Common Core Standards
Grade 8 Science
Grade 8
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Essential Understanding
Common Core Standards
Performance Assessment
September
Weeks 1 & 2
Students will use scientific
principles to discover patterns,
trends, relationships and models
of systems and how these can be
represented and used to predict
future events.
Students will skillfully use the
laboratory equipment and develop
communication skills.
Students will represent data and
results in the form of graphs,
models, or diagrams.
Science Inquiry and Application
Use the scientific processes with
appropriate laboratory safety
techniques to identify a question,
conduct an investigation, analyze and
interpret data, develop models or
explanations and communicate these
results.
Students will design an experiment
that shows the relationship
between a glass’s change in
volume and the change in water
level. This will utilize laboratory
equipment and safety procedures,
make a testable prediction,
developing a method for testing,
analyzing results both verbally
and graphically and making a
prediction based on results.
Students will communicate their
results.
Weeks 3 & 4
The layers of Earth’s interior are
determined and differentiated by
the behavior of seismic waves as
they move through the materials.
The Earth’s core releases vast
amounts of heat that drive
convection currents throughout the
other layers.
The composition and properties of
Earth’s interior are identified by the
behavior of seismic waves.
Using real seismic data create or
interpret a cross section of Earth.
Explain the change of appearance
in each section based on data.
Interact with a school that is in
area of high seismic activity or
with a seismologist.
This will also tie into the overall bigger
assessment of the unit, building a
model of a either a seismograph or
earthquake resistant structure that will
be tested using a shake table.
October
Weeks 1- 3
Students will discover historical
data and observations such
as fossil distribution,
continental drift and sea-floor
spreading contributed to the
theory of plate tectonics.
Convection currents in the crust
and upper mantle drive the
movement of the plates.
There are three main types of
plate boundaries: divergent,
convergent and transform.
Each boundary results in
specific motion and causes
events or features that are
indicative of the boundary.
Earth’s crust consists of major and
minor tectonic plates that move
relative to each other.
Design and build a model of an
earthquake resistant structure.
Draw a blueprint of the plan,
provide data to backup choice of
design, and test results using a
shake table. (spatialsci.org)
Using a world map, mark the locations
of all earthquakes and volcanoes
that are recorded for a quarter.
Use the data to form an outline of
boundaries of activity and
compare this map with a map of
plate boundaries. Determine what
types of boundaries are in
volcano areas and what type in
earthquake areas.
Use historical data on plate tectonics,
including seafloor spreading and
continental drift to predict where
the North America will be in
millions of years. Create a model
to demonstrate that movement
using technology.
Week 4
There are three main types of
plate boundaries: divergent,
convergent and transform.
Each boundary results in
specific motion and causes
events or features that are
indicative of the boundary.
A combination of constructive and
destructive geologic processes
formed Earth’s surface.
Earth’s surface is formed from a
variety of different geologic
processes. These are at
times a result of the
interactions between the
hydrosphere (water) and
lithosphere (earth) which may
cause erosion, deposition,
glaciers, flooding and deserts.
Create a model of a 3-D topography
map of a specific area of North
America. Research the process that
must occur in order to form the
landforms and identify examples of
geologic processes using historical
data, climate effects, and expert
accounts. Communicate findings.
November
Week 1
There are three main types of
plate boundaries: divergent,
convergent and transform.
Each boundary results in
specific motion and causes
events or features that are
indicative of the boundary.
Earth’s surface is formed from a
variety of different geologic
processes. These are at
times a result of the
interactions between the
hydrosphere (water) and
lithosphere (earth) which may
cause erosion, deposition,
glaciers, flooding and deserts.
A combination of constructive and
destructive geologic processes
formed Earth’s surface.
Create a model of a 3-D topography
map of a specific area of North
America. Research the process that
must occur in order to form the
landforms and identify examples of
geologic processes using historical
data, climate effects, and expert
accounts. Communicate findings.
Weeks 2 & 3
Students will identify the
approximate age of the Earth
based on observations of the
geologic record and
understand that the processes
observed in the present are
similar to those that occurred
in the past (uniformitarianism).
Evidence of the dynamic changes
of Earth’s surface through time is
found in the geologic record.
There are different methods to
determine relative and
absolute age of some rock
layers and that within
undisturbed rock layers, the
oldest rocks are found at the
bottom (superposition).
