Curriculum – 8th Grade Science
Northwestern Consolidated Schools of Shelby County
Curriculum
8th grade Science
Prepared by:
Greg Hill
2012
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Curriculum – 8th Grade Science
Triton Central Middle School
Mission Statement
We are committed to providing and exiting, healthy, safe, and inspiring
learning environment where staff, students, parents, and community
think creatively and utilize teamwork to maximize learning and
achievement.
Triton Central Middle School
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Curriculum – 8th Grade Science
8th Grade Science
Narrative Description
Students in eighth grade study atoms, elements, compounds and
molecules; and the relationship between atomic structure and chemical
properties. They study the water cycle and the role of the sun’s energy
in driving this process. Students investigate how genetic information is
transmitted from parents to offspring. Students study the physical
properties of natural and engineered materials. Within this study
students employ the key principles of the nature of science and the
design process.
Course Concepts and Generalizations
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Curriculum – 8th Grade Science
Nature of Science
Students gain scientific knowledge by observing the natural and constructed world, performing
and evaluating investigations and communicating their findings. These principles should guide
student work and be integrated into the curriculum along with the content standards on a daily
basis.
Matter
Physical Science - Describe how atomic structure determines chemical properties and how
atoms and molecules interact.
Science, Engineering, and Technology – Identify the appropriate materials to be used to solve a
problem based on their specific properties and characteristics.
Energy in the Earth System
Earth and Space Systems – Explain how the Sun’s energy heats the air, land, and water driving
the processes that result in the wind, ocean currents, and the water cycle.
Earth and Space Systems – Describe how human activities have changed the land, water, and
atmosphere.
Weather and Climate
Earth and Space Systems – Explain how the sun’s energy heats the air, land, and water driving
the processes that result in wind, ocean currents, and the water cycle.
Earth and Space Systems – Describe how human activities have changed the land, water, and
atmosphere.
Science, Engineering, and Technology – Identify the appropriate materials to be used to solve a
problem based on their specific properties and characteristics.
Human Impact on Earth
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Curriculum – 8th Grade Science
Explain how the sun’s energy heats the air, land, and water, driving the processes that result in
wind, ocean currents, and the water cycle.
Describe how human activities have changed the land, water, and atmosphere.
Life over Time
Life Science – Understand the predictability of characteristics being passed from parents to
offspring.
Life Science – Explain how a particular environment selects for traits that increase the likelihood
of survival and reproduction by individuals bearing those traits.
Science, Engineering, and Technology – Identify the appropriate materials to be used to solve a
problem based on their specific properties and characteristics.
Reproduction and Heredity
Understand the predictability of characteristics being passed from parents to offspring.
Explain how a particular environment selects for traits that increase the likelihood of survival
and reproduction by individuals bearing those traits.
DNA and Modern Genetics
Understand the predictability of characteristics being passed from parents to offspring.
Explain how a particular environment selects for traits that increase the likelihood of survival
and reproduction by individuals bearing those traits.
8th Grade
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Curriculum – 8th Grade Science
Unit 1 – Nature of Science (total days for Unit 1 = 19)
Students gain scientific knowledge by observing the natural and constructed world, performing
and evaluating investigations and communicating their findings. These principles should guide
student work and be integrated into the curriculum along with the content standards on a daily
basis.
Indiana Academic Standards:
Process Standards:
8.1 Make predictions and develop testable questions based on research and prior knowledge.
(L3)
8.2 Plan and carry out investigations as a class, in small groups or independently often over a
period of several class lessons. (L3)
8.3 Collect quantitative data with appropriate tools or technologies and use appropriate units
to label numerical data. (L1,3,4)
8.4 Incorporate variables that can be changed, measured or controlled. (L3)
8.5 Use the principles of accuracy and precision when making measurement. (L3)
8.6 Test predictions with multiple trials. (L3)
8.7 Keep accurate records in a notebook during investigations. (L3)
8.8 Analyze data, using appropriate mathematical manipulation as required, and use it to
identify patterns and make inferences based on these patterns. (L3,4)
8.9 Evaluate possible causes for differing results (valid data). (L3)
8.10 Compare the results of an experiment with the prediction. (L1,3)
8.11 Communicate findings using graphs, charts, maps and models through oral and written
reports. (L4)
Essential Questions
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What are the characteristics of science?
How do scientists develop explanations?
How do scientists discover things?
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Curriculum – 8th Grade Science
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How do scientists show the results of investigations?
How do scientists and society work together?
Standard Based Resources







Indiana Science Fusion Textbook (Hard Copy and Online)
Indiana Science Fusion Student Edition with Audio (Differentiated)
Indiana Science Fusion Lab Manual
Indiana Science Fusion Virtual Labs
Think Central (Digital)
ScienceSaurus (Student Handbook)
Science News Magazine
Lessons / Topics (total days)
Lesson 1 – What is Science? (3)
Lesson 2 – Scientific Knowledge (2)
Lesson 3 – Scientific Investigations (3)
Lesson 4 – Representing Data (3)
Lesson 5 – Science and Society (3)
Instructional Strategies/Differentiated Instruction


All Groups
o Grouping/Teams
o Class Discussions
o Small Group Discussions
o Choice of End Products (see appendix C)
o Blooms Taxonomy Questioning (see appendix B)
o Alternate Instruction
o Technology Assisted
o Inquiry/Problem Based Learning Activities
Below Level
o Modified Instructional Time
o Targeted Assistance
o Reduction of Material
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Curriculum – 8th Grade Science
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o Recall and Application Questions
At Level
o Analysis and Synthesis Questions
Above Level
o Synthesis and Evaluation Questions
Assessments
Unit Pre-Post Exam
Unit Project: Proposal for independent scientific investigation
Lesson Quizzes (1 per lesson)
Essential Question Essay Test(s)
Outline of Key Topics
Lesson 1 – What is Science?
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Definition of science
Scientific explanations:
o Theories
o Laws
Traits of Scientists
Science and Pseudoscience
Lesson 2 – Scientific Knowledge
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Developing explanations – hypotheses
Supporting theories
Evaluating evidence
Lesson 3 – Scientific Investigations
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Conducting a scientific investigation
Types of scientific investigations
Characteristics of good scientific investigations
Lesson 4 – Representing Data
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Tables
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Curriculum – 8th Grade Science
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Graphs
Models
Lesson 5 – Science and Society
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Impact of science on society
Science and decision-making
Key Vocabulary
science, empirical evidence, pseudoscience, experiment, observation, hypothesis,
independent variable, dependent variable, data, model, society, economics, politics
Unit 2 – Matter (total days for Unit 2 = 28)
Physical Science - Describe how atomic structure determines chemical properties and how
atoms and molecules interact.
Science, Engineering, and Technology – Identify the appropriate materials to be used to solve a
problem based on their specific properties and characteristics.
Indiana Academic Standards:
Standard 1 - Physical Science:
8.1.1 Explain that all matter is composed of particular arrangements of atoms of approximately
one hundred elements. (L3,4,5)
8.1.2 Understand that elements are organized on the periodic table based on atomic number.
(L5)
8.1.3 Explain how the arrangement of atoms and molecules determines chemical properties of
substances. (L6)
8.1.4 Describe the structure of an atom and relate the arrangement of electrons to how that
atom interacts with other atoms. (L4.6)
8.1.5 Explain that atoms join together to form molecules and compounds and illustrate with
diagrams the relationship between atoms and compounds and/or molecules. (L3,6)
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Curriculum – 8th Grade Science
8.1.6 Explain that elements and compounds have characteristic properties such as density,
boiling points and melting points that remain unchanged regardless of the sample size. (L1,3)
8.1.7 Explain that chemical changes occur when substances react and form one or more
different products, whose physical and chemical properties are different from those of the
reactants. (L2,6)
8.1.8 Demonstrate that in a chemical change, the total numbers of each kind of atom in the
product are the same as in the reactants and that the total mass of the reacting system is
conserved. (L2,6)
Essential Questions
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What are the physical and chemical properties of matter?
What are physical and chemical changes of matter?
How do pure substances and mixtures compare?
What makes up an atom?
How are elements arranged on the periodic table?
How do atoms interact?
Standard Based Resources








