contributions to
theories)
scientific innovations.
Knowledge
S 2 C 1 PO 1
theory (Darwin)
S 2 C 1 PO 4
Evaluate career opportunities S 2 C 1 PO 4
biology
related to life and physical
ecology
sciences.
Skills
S 2 C 1 PO 1
1. Describe Darwin’s important
contributions to scientific progress
(specifically natural selection).
S 2 C 1 PO 4
1. Evaluate career opportunities
related to life sciences.
1st Quarter
ADAPTATIONS
- Personal/Social Perspectives
8th GRADE SCIENCE SC20
CLUSTERED POs
Priority PO
UNWRAPPED
Pos
Linking POs
S 3 C 1 PO 2
S 3 C 2 PO 3
Analyze possible solutions to Design and construct a
13
Knowledge
S 3 C 2 PO 3
Skills
S 3 C 2 PO 3
Design and construct a solution to a
Curriculum Map for SC 20
address the environmental
risks associated with
chemicals and biological
systems.
14
Revised on: 05/31/2012
solution to an identified need
or problem using simple
classroom materials.
local need or problem using simple
classroom materials. (e.g. human
impact on habitat, water pollution)
Curriculum Map for SC 20
Revised on: 05/31/2012
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
by the end of 2nd quarter; other strands may extend into 3rd quarter)
a.
Inquiry: results/data and conclusions; nature of science; safety reinforced
12-16
b.
Historical: Isaac Newton
12-16
c.
Personal /Social Perspectives: airbags
16
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
Underlined = 9th grade Standards
15
11-16
Curriculum Map for SC 20
Revised on: 05/31/2012
2nd Quarter
FORCE AND MOTION
8th GRADE SCIENCE SC20
CLUSTERED
PO’s
Priority PO
UNWRAPPED PO
CLUSTER
Linking PO’s
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.
S 5 C 2 PO 2
inertia
force
net force
Newton (unit of meas.)
motion
reference point
position
mass
C2 PO3
Explain how Newton’s 1st
Law applies to objects at
rest or moving at constant
velocity.
S 5 C 2 PO 1
Demonstrate velocity as
the rate of change of
position over time.
S5 C2 PO2
Analyze relationships
among position, rate, and
time.
C2 PO 1
Determine the rate of change
of a quantity.
16
Knowledge
(Content to learn?)
S 5 C 2 PO 1
rate
speed (distance/time)
total distance traveled
displacement (change
in position)
velocity = displacement
time
average velocity
acceleration
negative acceleration
C2 PO 1
Slope
Independent variable
Dependant variable
Skills
(Ability to do what?)
S 5 C 2 PO 2
1. Define each term.
2. Identify variables that
affect inertia. (C2 PO3)
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
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)
C2 PO 1
1. Solve for a rate problem
using correct units.
2. Determine the rate of an
object in motion.
3. Calculate the speed of an
object.
4. Calculate the velocity of an
object.
5. Analyze the difference
between speed and velocity.
Curriculum Map for SC 20
Revised on: 05/31/2012
6.
7.
8.
Calculate the change in rate
(acceleration) of an object.
Graph the slope of position
over time for velocity.
Graph the slope of change of
distance over change of time
for acceleration
2nd Quarter
FORCE AND MOTION
8th GRADE SCIENCE SC20
CLUSTERED
PO’s
Priority PO
UNWRAPPED PO
CLUSTER
Linking PO’s
S 5 C 2 PO 3
(2nd Law of Motion)
Knowledge
(Content to learn?)
S 5 C 2 PO 3
S 5 C 2 PO 3
force = mass x acceleration 1. Predict what will
happen to the other two
variables when one
variable increases or
decreases. (F=ma)
2. Explain how given
situations demonstrate
Newton’s 2nd Law.
3. Predict the outcome of
situations involving Newton’s
2nd Law.
Describe how the
acceleration of a body
is dependent on its
mass and the net
applied force
C2 PO4
C2 PO4
Mass
Using Newton’s 2nd Law of
Acceleration
Motion, analyze the
Force
relationships among the net
force acting on a body, the
mass of the body, and the
resulting acceleration.
S 5 C 2 PO 4
(3rd Law of Motion)
Describe forces as
interactions between
bodies.
17
Skills
(Ability to do what?)
S 5 C 2 PO 5
Create a graph devised
from measurements of
moving objects and their
interactions.
S 5 C 2 PO 5
constant velocity
constant acceleration
C2 PO4
1. Model the 2nd law using a car
and ramp.
2. Analyze and calculate the
force, mass, or acceleration
of different moving objects.