Research a specific area and
investigate the geologic record and
fossils virtually over a span of 50-100
million years. Analyze the data and
document changes shown in the data
through a timeline or graph. Evaluate
the possible types of energy available
from the geologic processes that have
occurred in that area and how they
may be harnessed as energy sources
today. Share findings with the entire
class.
The geologic record can help
identify past environmental
and climate conditions.
Week 4
Fossils provide important evidence
of how life and environmental
conditions have changed.
Changes in environmental
conditions can affect if a trait
is beneficial for survival.
Earth’s history shows that
extinction of a species occurs
when organisms within a
species do not possess traits
necessary to survive and
reproduce in their
environment.
Diversity of species occurs through
gradual processes over many
generations. Fossil records
provide evidence that changes
have occurred in number and types
of species.
Examine organisms/fossils that are
found in a variety of environments and
others that have specific habitats and
compare/contrast the ability of
organisms to survive under
environmental conditions. Explain why
variation within a population can be an
advantage for survival and predict
which traits are the most beneficial in
the current environment and if
changes occur.
December
Weeks 1 & 2
Fossils provide important evidence
of how life and environmental
conditions have changed.
Changes in environmental
conditions can affect if a trait
is beneficial for survival.
Diversity of species occurs through
gradual processes over many
generations. Fossil records
provide evidence that changes
have occurred in number and types
of species.
Earth’s history shows that
extinction of a species occurs
when organisms within a
species do not possess traits
necessary to survive and
reproduce in their
environment.
Research a genetically modified
organism (Bt corn, wheat, rice) and
make a recommendation whether or
not it is harmful to the environment.
Provide peer-reviewed scientific
evidence to support your answer.
Consider both the pros and cons of
using genetically modified organisms
for food.
January
Weeks 1 & 2
Reproduction is the transfer of
genetic information from one
generation to the next.
Reproduction can happen with the
mixing of genes from two
individuals (sexual) or from
one individual to the next
generation (asexual).
The ability to reproduce defines
living things.
The end products of mitosis and
meiosis are compared as they
relate to asexual and sexual
reproduction.
Reproduction is necessary for the
continuation of every species.
Examine offspring in plants or animals
that are produced sexually. Note and
record variations that appear and
determine how the variations may
help or decrease the survival of
organisms if a change in environment
should occur.
Describe the features of sexual and
asexual reproduction related to
transfer of genetic information from
one generation to another.
Weeks 3 & 4
Expression of all traits is
determined by genes and
environmental factors. Many
genes influence more than
one trait, and many traits are
influenced by more than one
gene.
Genetic information is called DNA
(deoxyribonucleic acid) and it
is transmitted between parent
and offspring.
Mendel’s first law, the Law of
Segregation and his second,
the Law of Independent
Assortment, should be
demonstrated and illustrated
in a variety of organisms.
There are dominant and recessive
genes as well as some traits
display a codominance.
February
The characteristics of an organism
are a result of inherited traits
received from parent(s).
Investigate a number of dog breeds
and explain the benefits and
drawbacks of mixing the breeds.
Make sure to examine several
generations of dogs to determine the
stability of the resulting hybrid.
Describe how genes, chromosomes
and inherited traits are connected.
Describe the characteristics and
transfer of dominant and recessive
traits.
Weeks 1 & 2
Expression of all traits is
determined by genes and
environmental factors. Many
genes influence more than
one trait, and many traits are
influenced by more than one
gene.
The characteristics of an organism
are a result of inherited traits
received from parent(s).
Given the genetic characteristics of
the parents, use a Punnett square to
predict the genetic outcome of the
offspring produced.
Design and implement an
investigation to predict the genotype
and phenotype of offspring between
plants/animals of known heritage.
(Fast Plants/Insects)
Genetic information is called DNA
(deoxyribonucleic acid) and it
is transmitted between parent
and offspring.
Mendel’s first law, the Law of
Segregation and his second,
the Law of Independent
Assortment, should be
demonstrated and illustrated
in a variety of organisms.
There are dominant and recessive
genes as well as some traits
display a codominance.
Weeks 3 & 4
Magnetic, electrical and
gravitational forces can act at
a distance.
Examine what makes up a force.
There is a difference between
mass and weight.
Every object exerts a gravitational
force on every other object
with mass.
Magnetic forces either attract or
repel other magnetic forces.
Electricity is related magnetism.
Forces between objects act when
the objects are in direct contact or
when they are not touching.
