Middle School Curriculum Map Grade:_8th Grade________________ Subject:_Science___________________ Energy: Mass and Speed Relationships Timeframe: August 22nd - August 31st Standards & Essential Question(s) Student Friendly Daily Learning Targets 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. I can: collect data and construct graphs to describe relationships between kinetic energy, mass, and speed. Why is it that a large moving object can have as much kinetic energy as a small fast moving car? https://www.nextgenscience.org/s ites/default/files/evidence_statem ent/black_white/MS-PS31%20Evidence%20Statements% 20June%202015%20asterisks.pd f Resources Critical Vocabulary ● ● ● ● ● I can: describe the relationship between kinetic energy and mass kinetic energy mass speed energy potential energy Assessments Accommodations (Yearly for each Unit) https://drive.google.com/ope n?id=0B4YptBNrkcd1bUstY2 9vQlVvQlk Extended time One on one instruction Small group instruction Reader Calculator Shortened assignments Retake tests Graphic organizers Technology Visual prompts Paraphrase directions Manipulatives Re-reads https://drive.google.com/ope n?id=0B4YptBNrkcd1aTJRQ 2ZRUmN2VDQ I can: describe the relationship between kinetic energy and speed I can: gather, collect, and use evidence to analyze energy and motion Genetics Timeframe: September 1st - September 23rd Standards & Essential Question(s) Student Friendly Daily Learning Targets Resources Critical Vocabulary Assessments 08-LS4-5 Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. 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. How do humans influence the inherited traits of organisms? I can: develop a model that shows how mutations can occur I can: use a model to explain how mutations affect organisms I can: gather and explain information about the technologies humans use to obtain desired traits in organisms ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● https://www.nextgenscienc e.org/sites/default/files/evid ence_statement/black_whit e/MS-LS45%20Evidence%20Statem ents%20June%202015%2 0asterisks.pdf https://www.nextgenscienc e.org/sites/default/files/evid ence_statement/black_whit e/MS-LS31%20Evidence%20Statem ents%20June%202015%2 0asterisks.pdf ● ● ● ● ● mutations genetics DNA chromosomes traits natural selection inheritance cell structure variation sexual reproduction artificial selection selective breeding offspring generation phenotype genotype genetic modification animal husbandry gene therapy biological evolution diversity heredity adaptation Natural Selection Timeframe: September 26th - October 31st Standards & Essential Question(s) Student Friendly Daily Learning Targets 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. I can: compare and contrast asexual and sexual reproduction. 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. 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. Why do some organisms survive when others don’t? How does natural selection influence future generations? https://www.nextgenscience. org/sites/default/files/evidenc e_statement/black_white/3- I can: use a model to predict the potential offspring from sexually reproducing organisms and asexually reproducing organisms. I can: make an evidence-based claim that supports the process of natural selection. I can: use a mathematical model as evidence for why traits in a population have increased or decreased over time. Resources Critical Vocabulary continued from last unit ● asexual reproduction ● adaptation ● natural selection ● variation of traits ● chormosomes ● alleles ● gene ● identical ● fraternal ● probability ● Punnett squares ● population Assessments LS32%20Evidence%20Statemen ts%20June%202015%20aste risks.pdf https://www.nextgenscience. org/sites/default/files/MSLS4-4%20June%202015.pdf https://www.nextgenscience. org/sites/default/files/evidenc e_statement/black_white/MSLS46%20Evidence%20Statemen ts%20June%202015%20aste risks.pdf Geologic HIstory and Biologic History Timeframe: November 1st to December 19th Standards & Essential Question(s) Student Friendly Daily Learning Targets 08-ESS1-4 Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth’s 4.6 billion year old history. I can analyze evidence to explain the organization of the geologic timeline 08-LS4-1 Analyze and interpret data for patterns in the fossil record that document the existence, Resources Critical Vocabulary ● ● I can analyze patterns through fossil evidence to demonstrate that life on Earth has evolved I can infer evolutionary relationships from observations of anatomical similarities of past and present organisms and their embryos ● ● ● ● ● ● Law of Superposition Principle of original horizontality Principle of inclusion extinction evolution uniformitarianism rock stata geologic timeline Assessments diversity, extinction, and change of life forms throughout the history of life of Earth under assumption that natural laws operate today as in the past. 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 evolutionary relationships. 