Indiana Science Fusion Textbook (Hard Copy and Online)
Indiana Science Fusion Student Edition with Audio (Differentiated)
Indiana Science Fusion Lab Manual
Indiana Science Fusion Virtual Labs
Think Central (Digital)
ScienceSaurus (Student Handbook)
Science News Magazine
Project Lead The Way ()
Lessons / Topics (total days)
Lesson 1 – Properties of Matter (4)
Lesson 2 – Physical and Chemical Changes (4)
Lesson 3 – Pure Substances and Mixtures (4)
Lesson 4 – The Atom (3)
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Curriculum – 8th Grade Science
Lesson 5 – The Periodic Table (4)
Lesson 6 – Interactions of Atoms (4)
Instructional Strategies/Differentiated Instruction




All Groups
o Grouping/Teams
o Class Discussions
o Small Group Discussions
o Choice of End Products (see appendix C)
o Blooms Taxonomy Questioning (see appendix B)
o Alternate Instruction
o Technology Assisted
o Inquiry/Problem Based Learning Activities
Below Level
o Modified Instructional Time
o Targeted Assistance
o Reduction of Material
o Recall and Application Questions
At Level
o Analysis and Synthesis Questions
Above Level
o Synthesis and Evaluation Questions
Assessments
Unit Pre-Post Exam
Unit Project: to be determined
Lesson Quizzes (1 per lesson)
Essential Question Essay Test(s)
Outline of Key Topics
Lesson 1 – Properties of Matter
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Curriculum – 8th Grade Science
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Physical properties
Chemical properties
Comparing physical and chemical properties
Using properties to identify unknown substances
Lesson 2 – Physical and Chemical Changes
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Physical change
Chemical change
Comparing physical and chemical change
Law of Conservation of Mass
Lesson 3 – Pure Substances and Mixtures
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How particles combine
Pure substances: elements and compounds
Mixtures
Lesson 4 – The Atom
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Atomic Theory
The parts of the atom
Lesson 5 – The Periodic Table
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Information on the Periodic Table
The arrangement of elements on the Periodic Table
Lesson 6 – Interactions of Atoms
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Chemical bonds and chemical changes
Chemical equations
Modeling chemical bonds
Key Vocabulary
Physical property, chemical property, physical change, chemical change, law of conservation of
mass, atom, element, compound, mixture, pure substance, heterogeneous, homogeneous,
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Curriculum – 8th Grade Science
proton, neutron, nucleus, electron, electron cloud, atomic number, mass number, periodic table,
chemical symbol, average atomic mass, metal, nonmetal, metalloid, group, period, chemical
bond, molecule, chemical equation, chemical formula, reactant, product, valence electron
Unit 3 – Energy in the Earth System (total days for Unit 3 = 24)
Earth and Space Systems – Explain how the Sun’s energy heats the air, land, and water driving
the processes that result in the wind, ocean currents, and the water cycle.
Earth and Space Systems – Describe how human activities have changed the land, water, and
atmosphere.
Indiana Academic Standards:
Standard 2: Earth and Space Systems:
8.2.1 – recognize and demonstrate how the sun’s energy drives convection in the atmosphere
and in bodies of water, which results in ocean currents and weather patterns. (L1-5)
8.2.2 – Describe and model how water moves through the earth’s crust, atmosphere, and
oceans in a cyclic way, as liquid, vapor, and solid. (L1)
8.2.3 – Describe the characteristics of ocean currents and identify their effects on weather
patterns. (L1,5)
8.2.4 – Describe the physical and chemical composition of the atmosphere at different
elevations. (L1,2)
Essential Questions
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What are the parts of the Earth system?
What is the atmosphere?
How does energy move through Earth’s system?
What is wind?
How does water move in the ocean?
Standard Based Resources


Indiana Science Fusion Textbook (Hard Copy and Online)
Indiana Science Fusion Student Edition with Audio (Differentiated)
Page | 13
Curriculum – 8th Grade Science






Indiana Science Fusion Lab Manual
Indiana Science Fusion Virtual Labs
Think Central (Digital)
ScienceSaurus (Student Handbook)
Science News Magazine
Project Lead The Way ()
Lessons / Topics (total days)
Lesson 1 – Earth’s Spheres (4)
Lesson 2 – The Atmosphere (2)
Lesson 3 – Energy Transfer (4)
Lesson 4 – Wind in the Atmosphere (4)
Lesson 5 – Ocean Currents (5)
Instructional Strategies/Differentiated Instruction