Given a simple interaction between
two objects that are not touching
(e.g., a ball falling to the ground, a
magnet and a steel cabinet, hair and
a brush experiencing static), identify
the objects involved in the interaction
and give the direction of the force on
each object.
Using a field model, explain why an
apple will fall toward Earth.
Investigate the affect of charges and
distance on electrical forces using
simulation and data patterns.
Communicate your conclusion.
March
Weeks 1 & 2
Magnetic, electrical and
gravitational forces can act at
a distance.
Forces between objects act when
the objects are in direct contact or
when they are not touching.
Examine what makes up a force.
There is a difference between
mass and weight.
Every object exerts a gravitational
force on every other object
with mass.
Design and build a prototype of a
device that can be attached to a crane
to lift and move cars made of iron.
The force of attraction lifting the car
must be able to be released to deposit
the car in the desired location. Test
the designs of different groups in the
class to determine which design can
lift the largest mass.
Magnetic forces either attract or
repel other magnetic forces.
Electricity is related magnetism.
Weeks 3 & 4
A force is described by its strength
and in what direction it is
acting. The forces acting on
an object can be represented
by arrows (force diagram).
The combined effect is what
influences the motion of the
object.
If an object experiences balanced
forces the object will maintain
its current motion. If the object
experiences unbalanced
forces there will be a change
in motion.
Forces have magnitude and
direction.
Explain why a heavy cabinet does not
change its motion, even though a
strong pushing force is applied.
Recognize that unbalanced force
acting on an object changes that
object’s speed and/or direction.
Predict the combined effect of several
forces on an object at rest or an object
moving in a straight line (speed up,
slow down, turn left, turn right).
Implement a scientific investigation to
determine what type of force is
needed to get a moving puck or
bowling ball to slow down, speed up
and move in a circle (using hover puck
or bowling ball and broom).
April
Week 1
A force is described by its strength
and in what direction it is
acting. The forces acting on
an object can be represented
by arrows (force diagram).
The combined effect is what
influences the motion of the
object.
Forces have magnitude and
direction.
Design and build a simple model to
demonstrate the benefits of seatbelts
using Newton’s first law of motion.
Use the models to compare the
effectiveness of shoulder and lab belts
vs. lap belts alone.
If an object experiences balanced
forces the object will maintain
its current motion. If the object
experiences unbalanced
forces there will be a change
in motion.
Week 2
Friction is a force with magnitude
and direction.
Forces have magnitude and
direction.
Use a simulation to display how
friction affects the motion of an object.
Weeks 3 & 4
Gravitational potential energy
changes in a system as the
masses or relative positions
are changed.
There are different types of
potential energy.
Objects can have: elastic potential
energy due to their
compression, chemical
potential energy due to the
nature and arrangement of
atoms, electrical potential
energy relative to change in
position of charged particles.
Explore the potential energy in the
design of a pinball machine: design a
way to give a steel marble the
greatest potential energy, test and
compare the amount of energy of the
design of the different groups.
Plan and implement a scientific
experiment that determines the
relationship between the mass of a
metal sphere and the amount of
change it can make to sand in a
container. Determine how to quantify
the changes to the sand. Draw
conclusions and communicate.
Energy changes forms.
May
Week 1
Gravitational potential energy
changes in a system as the
masses or relative positions
are changed.
Objects can have: elastic potential
energy due to their
compression, chemical
potential energy due to the
nature and arrangement of
atoms, electrical potential
energy relative to change in
position of charged particles.
Energy changes forms.
There are different types of
potential energy.
Plan and implement a scientific
experiment that determines the
relationship between the height of a
metal sphere and the amount of
change it can make to sand in a
container. Determine how to quantify
the changes to the sand. Draw
conclusions and communicate.
Use and energy bar graph to show
different types of energy for a
stretched rubber band or spring.
Identify the five different types of
potential energy.
Weeks 2-4
There are forces that act on
objects, both contact and noncontact. In order for a change
of motion to occur, there must
be unbalanced forces.
Forces between objects act when
the objects are in direct contact or
when they are not touching.
Forces have magnitude and
direction.
There are different types of
potential energy.
Design, build and test a water bottle
rocket that reaches a maximum height
from the starting position. Incorporate
research into what shape, weight and
materials will overcome the forces
acting on the bottle in a stationary
position. Test against other groups
and communicate results.