3. Acceleration due to gravity.
S 5 C 2 PO 5
Create & interpret the
results of positiontime graphs & velocitytime graphs.
S 5 C 2 PO 4
S 5 C 2 PO 4
action force
1. Define each term.
2. Identify examples of
action-reaction force
Curriculum Map for SC 20
Revised on: 05/31/2012
reaction force
pairs.
3. Explain why given
situations demonstrate
Newton’s 3rd Law.
4. Predict the outcome of situations
involving Newton’s 3rd Law
C2 PO5
Diagram the action/reaction forces of
various examples.
C2 PO5
C2 PO5
rd
Forces in pairs
Use Newton’s 3 Law to
explain forces as interactions
between bodies
2nd Quarter
FORCE AND MOTION
-Inquiry
8th GRADE SCIENCE SC20
CLUSTERED
PO’s
Priority PO
S 1 C 2 PO 3
Conduct a controlled
investigation to support
or reject a hypothesis.
UNWRAPPED PO
CLUSTER
Linking PO’s
Knowledge
(Content to learn?)
S 1 C 2 PO 4
S 1 C 2 PO 4
Perform measurements
equipment names
using appropriate scientific units of measure
tools.
S 1 C 2 PO 5
S 1 C 2 PO 5
Keep a record of
data table (data chart)
observations, notes,
sketches, questions, &
ideas using tools such as
written &/or computer logs.
S 1 C 4 PO 2
Choose an appropriate
18
Skills
(Ability to do what?)
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
1. Organize information in a
logical manner.
2. Organize collected data in
properly labeled data tables.
S 1 C 4 PO 2
1. Choose an appropriate
Curriculum Map for SC 20
Revised on: 05/31/2012
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 3 PO 1
Analyze data obtained in a S 1 C 3 PO 1
scientific investigation to
trend
identify trends.
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
graph for collected data.
2. Create and properly label
graphs.
S 1 C 3 PO 1
1. Identify trends from data
obtained in investigations.
S 1 C 3 PO 3
1. Identify relationships
between variables as
positive, negative, or no
relationship.
negative relationship
no relationship
2nd Quarter
FORCE AND MOTION
- Inquiry
(page 2 of 3)
8th GRADE SCIENCE SC20
CLUSTERED
PO’s
Priority PO
S 1 C 2 PO 3
Conduct a controlled
investigation to support
or reject a hypothesis.
19
UNWRAPPED PO
CLUSTER
Linking PO’s
Knowledge
(Content to learn?)
Skills
(Ability to do what?)
S 1 C 3 PO 2
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
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
1. Write analyses matching
collected data.
2. Write conclusions that
S 1 C 4 PO 3
results
analysis
Curriculum Map for SC 20
Revised on: 05/31/2012
conclusion
address the questions.
S 1 C 4 PO 1
Communicate the results of S 1 C 4 PO 1 &
S 1 C 4 PO 5
an investigation.
S 1 C 4 PO 5
(combine POs)
Communicate the results
and conclusion of the
investigation.
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
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 5
Explain how evidence
supports the validity and
reliability of a conclusion.
S 1 C 3 PO 4
S 1 C 3 PO 8
S 1 C 3 PO 5
reliability
S 1 C 3 PO 8
1. Formulate new questions based
on the results of a previous
investigation.
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.
2nd Quarter
FORCE AND MOTION
-Inquiry
(page 3 of 3)
-Historical
-Personal/Social Perspectives
8th GRADE SCIENCE SC20
CLUSTERED
PO’s
Priority PO
S 1 C 2 PO 3
20
UNWRAPPED PO
CLUSTER
Linking PO’s
S1 C 3 PO 6
Knowledge
(Content to learn?)
S 1 C 3 PO 6
Skills
(Ability to do what?)
S 1 C 3 PO 6
Curriculum Map for SC 20
Conduct a controlled
investigation to support
or reject a hypothesis.
Revised on: 05/31/2012
1. Identify potential
investigational errors such
as flawed investigational
design, inaccurate
measurement, computational
errors, or unethical reporting.
Identify the potential
investigational error that
may occur.
S 2 C 2 PO 3
S 2 C 2 PO 3
Defend the principle that
replication
accurate record keeping,
credibility
openness, and replication
are essential for maintaining
an investigator’s credibility
with other scientists and
society.
S 2 C 2 PO 2
Describe how scientific
knowledge is subject to
change (when new info
and/or technology
challenges theories)
S 2 C 1 PO 1
S 2 C 1 PO 1
Identify how diverse people law (Newton)
and/or cultures, past and
present, have made
important contributions to
scientific innovations.