All Groups
o Grouping/Teams
o Class Discussions
o Small Group Discussions
o Choice of End Products (see appendix C)
o Blooms Taxonomy Questioning (see appendix B)
o Alternate Instruction
o Technology Assisted
o Inquiry/Problem Based Learning Activities
Below Level
o Modified Instructional Time
o Targeted Assistance
o Reduction of Material
o Recall and Application Questions
At Level
o Analysis and Synthesis Questions
Above Level
o Synthesis and Evaluation Questions
Page | 14
Curriculum – 8th Grade Science
Assessments
Unit Pre-Post Exam
Unit Project: to be determined
Lesson Quizzes (1 per lesson)
Essential Question Essay Test(s)
Outline of Key Topics
Lesson 1 – Earth’s Spheres
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Earth system and geosphere
Hydrosphere and cryosphere
Atmosphere and biosphere
Earth’s spheres interact
Lesson 2 – The Atmosphere
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Composition, air pressure, and temperature of the atmosphere
Structure of the atmosphere
Life and the atmosphere
Lesson 3 – Energy Transfer
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Temperature, heat, thermal energy, and thermal expansion
Radiation
Convection
Conduction
Lesson 4 – Wind in the Atmosphere
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The movement of air
Global winds
Local winds
Lesson 5 – Ocean Currents
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Surface currents in the ocean
Deep currents in the ocean
Page | 15
Curriculum – 8th Grade Science
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Upwelling
Ocean circulation
Key Vocabulary
Earth system, geosphere, hydrosphere, cryosphere, atmosphere, biosphere, air pressure,
thermosphere, mesosphere, stratosphere, troposphere, ozone layer, greenhouse effect, thermal
energy, thermal expansion, radiation, convection, conduction, wind, Coriolis effect, jet stream,
ocean current, surface current, upwelling, convection current, deep current
Unit 4 – Weather and Climate (total days for Unit 4 = 26)
Earth and Space Systems – Explain how the sun’s energy heats the air, land, and water driving
the processes that result in wind, ocean currents, and the water cycle.
Earth and Space Systems – Describe how human activities have changed the land, water, and
atmosphere.
Science, Engineering, and Technology – Identify the appropriate materials to be used to solve a
problem based on their specific properties and characteristics.
Indiana Academic Standards:
Standard 2 – Earth and Space Systems:
8.2.1 Recognize and demonstrate how the sun’s energy drives convection in the atmosphere
and in bodies of water, which results in ocean currents and weather patterns. (L1,3,5)
8.2.2 Describe and model how water moves through the Earth’s crust, atmosphere, and oceans
in a cyclical way, as liquid, vapor, and solid. (L1,2,3,5)
8.2.3 Describe the characteristics of ocean currents and identify their effects on weather
patterns. (L3,5)
8.2.5 Describe the conditions that cause Indiana weather and weather-related events such as
tornadoes, lake effect snow, blizzards, thunderstorms, and flooding. (L2,3,4,6)
Standard 4 – Science, Engineering, and Technology:
Page | 16
Curriculum – 8th Grade Science
8.4.1 Understand how the strength of attractive forces between particles in a material helps to
explain many physical properties of the material, such as why different materials exist as gases,
liquids, or solids at a given temperature. (L6)
Essential Questions
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How does water change state and move around on Earth?
What is weather and how can we describe different types of weather?
How do the water cycle and weather patterns affect local weather?
How can humans protect themselves from hazardous weather?
How is climate affected by energy from the sun and variations on Earth?
What are the weather and climate like in Indiana?
Standard Based Resources







Indiana Science Fusion Textbook (Hard Copy and Online)
Indiana Science Fusion Student Edition with Audio (Differentiated)
Indiana Science Fusion Lab Manual
Indiana Science Fusion Virtual Labs
Think Central (Digital)
ScienceSaurus (Student Handbook)
Science News Magazine
Lessons / Topics (total days)
Lesson 1 – The Water Cycle (4)
Lesson 2 – Elements of Weather (2)
Lesson 3 – What Influences Weather (3)
Lesson 4 – Severe Weather and Weather Safety (4)
Lesson 5 – Climate (5)
Lesson 6 – Indiana Weather and Climate (3)
Instructional Strategies/Differentiated Instruction

All Groups
o Grouping/Teams
Page | 17
Curriculum – 8th Grade Science
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

o Class Discussions
o Small Group Discussions
o Choice of End Products (see appendix C)
o Blooms Taxonomy Questioning (see appendix B)
o Alternate Instruction
o Technology Assisted
o Inquiry/Problem Based Learning Activities
Below Level
o Modified Instructional Time
o Targeted Assistance
o Reduction of Material
o Recall and Application Questions
At Level
o Analysis and Synthesis Questions
Above Level
o Synthesis and Evaluation Questions
Assessments
Unit Pre-Post Exam
Unit Project: PLTW Windmill Project
Lesson Quizzes (1 per lesson)
Essential Question Essay Test(s)
Outline of Key Topics
Lesson 1 – The Water Cycle
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Water cycle and change of state
Water in the atmosphere
Water in the oceans and on land
Transport of matter and energy
Lesson 2 – Elements of Weather
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Elements of weather
Measuring elements of weather
Page | 18
Curriculum – 8th Grade Science
Lesson 3 – What Influences Weather
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How the water cycle influences weather
How patterns in the atmosphere affect weather
How patterns in the ocean affect weather
Lesson 4 – Severe Weather and Weather Safety
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Hazardous weather
Safety and weather
Lesson 5 – Climate
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Climate versus weather
Solar energy and climate
Other factors that affect climate
Climate zones
Lesson 6 – Indiana Weather and Climate
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Indiana weather
Indiana climate
Key Vocabulary
Water cycle, evaporation, transpiration, sublimation, condensation, precipitation, weather,
humidity, relative humidity, dew point, visibility, air mass, front, thunderstorm, lightning,
thunder, hurricane, storm surge, tornado, climate, latitude, topography, elevation, lake-effect
snow, blizzard
Unit 5 – Human Impact on Earth (total days for Unit 5 = 20)
Explain how the sun’s energy heats the air, land, and water, driving the processes that result in
wind, ocean currents, and the water cycle.
Page | 19
Curriculum – 8th Grade Science
Describe how human activities have changed the land, water, and atmosphere.
Indiana Academic Standards:
Standard 2 – Earth and Space Systems:
8.2.6 Identify, explain, and discuss some effects human activities have on the biosphere, such as
air, soil, light, noise and water pollution. (L2,3,4,5)
8.2.7 Recognize that some of Earth’s resources are finite and describe how recycling, reducing
consumption and the development of alternatives can reduce the rate of their depletion. (L1,5)
8.2.8 Explain that human activities, beginning with the earliest herding and agricultural
activities, have drastically changed the environment and have affected the capacity of the
environment to support native species. Explain current efforts to reduce and eliminate these
impacts and encourage sustainability. (L2,3,4,5)
Essential Questions
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What are Earth’s natural resources?
What impact can humans have on land resources and soil quality?
What impact can human activity have on water quality?
What impact can human activities have on air quality?
How can Earth’s resources be used wisely?
Standard Based Resources








Indiana Science Fusion Textbook (Hard Copy and Online)
Indiana Science Fusion Student Edition with Audio (Differentiated)
Indiana Science Fusion Lab Manual
Indiana Science Fusion Virtual Labs
Think Central (Digital)
ScienceSaurus (Student Handbook)
Science News Magazine
Project Lead The Way ()
Lessons / Topics (total days)
Lesson 1 – Natural Resources (3)
Lesson 2 – Human Impact on Land (3)
Page | 20
Curriculum – 8th Grade Science
Lesson 3 – Human Impact on Water (3)
Lesson 4 – Human Impact on Atmosphere (3)
Lesson 5 – Protecting Earth’s Water, Land, and Air (3)
Instructional Strategies/Differentiated Instruction




