Bedminster Township School District
Grade 8 Science Curriculum
The alignment of the Grade 8 Science curriculum is in compliance with the
State Board adopted 2009 New Jersey Core Curriculum Content Standards
for implementation September 1, 2012.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Curriculum Design Template
Content Area: Science
Course Title: 8th grade Science
Grade Level: 8
Physical Science: Chemistry
27 Blocks
Life Science: Cells, Genetics, Heredity, Natural
Selection
35 Blocks
Weather
20 Blocks
Date Created:
Summer 2010
Summer 2010. C. Hazen, L. Schechter, R. Seid,
Board Approved
on:
November 18, 2010
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Unit Overview
Content Area: Science
Unit Title: Physical Science Matter/Chemistry
Target Course/Grade Level: Science/Grade 8
Unit Summary
Students will study the fundamental definition of matter that it has inertia (mass) and volume; a basic
understanding of the structure of matter and the chemical interactions of different kinds of matter; physical
and chemical changes and the need for energy in these changes; the vast amounts that can be released from
matter through atomic change; and how different kinds of matter can be recombined to create new
substances that are of value especially in medicines and materials.
Primary interdisciplinary connections:
Math- measurement, statistics
Language Arts – reading, writing and communicating findings
Social Studies – historical and social implications
Technology – laptop technology
21st century themes: Global Awareness, Health Literacy
Unit Rationale
The fundamental definition of matter that matter has inertia (mass) and volume lead students to a basic
understanding of the structure of matter and the chemical interactions of different kinds of matter. Matter
can undergo physical and chemical changes but energy is needed for these changes to take place. Those
concepts lead eventually to the understanding of the vast amounts of energy that can be released from
matter through atomic change and the understanding of how different kinds of matter can be recombined to
create new substances that are of value especially in medicines and materials. When students appreciate
the structure of matter at an atomic and molecular level they are prepared for more advanced study in a
variety of fields including medicine, pharmacology, engineering and materials management.
Learning Targets
Standards
5.1 Science Practices: All students will understand that science is both a body of knowledge and an
evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The
four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to
be proficient in science.
A. Understand Scientific Explanations: Students understand core concepts and principles of
science and use measurement and observation tools to assist in categorizing, representing, and
interpreting the natural and designed world.
B. Generate Scientific Evidence Through Active Investigations: Students master the conceptual,
mathematical, physical, and computational tools that need to be applied when constructing and
evaluating claims.
C. Reflect on Scientific Knowledge: Scientific knowledge builds on itself over time.
D. Participate Productively in Science: The growth of scientific knowledge involves critique and
communication, which are social practices that are governed by a core set of values and norms.
5.2 Physical Science: Physical science principles, including fundamental ideas about matter, energy, and
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth
systems science.
A. Properties of Matter: All objects and substances in the natural world are composed of matter.
Matter has two fundamental properties: matter takes up space, and matter has inertia.
B. Changes in Matter: Substances can undergo physical or chemical changes to form new substances.
Each change involves energy.
Content Statements:
 All matter is made of atoms. Matter made of only one type of atom is called an element.
 All substances are composed of one or more of approximately 100 elements.
 Properties of solids, liquids, and gases are explained by a model of matter as composed of tiny
particles (atoms) in motion.
 The Periodic Table organizes the elements into families of elements with similar properties.
 Elements are a class of substances composed of a single kind of atom.
 Compounds are substances that are chemically formed and have physical and chemical
properties that differ from the reacting substances.
 Substances are classified according to their physical and chemical properties.
 Metals are a class of elements that exhibit physical properties, such as conductivity, and
chemical properties, such as producing salts when combined with nonmetals.
 When a new substance is made by combining two or more substances, it has properties that are
different from the original substances.
 When substances undergo chemical change, the number and kinds of atoms in the reactants are
the same as the number and kinds of atoms in the products. The mass of the reactants is the
same as the mass of the products.
 Chemical changes can occur when two substances, elements, or compounds react and produce
one or more different substances. The physical and chemical properties of the products are
different from those of the reacting substances.
CPI #
Cumulative Progress Indicator (CPI)
Explain
that all matter is made of atoms, and give examples of common elements.
5.2.8.A.1
5.2.8.A.3
Use the kinetic molecular model to predict how solids, liquids, and
gases would behave under various physical circumstances, such as
heating or cooling.
5.2.8.A.4
Predict the physical and chemical properties of elements based on
their positions on the Periodic Table.
5.2.8.A.5
Identify unknown substances based on data regarding their physical
and chemical properties.
5.2.8.A.7
Determine the relative acidity and reactivity of common acids, such
as vinegar or cream of tartar, through a variety of student-designed
investigations.
5.2.6.B.1
Compare the properties of reactants with the properties of the
product when two or more substances are combined and react
chemically.
5.2.8.B.1
Explain, using an understanding of the concept of chemical change,
why the mass of reactants and the mass of products remain
constant.
5.2.8.B.2
Compare and contrast the physical properties of reactants with
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
products after a chemical reaction, such as those that occur during
photosynthesis and cellular respiration.
Unit Essential Questions
Unit Enduring Understandings
 How do properties of materials
 The atomic structures of materials determine their properties.
determine their use?
 There are several ways in which elements and compounds react
 What determines the type and
to form new substances and each reaction involves the flow of
extent of a chemical reaction?
energy.
Unit Learning Targets
Students will ...