S 2 C 1 PO 2
Evaluate the effects of
S 2 C 1 PO 2
Newton’s Laws on society.
S 3 C 2 PO 4
Compare risks and benefits
of technological advances. S 3 C 2 PO 4
S 2 C 1 PO 4
Evaluate career
opportunities related to life S 2 C 1 PO 4
and physical sciences.
physics
rd
3
21
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)
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.)
S 3 C 2 PO 4
1. Compare the risks and benefits
of technological advancements
including:
● airbags
S 2 C 1 PO 4
1. Evaluate career opportunities
related to physical sciences.
Curriculum Map for SC 20
Revised on: 05/31/2012
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.
Page(s)
1.
PROPERTIES OF MATTER
d.
Inquiry: reinforce entire process; safety reinforced
e.
Historical: Dmitri Mendeleev
a.
Personal /Social Perspectives: chemical waste disposal; greenhouse gases 24
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
Underlined = 9th grade Standards
22
17-24
18-22
23
Curriculum Map for SC 20
Revised on: 05/31/2012
3rd Quarter
PROPERTIES OF MATTER
8th GRADE SCIENCE SC20
CLUSTERED
PO’s
Priority PO
UNWRAPPED PO
CLUSTER
Linking PO’s
Knowledge (Content to
learn?)
S 5 C 1 PO 4
S 5 C 1 PO 6
S 5 C 1 PO 6
Classify matter in terms Explain the systematic
C 1 PO 3
of elements, mixtures,
organization of the periodic matter
or compounds.
table. (elements)
periodic table
element
period
group/family
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
C 1 PO 3
1. Locate specific groups on the
periodic table. (ex: alkali metals,
halogens, etc.)
2. Identify physical and chemical
properties of specific groups.
3. Identify trends in the periodic table
that determine its organization.
● atom size (nucleus; # of energy
levels)
● grouped by similar characteristics
● increasing atomic number
● metals/metalloids/nonmetals
4. Locate specific elements on the
periodic table and describe their
characteristics.
C 1 PO 3
Describe/predict
properties of elements
and compounds.
C 1 PO 6 &
C 1 PO 8
C 1 PO 6
atom
Describe the features and
nucleus
components of the atom.
protons
C 1 PO 8
neutrons
Explain the details of atomic isotope
structure (e.g., electron
electrons
23
Skills (Ability to do what?)
C 1 PO 6 &C 1 PO 8
1. Determine number of protons,
neutrons, and electrons for a given
atom.
2. Explain why atoms are neutral in
charge.
3. Determine if two atoms are isotopes
of the same element.
4. Determine the number of energy
levels for a given atom (not to
Curriculum Map for SC 20
configuration, energy levels) energy level
atomic number
atomic mass
symbol
C 4 PO 4
ions
valence
C 4 PO 4
Distinguish among the types covalent
ionic
of bonds.
bonding
molecule
compound
24
Revised on: 05/31/2012
include sublevels).
5. State the maximum capacity of
electrons for each of the first three
energy levels.
6. Draw and label the parts of a given
atom, including number of protons,
neutrons and electrons. (ex: Bohr
model)
C 4 PO 4
1. Explain the role of valence electrons
in bonding.
2. Differentiate between ionic and
covalent bonding.
Curriculum Map for SC 20
Revised on: 05/31/2012
3rd Quarter
PROPERTIES OF MATTER
8th GRADE SCIENCE SC20
CLUSTERED
PO’s
Priority PO
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.)
C 1 PO 3
Describe/predict
25
UNWRAPPED PO
CLUSTER
Linking PO’s
S 5 C 1 PO 1
Identify different kinds of
matter based on specific
physical properties.
Knowledge
(Content to learn?)
S 5 C 1 PO 1
matter
states of matter
boiling point
melting point
solubility
soluble
insoluble
density
C 1 PO 1
Skills
(Ability to do what?)
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.
C 1 PO 1
1. Describe common physical
Curriculum Map for SC 20
properties of elements
and compounds.
Revised on: 05/31/2012
C 1 PO 1
Describe substances based
on their physical properties.
property
physical property
S 5 C 5 PO 1
Describe various ways in
which matter and energy S 5 C 3 PO 7
interact
Explain how molecular
motion is related to
temperature and phase
changes.
S 5 C 3 PO 7 &
S 5 C 3 PO 6
phase change
sublimation
freezing
melting
evaporation
condensing
S 5 C 3 PO 6
Distinguish between heat and temperature
heat
temperature.
kinetic energy
S1 C3 PO5
Kinetic molecular theory
S 5 C 5 PO 4
Describe the basic
assumptions of kinetic
molecular theory.