All Groups
o Grouping/Teams
o Class Discussions
o Small Group Discussions
o Choice of End Products (see appendix C)
o Blooms Taxonomy Questioning
o Alternate Instruction
o Technology Assisted
o Inquiry/Problem Based Learning Activities
Below Level
o Modified Instructional Time
o Targeted Assistance
o Reduction of Material
o Recall and Application Questions
At Level
o Analysis and Synthesis Questions
Above Level
o Synthesis and Evaluation Questions
Assessments
Unit Pre-Post Exam
Unit Project: to be determined
Lesson Quizzes (1 per lesson)Essential Question Essay Test(s)
Outline of Key Topics
Lesson 1 – Natural Resources
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Natural resources
Renewable and nonrenewable resources
Page | 21
Curriculum – 8th Grade Science

Material and energy resources
Lesson 2 – Human Impact on Land
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How humans use land
Land degradation
Lesson 3 – Human Impact on Water
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Water as a resource
Water pollution
Water quality
Water supply and flow
Lesson 4 – Human Impact on Atmosphere
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Air and air pollution
Effects of human activities on atmosphere
Air quality and health
Air pollution and Earth
Lesson 5 – Protecting Earth’s Water, Land, and Air
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Conservation and stewardship
Preservation and conservation of water
Land management and conservation
Reducing air pollution
Key Vocabulary
Natural resource, renewable resource, nonrenewable resource, fossil fuel, material resource,
energy resource, urbanization, land degradation, deforestation, desertification, water pollution,
thermal pollution, eutrophication, potable, reservoir, Greenhouse effect, particulate, air
pollution, smog, acid precipitation, air quality, conservation, stewardship
Unit 6 – Life over Time (total days for Unit 6 = 15)
Life Science – Understand the predictability of characteristics being passed from parents to
offspring.
Page | 22
Curriculum – 8th Grade Science
Life Science – Explain how a particular environment selects for traits that increase the likelihood
of survival and reproduction by individuals bearing those traits.
Science, Engineering, and Technology – Identify the appropriate materials to be used to solve a
problem based on their specific properties and characteristics.
Indiana Academic Standards:
Standard 3 – Life Science:
8.3.1 Explain that reproduction is essential for the continuation of every species and is the
mechanism by which all organisms transmit genetic information. (L1)
8.3.5 Identify and describe the difference between inherited traits and physical and behavioral
traits that are acquired or learned. (L1)
8.3.6 Observe anatomical structures of a variety of organisms and describe their similarities and
differences. Use the data collected to organize the organisms into groups and predict their
relatedness. (L2,3)
8.3.7 Recognize and explain that small genetic differences between parents and offspring can
accumulate in successive generations so that descendants may be different from their
ancestors. (L1)
8.3.8 Examine traits of individuals within a population of organisms that may give them an
advantage in survival and reproduction in a given environment or when the environment
changes. (L1)
8.3.9 Describe the effect of environmental changes on populations of organisms when their
adaptive characteristics put them at a disadvantage for survival. Describe how extinction of a
species can ultimately result. (L1)
8.3.10 Recognize and describe how new varieties of organisms have come about from selective
breeding. (L1)
Standard 4 – Science, Engineering, and Technology:
8.4.3 Investigate the properties (mechanical, chemical, thermal, magnetic, and optical) of
natural and engineered materials. (L1)
Page | 23
Curriculum – 8th Grade Science
Essential Questions
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

What is the theory of evolution by natural selection?
What evidence supports the theory of evolution?
How are organisms classified?
Standard Based Resources







Indiana Science Fusion Textbook (Hard Copy and Online)
Indiana Science Fusion Student Edition with Audio (Differentiated)
Indiana Science Fusion Lab Manual
Indiana Science Fusion Virtual Labs
Think Central (Digital)
ScienceSaurus (Student Handbook)
Science News Magazine
Lessons / Topics (total days)
Lesson 1 – Theory of Evolution by Natural Selection (4)
Lesson 2 – Evidence of Evolution (3)
Lesson 3 – Classification of Living Things (3)
Instructional Strategies/Differentiated Instruction


All Groups
o Grouping/Teams
o Class Discussions
o Small Group Discussions
o Choice of End Products (see appendix C)
o Blooms Taxonomy Questioning(see appendix B)
o Alternate Instruction
o Technology Assisted
o Inquiry/Problem Based Learning Activities
Below Level
o Modified Instructional Time
o Targeted Assistance
o Reduction of Material
o Recall and Application Questions
Page | 24
Curriculum – 8th Grade Science


At Level
o Analysis and Synthesis Questions
Above Level
o Synthesis and Evaluation Questions
Assessments
Unit Pre-Post Exam
Unit Project(s): to be determined
Lesson Quizzes (1 per lesson)
Essential Question Essay Test(s)
Outline of Key Topics
Lesson 1 – Theory of Evolution by Natural Selection
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
Charles Darwin’s observations
Natural selection
Extinction and environmental change
Lesson 2 – Evidence of Evolution
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

Fossil evidence
Structural evidence
Genetic evidence
Embryological evidence
Lesson 3 – Classification of Living Things
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


Classification and shared characteristics
Naming organisms and levels of classification
Domains
Kingdoms, branching diagrams, and dichotomous keys
Key Vocabulary
Page | 25
Curriculum – 8th Grade Science
Evolution, artificial selection, natural selection, variation, adaptation, extinction, fossil, fossil
record, species, genus, domain, bacteria, Archaea, Eukarya, Animalia, Plantae, Protista, Fungi,
dichotomous key
Unit 7 – Reproduction and Heredity (total days for Unit 7 = 23)
Understand the predictability of characteristics being passed from parents to offspring.
Explain how a particular environment selects for traits that increase the likelihood of survival
and reproduction by individuals bearing those traits.
Indiana Academic Standards:
Standard 3 – Life Science:
8.3.1 Explain that reproduction is essential for the continuation of every species and is the
mechanism by which all organisms transmit genetic information. (L1,3)
8.3.2 Compare and contrast the transmission of genetic information in sexual and asexual
reproduction. (L3)
8.3.3 Explain that genetic information is transmitted from parents to offspring mostly by
chromosomes. (L1,2,3,4)
8.3.4 Understand the relationship between deoxyribonucleic acid (DNA), genes, and
chromosomes. (L1,4)
8.3.5 Identify and describe the difference between inherited traits and physical and behavioral
traits that are acquired or learned. (L4)
Essential Questions





How do cells divide?
How do cells divide for sexual reproduction?
How do organisms reproduce?
How are traits inherited?
How are patterns of inheritance studied?
Standard Based Resources
Page | 26
Curriculum – 8th Grade Science