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 formed anatomy. How do fossil and rock evidence give clues to major events in Earth’s history? How do organisms evolve over time? HOw have geological processes influenced the evolution of organisms? https://www.nextgenscienc e.org/sites/default/files/evid ence_statement/black_whit e/MS-ESS14%20Evidence%20Statem ents%20June%202015%20 asterisks.pdf ● ● ● ● geologic time scale relative age absolute age Law of uniformitarianism https://www.nextgenscienc e.org/sites/default/files/evid ence_statement/black_whit e/MS-LS41%20Evidence%20Statem ents%20June%202015%20 asterisks.pdf https://www.nextgenscienc e.org/sites/default/files/evid ence_statement/black_whit e/MS-LS42%20Evidence%20Statem ents%20June%202015%20 asterisks.pdf https://www.nextgenscienc e.org/sites/default/files/evid ence_statement/black_whit e/MS-LS43%20Evidence%20Statem ents%20June%202015%20 asterisks.pdf Ecosystems Timeframe: January 3rd to February 10th Standards & Essential Question(s) Student Friendly Daily Learning Targets 08-LS2-4 Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. I can analyze ecological data to find patterns (i.e. predator/prey relationships, natural hazard, manmade impacts etc) 08-LS2-5 Evaluate competing I can use data to construct an argument about how changes in biotic and abiotic factors affect ecosystems Resources Critical Vocabulary ● ● ● ● ● ● ● ● emperical design constraints ecosystem biodiversity abiotic biotic water purification nutrient Assessments design solutions for maintaining biodiversity and ecosystem services. How does human desire for convenience influence our ecosystems? https://www.nextgenscience.or g/sites/default/files/evidence_st atement/black_white/MS-LS24%20Evidence%20Statements %20June%202015%20asterisk s.pdf https://www.nextgenscience.or g/sites/default/files/evidence_st atement/black_white/MS-LS25%20Evidence%20Statements %20June%202015%20asterisk s.pdf I can evaluate possible solutions for maintaining biodiversity in ecosystems I can design a practical solution for maintaining biodiversity in an ecosystem ● ● ● recycling predator prey Natural Hazards Timeframe: February 13th to March 31st Standards & Essential Question(s) Student Friendly Daily Learning Targets 08-ESS3-1 Construct a scientific explanation based on evidence for how the uneven distribution of Earth’s mineral energy, and groundwater resources are the result of past and current geoscience processes. I can distinguish between renewable and nonrenewable resources. 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. I can make an evidence-based claim about how the natural hazard history of an area can be used to forecast future events. 08-ESS3-3 Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. HOw have geologic processes impacted human activities? HOw have human activities impacted our planet? https://www.nextgenscience.org/s ites/default/files/evidence_statem ent/black_white/MS-ESS31%20Evidence%20Statements% 20June%202015%20asterisks.pd f I can explain the geoscience processes that led to the current distribution of natural resources. I can design/build a plan to minimize the risk of natural hazards affecting us in our region (drought, floods, sinkholes). I can explain how scientists currently monitor human impact on the environment. I can modify plan developed in previous topic to minimize negative human impacts on our environment. Resources Critical Vocabulary ● ● ● ● ● ● ● ● ● ● ● ● ● pollution agriculture aquifer biosphere lithosphere geoscience hydrothermal activity subduction zone weathering erosion deposition tsunami minerals Assessments https://www.nextgenscience.org/s ites/default/files/evidence_statem ent/black_white/MS-ESS32%20Evidence%20Statements% 20June%202015%20asterisks.pd f https://www.nextgenscience.org/s ites/default/files/evidence_statem ent/black_white/MS-ESS33%20Evidence%20Statements% 20June%202015%20asterisks.pd f Global Changes Timeframe: April 9th to May 23rd Standards & Essential Question(s) Student Friendly Daily Learning Targets 08-ESS3-3 Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. I can discuss how human activities can affect the four spheres. 08-ESS3-4 Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems. 08-ESS3-5 Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. I can analyze evidence to construct an argument on human populations and consumption of natural resources (both short and long term timeframes). I can develop a model/plan using scientific principles to track and reduce human pressures on the environment. I can generate questions to clarify evidence about the rise in global temperatures. Resources Critical Vocabulary ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● causal correlational stability mitigation greenhouse gases fossil fuels global warming climate weather biosphere lithosphere hydrosphere atmosphere renewable nonrenewable anthropogenic sources combustion Assessments How have humans contributed to global climate change? I can analyze data to determine factors (including human activities) impacting global warming. How do I, as part of the human race, affect global climate change? I can design a plan to minimize human impacts on global climate change. ● ● carbon cycle carbon sinks and sources