S 1 C 3 PO 5
Design models (conceptual
or physical) to represent “real
world” scenarios.
S5 C5 PO4
● phase change
Kinetic molecular theory
● collisions
S 5 C 5 PO 5
Apply kinetic molecular
theory to the behavior of
matter.
properties of various types of
matter. (ex: states of matter,
density, etc.)
2. Use physical properties to identify
unknown substances
S 5 C 3 PO 7 &
S 5 C 3 PO 6
1. Describe the effect on particle
speed and spacing as temperature is
changed.
2. Distinguish between heat and
temperature.
S 1 C 3 PO 5
1. Illustrate the particles and their
energy levels for solids, liquids, and
gasses.
2. Diagram how phase change
occurs in terms of molecular energy.
S5 C5 PO4
1. Illustrate how atoms move based
on the amount of energy in a system.
2. Explain how increase in kinetic
energy leads to an increase in
temperature.
3. List phase order and the physical
change occurring between them.
4. Determine if energy is lost or
gained by direction of phase change.
3rd Quarter
PROPERTIES OF MATTER
8th GRADE SCIENCE SC20
CLUSTERED
PO’s
Priority PO
26
UNWRAPPED PO
CLUSTER
Linking PO’s
Knowledge
(Content to learn?)
Skills
(Ability to do what?)
Curriculum Map for SC 20
Revised on: 05/31/2012
S 5 C 1 PO 4
S 5 C 1 PO 5
S 5 C 1 PO 5
mixture
Classify matter in terms Classify mixtures as being
of elements, mixtures, or homogeneous or
homogeneous
compounds.
heterogeneous. (mixtures)
heterogeneous
S 5 C 1 PO 3
S 5 C 1 PO 3
compound
Identify the types of
chemical reaction
evidence that a chemical
reaction has occurred.
precipitate
absorption of heat (warmer)
(compounds)
release of heat (cooler)
■
formation of a
precipitate
■
generation of gas
■
unexpected color
change
S 5 C 1 PO 4
■
absorption or release Classify matter in terms of
of heat
elements, mixtures, or
compounds.
S 5 C 1 PO 3
1. Define each term.
2. Identify the type of
evidence that a
chemical reaction has
occurred for various
reactions.
S 5 C 1 PO 4
1. Classify substances as
elements, compounds or
mixtures.
C 1 PO 2
chemical property
C 1 PO 2
1. Describe common chemical
properties of various types of
matter. (ex: reactivity,
flammability, etc.)
2. Use chemical properties to
identify unknown substances.
C 4 PO 2
physical change
chemical change
chemical reaction
endothermic
exothermic
precipitate
indicators
C 4 PO 2
1. Distinguish between a physical
and a chemical change.
2. Recognize and identify the four
indicators of a chemical reaction
(precipitate, gas, color change,
heat)
3. After making observations,
determine if a chemical reaction
has occurred and defend the
decision.
4. Identify examples of chemical
reactions in everyday life.
C 1 PO 2
Describe substances based
on their chemical
properties.
C 4 PO 2
Identify the indicators of
chemical change, including
formation of a precipitate,
evolution of a gas, color
change, absorption or
release of heat energy
S 5 C 1 PO 5
1. Define each term.
2. Classify mixtures as
heterogeneous or
homogeneous.
3rd Quarter
PROPERTIES OF MATTER
8th GRADE SCIENCE SC20
CLUSTERED
27
UNWRAPPED PO
Curriculum Map for SC 20
Revised on: 05/31/2012
PO’s
Priority PO
CLUSTER
Linking PO’s
C 5 PO 1
C 3 PO 1
Describe various ways in Describe the ways in which
which matter and energy energy is stored in a system.
interact
C 3 PO 2
Describe various ways in
which energy is transferred
from one system to another
Knowledge
(Content to learn?)
C 3 PO 1
energy
system
closed system
chemical
mechanical
C 3 PO 2
Mechanical contact
Thermal conduction
Electromagnetic radiation
C 4 PO 10
C 4 PO 10
Phase change
Explain the energy transfers Exothermic
within chemical reactions
Endothermic
using the law of conservation
of energy.
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.)
28
S 5 C3 PO 3
Recognize that energy is
conserved in a closed
system.
S 5 C3 PO 3
Energy of system
Energy of surroundings
S 5 C 1 PO 2
Identify different kinds of
matter based on specific
chemical properties
S 5 C 1 PO 2
reactivity
chemical change/reaction
pH scale
acid
base
neutral
oxidation (corrosion)
Skills
(Ability to do what?)