Indiana Science Fusion Textbook (Hard Copy and Online)
Indiana Science Fusion Student Edition with Audio (Differentiated)
Indiana Science Fusion Lab Manual
Indiana Science Fusion Virtual Labs
Think Central (Digital)
ScienceSaurus (Student Handbook)
Science News Magazine
Lessons / Topics (total days)
Lesson 1 – Mitosis (4)
Lesson 2 – Meiosis (4)
Lesson 3 – Sexual and Asexual Reproduction (3)
Lesson 4 – Heredity (4)
Lesson 5 – Punnett Squares and Pedigrees (3)
Instructional Strategies/Differentiated Instruction




All Groups
o Grouping/Teams
o Class Discussions
o Small Group Discussions
o Choice of End Products (see appendix C)
o Blooms Taxonomy Questioning (see appendix B)
o Alternate Instruction
o Technology Assisted
o Inquiry/Problem Based Learning Activities
Below Level
o Modified Instructional Time
o Targeted Assistance
o Reduction of Material
o Recall and Application Questions
At Level
o Analysis and Synthesis Questions
Above Level
o Synthesis and Evaluation Questions
Page | 27
Curriculum – 8th Grade Science
Assessments
Unit Pre-Post Exam
Unit Project(s): Delta Science Module: DNA – from genes to protiens
Lesson Quizzes (1 per lesson)
Essential Question Essay Test(s)
Outline of Key Topics
Lesson 1 – Mitosis



Why cells divide
Genetic material and cell division
Mitosis
Lesson 2 – Meiosis




Sex cells
Meiosis
Steps of Meiosis
Meiosis versus Mitosis
Lesson 3 – Sexual and Asexual Reproduction



Asexual reproduction
Sexual reproduction
Comparing asexual and sexual reproduction
Lesson 4 – Heredity



Mendel’s work
DNA’s role in inheritance
Genes, traits, and characteristics
Lesson 5 – Punnett Squares and Pedigrees


Punnett squares
Pedigrees
Key Vocabulary
Page | 28
Curriculum – 8th Grade Science
DNA, chromosomes, cell cycle, interphase, mitosis, cytokinesis, homologous chromosomes,
meiosis, asexual reproduction, sexual reproduction, fertilization, heredity, gene, allele,
genotype, phenotype, dominant, recessive, incomplete dominance, codominance, probability,
ratio, Punnett square, pedigree
Unit 8 – DNA and Modern Genetics (total days for Unit 8 = 10)
Understand the predictability of characteristics being passed from parents to offspring.
Explain how a particular environment selects for traits that increase the likelihood of survival
and reproduction by individuals bearing those traits.
Indiana Academic Standards:
Standard 3 – Life Science:
8.3.4 Understand the relationship between deoxyribonucleic acid (DNA), genes, and
chromosomes. (L1,4)
8.3.10 Recognize and describe how new varieties of organisms have come about from selective
breeding. (L1)
Essential Questions


What is DNA?
How does biotechnology impact our world?
Standard Based Resources









Indiana Science Fusion Textbook (Hard Copy and Online)
Indiana Science Fusion Student Edition with Audio (Differentiated)
Indiana Science Fusion Lab Manual
Indiana Science Fusion Virtual Labs
Think Central (Digital)
ScienceSaurus (Student Handbook)
Science News Magazine
DNA Resource (Delta Science Module)
DNA Learning Center (Online Website)
Page | 29
Curriculum – 8th Grade Science
Lessons / Topics (total days)
Lesson 1 – DNA Structure and Function (4)
Lesson 2 – Biotechnology (3)
Instructional Strategies/Differentiated Instruction




All Groups
o Grouping/Teams
o Class Discussions
o Small Group Discussions
o Choice of End Products (see appendix C)
o Blooms Taxonomy Questioning (see appendix B)
o Alternate Instruction
o Technology Assisted
o Inquiry/Problem Based Learning Activities
Below Level
o Modified Instructional Time
o Targeted Assistance
o Reduction of Material
o Recall and Application Questions
At Level
o Analysis and Synthesis Questions
Above Level
o Synthesis and Evaluation Questions
Assessments
Unit Pre-Post Exam
Unit Project(s): Protein Synthesis Activity
Lesson Quizzes (1 per lesson)
Essential Question Essay Test(s)
Outline of Key Topics
Lesson 1 – DNA Structure and Function
Page | 30
Curriculum – 8th Grade Science




DNA structure
DNA replication
Mutations
DNA transcription and translation
Lesson 2 – Biotechnology


Applications of biotechnology
Biotechnology and society
Key Vocabulary
DNA, nucleotide, replication, mutation, RNA, ribosome, biotechnology, artificial selection,
genetic engineering, clone
Literacy integration Plan
Will incorporate an extensive reading and writing plan based on an approach by Creech and
Hale, in collaboration with the Strategic Literacy Initiative at WestEd. (*see appendix A for
complete details)
Page | 31
Curriculum – 8th Grade Science
Literacy Plan Outline
1st Quarter:
Metacognitive Logs – a yearlong literacy routine.
Science in the News – a yearlong literacy routine.
2nd Quarter:
Read a nonfiction science book, then write a children’s science book.
3rd Quarter:
Read a biography of a scientist, then write and present a historical vignette based on
that historical figure.
4th Quarter:
Read a work of fiction – science related, then participate in a journaling and “book club”
sharing activity.
Appendix A – “Literacy in Science: A Natural Fit”
Reading is an essential part of science literacy, but what, when, and how can we incorporate
reading in the science classroom? Like many of my colleagues, I avoided relying on the textbook
by engaging students in lectures, hands-on activities, demonstrations, and videos.
Unfortunately, as each year passed, my students read less while I worked harder.
Page | 32
Curriculum – 8th Grade Science
I wanted students to become the scientifically literate citizens envisioned in the National
Science Education Standards: students who read science, enjoy reading science, and even
experience the passion I feel for the natural world. However, with 65% of incoming freshmen at
my school reading below the sixth-grade level, it was clear that our science curriculum,
especially the textbook, did not include motivating or accessible reading for most students. To
bring reading back into our science classrooms, my colleague, Ann Akey, and I designed four
quarterly reading projects with yearlong literacy routines that we use successfully with our
ninth-grade students, including English language learners.
An inquiry approach to literacy and science
We created these projects as part of a three-year professional inquiry into literacy in science
with our colleagues at the Strategic Literacy Initiative at WestEd. The two yearlong literacy
routines we developed are based on Reading Apprenticeship, an instructional framework
offered by the Strategic Literacy Initiative (Schoenbach et al. Promoting student literacy
through inquiry A Natural Fit in LITERACY Janet Creech and Gina Hale February 2006 1999) to
support middle and high school student literacy in content areas. Reading Apprenticeship
encourages reading in classrooms as an active problem-solving process. Students and teachers
engage in a shared inquiry into literacy by taking mental risks as they read together and discuss
their reading processes, confusions, and methods of resolution. Creating a classroom climate
that supports inquiry is essential to both science and literacy learning. This connection to
inquiry made the Reading Apprenticeship approach a natural fit in our science classrooms
(Schoenbach et al. 2003).
Yearlong metacognitive conversation
To begin our classroom inquiries into science literacy, we talk about our thinking processes
every day as we delve into lab procedures, graphs, data tables, and all the different “texts” of
science. I model talking aloud about my own thinking processes and encourage students to
“think aloud” about how they make sense of what they are doing. Through this metacognitive
conversation, students learn that text includes labs, data, and their own work, and that reading
is an active problem-solving process.
As this way of working becomes comfortable and routine, I teach students to record their
thinking by writing down their confusions, questions, connections, clarifications, and
summaries in “Metacognitive Reading Logs.”[Editor’s note: The tools and projects described in
this article, including Metacognitive Logs, were created by the author and can be downloaded
from the Reading Apprenticeship website at http://wested.org/stratlit.]
Page | 33
Curriculum – 8th Grade Science
As a yearlong literacy routine, these logs take on different forms depending on their purpose.
Some are as simple as a vertical line drawn down the center of a piece of binder paper with an
“I read” heading on the left and an “I thought” heading on the right. At other times logs may
contain a series of sentence stems to choose among and complete such as “I was confused by”
or “This reminded me of.”
Often students are asked to write questions, short summaries, or personal connections to what
they are reading. Some logs have a printed format, some are kept in spiral notebooks, and
others are simply written on the edges of the reading handout itself. This routine metacognitive
writing and conversation supports students throughout the year as they encounter more
difficult texts and complex reading tasks. Once we establish this foundation, we are ready to
expand our reading experiences.
Four non-textbook reading projects
We begin our reading projects in the first quarter with “Science in the News” (SIN), which we
also continue throughout the year—along with the Metacognitive Logs—as a yearlong literacy
routine. In the second quarter we introduce a nonfiction reading project and accompanying
children’s science book writing project. In the third quarter students read a biography of a
scientist and present Interactive Historical Vignettes (Roack and Wandersee 1993). In the fourth
quarter, students read fiction books and participate in book clubs (Steineke 2002). Although we
sequenced these projects to take advantage of students’ growing skills, motivation, and
stamina, any of these projects can be used independently of the others (Figure 1).
Science in the News
To help students read, evaluate, and discuss scientific issues and findings that appear in popular
media, we developed SIN, a format to help students have an informed scientific perspective.
Figure 2 summarizes the student objectives of SIN.
We assigned the first SIN as homework, providing a structured report format and instructions
to find a science article in a newspaper or magazine (Figure 3). We thought our highly
structured report format would help students read deeply. Looking at student work samples,
however, we realized that even with relatively accessible text, such as the daily newspaper,
students were not able to read and respond to the science without more help. The report
format was not enough support; we had to teach our students how to read science in the news.
I started by finding an article to read and discuss in class. In small groups, students read the
article and completed a SIN reading together, discussing how they approached highlighting the
methods and results and how they constructed summaries. Teams shared their results with the
Page | 34
Curriculum – 8th Grade Science
whole class while I recorded their reading strategies on an overhead. Later we read anonymous
student work samples, evaluating them using our new understandings of how to read SIN.
Our efforts paid off. With practice, students are able to do the SIN reading activities
independently. Teams discuss the science in the reading, instead of how to read the science.
Working together, students become expert readers of science in the news. More importantly,
we are learning that science literacy is not a fixed object; people are not good readers or
nonreaders, but evolving readers. Figure 4 (p. 26) shows the grading rubric for this project.
Read a nonfiction book and write a children’s science book
In the fall our classes make a trek to the school library’s nonfiction science section. We give
students a chart that describes where science topics can be found and let students look for a
book that interests them. Once they find one, we negotiate. Because our goals for this project
are to build fluency, stamina, and motivation as well as general science knowledge, our focus is
helping students find books that genuinely interest them and that are not too difficult. As a
result, I start to see science-based library books appearing at Sustained Silent Reading—20
minutes of reading a day, a school wide policy—instead of magazines and newspapers.
First quarter
Second quarter
Third quarter
Fourth quarter
Metacognitive Logs (Yearlong literacy routine)
Science in the News (Yearlong literacy routine)
Introduction to metacognitive
conversation, Metacognitive
Logs, Science in the News
Read a nonfiction science
book
Read the biography of a
scientist
Read a fiction book with good
science
Write a children’s science
book
Present a historical vignette
Book club discussions
FIGURE 1
FIGURE 2
Monthly Science in the News objectives.
◆Highlight the research methods or procedures.
◆Highlight in a different color the results or conclusions.
Page | 35
Curriculum – 8th Grade Science
◆Use highlighting to summarize procedures and results.
◆Report the name and expertise of a researcher or scientist involved.
◆Draw a picture or diagram of an important aspect of the research.
◆Compose a brief summary of the big idea.
◆Ask a question of the researchers or the author.
During the next four to five weeks students complete most of their reading outside of class with
the support of teacher-generated Metacognitive Logs designed specifically for nonfiction text. I
collect and check these logs weekly to give students written encouragement on their progress.
When they finish reading, students demonstrate their understanding of the topic by writing and
illustrating a children’s science book on the same subject.
Tapping into students’ interests produces some amazing results and encourages student
engagement. One English language learner filled her book with photos and descriptions of her
own beloved parrots. Another student, who produced little other work during the year, wrote a
book about lizards, which he proudly shared. Many students chose their children’s book
projects (from their science class!) to include in their schoolwide assessment portfolios as
evidence for meeting reading and writing expectations.
Read a scientist’s biography and present an interactive historical vignette
Empowering students with personal knowledge about real scientists and the work they do is
our primary goal for the biography project. For instance, during a class discussion of the
Tacoma Narrows Bridge failure, a student who had just finished Joseph Strauss’ biography for
his reading project eagerly explained that Strauss, who designed the Golden Gate Bridge,
planned for the bridge to flex up and down several feet to prevent a failure like the Tacoma
Narrows disaster.
When we initially introduced the biography project, we reencountered a familiar problem. We
lacked motivating and accessible text to read. Our library had a scant collection of dusty,
unused volumes of “classics.” Over the next three years, we added biographies of women
scientists, such as A Feeling for the Organism:
FIGURE 3
Science in the News report student handout.
Page | 36
Curriculum – 8th Grade Science
Name: ____________________________________________________________Period:
____________________________________________________________Month:
____________________________________________________________Topic:
_____________________________________________________________Due date:
__________________________________________________________Internet use (circle one):
No Yes (any reputable source) Yes (Newsbank only)