C 3 PO 1
Identify the type of energy stored in
a system
C 3 PO 2
Identify how energy is transferred
from system to system
C 4 PO 10
1. Perform chemical reactions in
which the phase changes but the
mass stays the same.
2. Conduct a scientific experiment in
which the mass is conserved.
3. Diagram or illustrate ways in
which energy is transferred to a
non-usable form such as sound,
heat, or friction.
S 5 C3 PO 3
ID examples
1. Energy leaving a system to
surroundings (exothermic).
2. Energy leaving surroundings to
system (endothermic).
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
Curriculum Map for SC 20
Revised on: 05/31/2012
oxidation reactions.
7. Identify different kinds
of matter based on
specific chemical
properties.
S 3 C 1 PO 1
Evaluate how the
processes of natural
ecosystems affect, and
are affected by, humans.
S5 C4 PO1
Apply the law of
conservation of matter to
changes in a system.
S 5 C 4 PO 12
Compare the nature,
behavior, concentration, and
strengths of acids and bases.
S 5 C 4 PO 12
titration
neutralization
OH¯
H+
salt
C4 PO1
Law of conservation of
matter
C4 PO3
Reactant
C4 PO3
Product
Represent a chemical
Formula
reaction by using a balanced ● (produces/yields)
equation.
Balanced
Coefficient
Subscript
Chemical equation
C4 PO11
Temperature
Concentration
C4 PO11
Catalyst
Predict the effect of various
factors on the equilibrium
state and on the rates of
chemical reaction. (MPS
Note: At this level, include
only how factors affect
reaction rate)
S 5 C 4 PO 12
1. Compare and contrast
characteristics of acids and bases.
2. Perform titration and determine
the relative concentrations of acids
and bases.
C4 PO1
1. Through analysis of
experimental data discover the
law of conservation of matter.
2. Apply the law of conservation of
matter to predict the mass of
products during a chemical
reaction.
C4 PO3
1. Determine the number of atoms
of each element in a given
formula.
2. Predict the total mass of
products given the total mass of
reactants.
3. Write a balanced equation given
the reactants and products.
C4 PO11
1. Determine how temperature,
catalyst, and/or concentration
speed up or slow down a
reaction.
3rd Quarter
PROPERTIES OF MATTER
29
Curriculum Map for SC 20
Revised on: 05/31/2012
- Historical
8th GRADE SCIENCE SC20
CLUSTERED POs
Priority PO
UNWRAPPED
POs
Linking POs
S 2 C 2 PO 2
S 2 C 1 PO 1
Describe how scientific
Identify how diverse people
knowledge is subject to
and/or cultures, past and
change (when new info
present, have made
and/or technology challenges important contributions to
theories)
scientific innovations.
Knowledge
S 2 C 1 PO 1
S 2 C 1 PO 3
S 2 C 1 PO 3
Evaluate the impact of a
major scientific development
occurring within the past
decade.
S 2 C 1 PO 4
Evaluate career opportunities
S 2 C 1 PO 4
related to life and physical
chemistry
sciences.
Skills
S 2 C 1 PO 1
1. Describe Dmitri Mendeleev’s
contributions to scientific progress.
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
1. Evaluate career opportunities
related to physical sciences.
3rd Quarter
PROPERTIES OF MATTER
30
Curriculum Map for SC 20
Revised on: 05/31/2012
-Personal/Social Perspectives
8th GRADE SCIENCE SC20
CLUSTERED POs
Priority PO
S 3 C 1 PO 1
Analyze the risk factors
associated with natural,
human induced, and/or
biological hazards
UNWRAPPED
POs
Linking POs
Knowledge
S 3 C 2 PO 4
S 3 C 2 PO 4
Compare risks and benefits
greenhouse gases
technological advances.
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 2
S 3 C 1 PO 2
Compare solutions to best
S 3 C 2 PO 2
Analyze possible solutions to address an identified need or
address the environmental
problem.
risks associated with
chemicals and biological
systems.
S 3 C 2 PO 3
Design and construct a
solution to an identified need S 3 C 2 PO 3
or problem using simple
classroom materials.
31
Skills
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
1. Propose reasonable solutions to
these problems:
● waste disposal of industrial
chemicals
● greenhouse gases
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 a
local need or problem using simple
classroom materials.
Curriculum Map for SC 20
Revised on: 05/31/2012
th
4
QUARTER
1.
32
COMPREHENSIVE REVIEW - Complete before the Science AIMS test.