Directions:
1. Find an article about scientific research/observations that was published in a newspaper,
magazine or journal during the month listed above. The article must be at least 200 words long.
2. Read the article and write down what the scientists were trying to find out (what question
were they trying to answer)?
3. Underline, in two different colors, the following information (color in the boxes to make a
key).
❑ The methods the scientists were using (procedure) and the type of data collected.
❑ What the scientists found out (results and conclusion).
4. Answer the questions below.
5. Staple the article, or a copy of it, to the back of this page.
6. Turn in this assignment on or before the due date listed above.
Questions:
1. a) Title of the article _______________________________________________b) Topic of the
article ______________________________________________c) Author(s)
______________________________________________________d) Source of article (name of
newspaper, magazine, address/URL and name of internet site)
_____________________________________________________
2. a) Write the full name and title (if given) of a person quoted in the article. (If no one is
quoted, choose a different article.)
b) Why was this person quoted? What is his/her expertise?
Page | 37
Curriculum – 8th Grade Science
3. How did scientists obtain the evidence on which this article is based? What steps did they
follow, what types of tools did they use, and what type of data did they collect?
4. Draw a diagram of the important information explained in this article. Label your drawing
with words/descriptions.
5. Write a summary of this article. Your summary must be at least four complete sentences in
your own words. Do not use direct quotes from the article.
6. Do some more thinking about this article. Write at least one “on my own” question that you
would like to ask the author or the scientists involved.
26 The Science Teacher
The Life and Work of Barbara McClintock (Keller 1983); scientists of color, such as Charles Drew:
Life-Saving Scientist (Shapiro 1997); contemporary researchers, such as The Beak of the Finch
(Weiner 1994) about the work of Peter and Rosemary Grant; and the accessible biography
series Great Minds of Science and Scientists Who Changed the World. For a full list of the books
we have added, visit http://wested.org/stratlit and click on “Resources,” then “Resources for
Teachers,” and finally “Extensive Reading in Science.”
Once we had enough texts involving scientist biographies that students could and would read
independently, students could do most of the reading outside of class. We developed new
Metacognitive Log prompts to help students make connections to the influence of culture and
society on scientific thought. Once students finish their reading, they write 250-word vignettes
about a major event in the scientist’s life. They dress like their scientists, bring props
representing the scientists’ work, and read their vignettes in small groups. The “scientists” ask
their peers in these small groups to discuss opinions about their work and discoveries.
Page | 38
Curriculum – 8th Grade Science
Selection of
article
Understanding
of article
Completion
Quality
Beginning
Not about science.
No authority quoted.
Source of article not
stated.
Fewer than 200 words.
Highlighting misses
important points and/or
includes extraneous
material.
Summary misses key
points and/or includes
nonessentials.
One or more section not
attempted and/or partial
responses to prompt.
Responses show limited
understanding of the
article.
Responses are not
written in complete
sentences.
Responses are
unorganized, hurried,
scattered, or messy,
with little evidence for
active engagement in
the project.
Question is unrelated to
or answered in the
article.
Developing
Includes science
content.
Authority quoted.
Source stated.
200 words or more.
Most highlighting
correctly identifies
important points.
Summary shows
understanding of most
key points.
All sections attempted.
Responses do not
always address prompt.
Responses show partial
understanding of the
article.
Most responses are
written in complete
sentences.
Responses are poorly
organized and show
some engagement, with
attempts at responding
thoughtfully.
Question is related to
article but tangential or
vague.
Proficient
Includes scientific
research.
Authority quoted.
Reliable source stated.
200 words or more.
Highlighting shows
understanding of
scientific methodologies
and results.
Summary shows
understanding of all key
points.
All sections completed.
Responses address all
aspects of theprompt.
Responses show
evidence of
completeunderstanding
of the article.
All responses are written
in complete sentences.
Responses are
organized, show
attention to detail,
thoughtfulness, and
active engagement in
the project.
Question is related to
article and thoughtful.
As students present I walk around and listen. Within groups, students keep track of each
other’s presentations
Question is related to article and thoughtful.by using a checklist to assure that all required
aspects of the scientist’s life are covered. Students are asked to use this checklist to prompt the
speaker if omissions occur, thus creating a collaborative approach to discovering the scientist’s
achievements with the reporting student serving as resident expert.
This is my favorite literacy activity of the year. I give extra credit if students make and wear a
life-size mask of the scientist’s face for their presentation. Later, I hang the masks around the
room to create a gallery of scientific greats “participating” in class for the remainder of the
school year. Allowing students to assume identities of scientists is a powerful tool to help them
connect to the process of scientific discovery and the impact of political and religious beliefs on
Page | 39
Curriculum – 8th Grade Science
the history of scientific thought, as related to Content Standard G, The History and Nature of
Science (NRC 1996, p. 200).
Read a fiction book with good science content and participate in a book club
Do you remember reading something that hooked you on science—a novel, or even a comic
book? This last project elicits raised eyebrows—popular fiction in a
FIGURE 5
Examples of book club options.
Low reading level book choices
A Bone From A Dry Sea Peter Dickinson
Julie of the Wolves Jean George
The Missing Gator of Gumbo Limbo Jean George
There’s An Owl in the Shower Jean George
Shark Beneath the Reef Jean George
Clan Apis Jay Hosler
Medium reading level book choices
The Core Dean Wesley Smith
The Dechronization of Sam Magruder George
Simpson
The Perfect Storm Sebastian Junger
Singularity William Sleator
The House of the Scorpion Nancy Farmer
High reading level book choices
The Andromeda Strain Michael Crichton
Jurassic Park Michael Crichton
Toxin Robin Cook
Rendezvous with Rama Arthur C. Clarke
Page | 40
Curriculum – 8th Grade Science
science class? When considering what students should read, we uncovered a closely guarded
secret: Science people love to read good fiction about science. When reading fiction, we engage
with the ideas of science in imaginative and enjoyable ways that we might not when reading for
information. [Editor’s note: For more on science fiction in science class, see “Science Fiction and
Scientific Literacy,” p. 38, in this issue of The Science Teacher.] We wanted students to have
access to this experience while providing opportunities for them to evaluate and discuss the
scientific ideas they encountered. Our critical reading and discussion goals make the book clubs
our most demanding project, which is why we save it for last.
Book clubs are discussion groups of four to five students who have chosen to read the same
book. To facilitate book choice, I bring copies of the books to class for students to look through
and talk about. They rank first, second, and third choices on an individual, reading-level
appropriate list. I use their choices to arrange book club groups. The book clubs meet twice a
week during 100-minute blocks, plan their own reading schedules, and discuss their books. Each
student assembles and decorates a reading journal specifically designed for fiction narrative.
New Metacognitive Log prompts help students make connections to situations or characters in
the novel and analyze the science presented in the story.
Students bring these journals with them to their book club and use them as the basis for group
discussions that often lead to new insights about the far-reaching impact of science in their
lives. As they contribute to scientific and literary conversations with their peers, students see
themselves as successful readers of science. (For examples of books, see Figure 5.)
Making progress
Three years into our inquiry, one thing is clear: Our students have become more capable and
more willing science readers. Although many students read well below grade level, they could
still become science readers. Similarly, while we are not reading teachers, we can teach
students to read science. Our goals in beginning this inquiry were to improve student’s
attitudes toward science reading and give students the tools to become lifelong science
readers.
We made significant progress toward establishing the kind of scientific literacy that “expands
and deepens over a lifetime, not just during the years in school” (NRC 1996, p. 22). By the end
of the school year, reading becomes an established routine in my classroom, and students’
attitudes about reading change dramatically. When I announce the first book project in the fall,
the general response is “What, we have to read the whole book?” By the time the last project
rolls around in late spring, students say, “Read another book? Okay, I can do that.” ■
Page | 41
Curriculum – 8th Grade Science
Janet Creech (jcreech@seq.org) is a teacher at Woodside High School, 199 Churchill Avenue
Woodside, CA 94062; and Gina Hale (ghale@wested.org) is a professional development
associate at WestEd, 300 Lakeside Drive, 25th Floor, Oakland, CA 94612.
References
Keller, E.F. 1983. A feeling for the organism: The life and work of Barbara Mc Clintock. New
York: W.H. Freeman.
National Research Council (NRC). 1996. National science education standards. Washington, DC:
National Academy Press.
Reading Apprenticeship. http://wested.org/stratlit. Strategic Literacy Initiative at WestEd.
Roack, L.E., and J.H. Wandersee. 1993. Short story science. The Science Teacher 60(6): 18–21.
Schoenbach, R., C. Greenleaf, C. Cziko, and L. Hurwitz. 1999. Reading for understanding: A guide
to improving reading in middle and high school classrooms. San Francisco, CA: Jossey-Bass
Publishers.
Schoenbach, R., J. Braunger, C. Greenleaf, and C. Litman. 2003. Apprenticing adolescents to
reading in subject-area classrooms. Phi Delta Kappan October: 133–138.
Shapiro, M.J. 1997. Charles Drew: Life-saving scientist. Austin, TX: Raintree Steck-Vaughn.
Steineke, N. 2002. Reading and writing together: Collaborative literacy in action. Portsmouth,
NH: Heinemann.
Weiner, J. 1994. The beak of the finch. New York: Alfred A. Knoph.
Page | 42
Curriculum – 8th Grade Science
Appendix B – Blooms Taxonomy Questioning
Page | 43
Curriculum – 8th Grade Science
Appendix C – Abbreviated list of Possible Student Products
Page | 44
Curriculum – 8th Grade Science
A. Artistic products
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
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


architecture
murals
decoration
sculpture
filmstrips
slide shows
comic strips
yearbook
advertisements
drawing
graphic design
photography
engraving
etching

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
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
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
landscaping
terrariums
mosaic
collage
silk screens
movies
videos
computer graphics
aquariums
painting
web pages
package design
postcards
posters













puzzles
car designs
maps
sewing
puppets
set design
tin ware
pottery
iron work
weaving
calligraphy
tessellations
multimedia
presentations
dance
mime
puppet shows
dramatic
monologues
comic performances
demonstrations





films/videos
reader's theater
poetry readings
improvisations
musical
performance
experiments






interpretive song
composition
chorale
concerts
parades
reenactments
teaching a lesson
lecture
mock trials
songs
sales promotions
simulations
demonstrations
phone
conversations
eulogies
announcements
comedy routines






master of ceremony
D. J. shows
panel discussions
celebrity roasts
narrations
dedication
ceremony
weather reports
rap songs town crier
guided tours









oral reports
book talks
chronicles
forums
sign language
puppet shows
book reviews
audiotapes
informercials
batik
exhibits
cartoons
book covers/designs
fabric design
maps
mobiles
fashion design
jewelry
diorama
furniture design
wood carvings
political cartoons
horticultural design
B. Performance Products






skits
role playing
simulations
theatrical
performance
vocal
athletic events







C. Spoken Products

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debates
speeches
radio plays
advertisements
poetry readings
storytelling
poetry for two
voices
interviews
oral histories
newscasts
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Page | 45
Curriculum – 8th Grade Science
D. Visual Products
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videos
slide/digital photo
shows
sculptures
table settings
advertisements
puppets
calendars
musical scores
book jackets
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layouts
models
pottery
proclamations
computer programs
timelines
diagrams/charts
sketches
graphs
collages
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ice sculptures
demonstrations
cartoons
travel brochures
athletic skills
blueprints
lists
multimedia
presentations
graphic design
paintings
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maps diagrams
mobiles
set design
experiments
caricatures
silk screening
graphic organizer
photography
fashion design
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bird houses
bulletin boards
circuit boards
paper engineering
puppet theaters
computer programs
computers
documentaries
exhibitions
interviews
scale models
3-D figures
graphs
furniture
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instruments
robots
machines
rockets
play facilities
quilts
multimedia
presentation
hydroponic farms
masks
robots
gifts
catalogs
mazes
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organizing a group
editorials
service learning projects
editing a newspaper
directing a play
club or class webmaster
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grants
analyses
epics
web pages
E. Models/Construction Products
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drama sets
sculpture
relief map
habitat
bridges
inventions
food
vehicles
fitness trails
microscopes
microscope slides
aqueducts
terrariums
greenhouses
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gardens
dioramas
shelters
collections
ceremonies
learning centers
pottery
working models
ant farms
buildings
toys
games
books
solar collectors
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F. Leadership Products
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speeches
plans
school patrols
leading rallies
consensus building
role playing
mock trials
musical
performance
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elections
debates
campaigns
protests
open forums
fund raising
student council
/government
organizing a
business
G. Written Products
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pamphlets
brochures
books
speeches
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parables
advertisements
laws
graphs
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budgets
blue prints
census reports
folktales
Page | 46
Curriculum – 8th Grade Science
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captions
charts
radio programs
instructions
interview questions
outlines
simulations
recipes
legends
definitions
bibliographies
rhymes
limericks
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articles (newspaper,
journal, etc.)
diaries/journals
poetry
marketing plans
comic strips
jokes/riddles
slogans
songs/lyrics
questionnaires
invitations
story boards
greeting cards
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autobiographies
flow charts
amendments
family trees
position statements
banners
plays/skits
letters/postcards
crossword puzzles
summaries
consumer reports
lists
notes
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graphic organizers
story problems
public service
announcements
ethnography
maps
timelines
multimedia
presentations
discussion group
questions
Page | 47