 Describe the properties of all particles of matter
 Explain the differences between three states of matter
 Identify the changes that can happen when a substance loses or gains energy
 Compare the different models of the atom
 Compare metals, nonmetals, and metalloids based on their location on the periodic table
 Describe how chemical reactions produce new substances that have different chemical and physical
properties
 Interpret and write and balance simple chemical formulas
 Explain how a balanced chemical equation shows the law of conservation of mass.
 Describe the properties and uses of acids and bases
Evidence of Learning
Summative Assessment
Tests: Periodic Table; Chemical bonding; Chemical reactions; Chemical compounds
Concentration and speed of reaction
Indicators
Equipment needed:
A plethora of laboratory apparatus.
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Teacher Resources:
Links
www.scilinks.org
Element Games
http://education.jlab.org/indexpages/elementgames.php
http://www.wisc-online.com/
Atomic structure
http://education.jlab.org/atomtour/listofparticles.html
Brain POP
http://www.brainpop.com/science/
Chemical Bonds
http://web.jjay.cuny.edu/~acarpi/NSC/5-bonds.htm
http://www.visionlearning.com/library/module_viewer.php?mid=55
Chemical Reactions
http://www.wisc-online.com/objects/ViewObject.aspx?ID=GCH7904
http://www.bbc.co.uk/schools/ks3bitesize/science/chemical_material_behaviour/compounds_mixtures
/revise1.shtml
Endothermic/Exothermic
http://portal.acs.org/portal/PublicWebSite/education/whatischemistry/scienceforkids/chemicalphysic
alchange/chemicalreactions/CSTA_014882
Formative Assessments
 Draw an electron-dot diagram of
a water molecule and build a 3D
model
 Attraction of charged objects
 Acid tests with litmus paper
 Domino Chain Reactions
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Making salts
Predict a reaction and make a compound
Quizzes
Exit slips
Finding a Balance
Putting elements together
Lesson Plans
Lesson
Lesson 1
Review of Atoms
Lesson 2
Arranging the Elements
Lesson 3
Grouping the Elements
Lesson 4
Model Making Lab
Lesson 5
Review and Re-teach
Lesson 6
Periodic Table Test
Lesson 7
Timeframe
1 block
1 block
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1 block
1 block
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Chemical Bonding and Electrons
Lesson 8
Ionic Bonds
Lesson 9
Covalent & Metallic Bond
Lesson 10
Lab: A variety of Bonds
Lesson 11
Review and Re-teach
Lesson 12
Test: Chemical Bonding
Lesson 13
Forming New Substances
Lesson 14
Chemical Formulas and Equations
Lesson 15
Types of Chemical Reactions
Lesson 16
Energy and Rates of Chemical
Reactions
Lesson 17
Lab: Rate of Reactions
Lesson 18
Lab: Endothermic and Exothermic
Lesson 19
Review and Re-teach
Lesson 20
Test: Chemical Reactions
Lesson 21
Ionic and Covalent Compounds
Lesson 22
Acids and Bases
Lesson 23
Solutions of Acids and Bases
Lesson 24
Organic Compounds
Lesson 25
Lab: Indicators; Making Salts
Lesson 26
Review and Re-teach
Lesson 27
Test: Chemical Compounds
Teacher Notes:
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Curriculum Development Resources
Holt Science and Technology
http://holtmcdougal.hmhco.com/hm/series.htm?level2Code=MSIB10011&level3Code=6_MS
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
National Science Teachers Association
www.NSTA.org
NJ Core Curriculum Content Standards
http://www.middleschoolscience.com/njcccs.htm
NJ Science Teachers Association
www.njsta.org
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Unit Overview Template
Content Area: Science
Unit Title: Life Science/ Cells, Genetics
Target Course/Grade Level: Science/Grade 8
Unit Summary
The Life Science unit includes Cell Theory, Genetics, Natural Selection and the History of life on Earth.
Primary interdisciplinary connections:
Math- measurement, statistics
Language Arts – reading, writing and communicating findings
Social Studies – historical and social implications
Technology – laptop technology
21st century themes: Health Literacy
Unit Rationale
Life Science principles embodied in Cell Theory, genetics, Natural Selection and ecology are powerful
conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. There
is order in natural systems that can be studied and predicted with rules defined in the theories that govern the
physical world, and can be modeled and through the use of mathematics. Students master the principles of
Cell Theory, genetics and Natural Selection. When students master the principles of Cell Theory, genetics
and Natural Selection they are better equipped to make sensible and logical decisions about their well being
and the well being of organisms that they may control.
Learning Targets
5.1 Science Practices: All students will understand that science is both a body of knowledge and an
evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The four
Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be
proficient in science.
A. Understand Scientific Explanations: Students understand core concepts and principles of science
and use measurement and observation tools to assist in categorizing, representing, and interpreting the
natural and designed world.
B. Generate Scientific Evidence Through Active Investigations: Students master the conceptual,
mathematical, physical, and computational tools that need to be applied when constructing and
evaluating claims.
C. Reflect on Scientific Knowledge: Scientific knowledge builds on itself over time.
D. Participate Productively in Science: The growth of scientific knowledge involves critique and
communication, which are social practices that are governed by a core set of values and norms.
5.3 Life Science: All students will understand that life science principles are powerful conceptual tools for
making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems
arises in accordance with rules that govern the physical world, and the order of natural systems can be
modeled and predicted through the use of mathematics.
A. Organization and Development: Living organisms are composed of cellular units (structures) that
carry out functions required for life. Cellular units are composed of molecules, which also carry out
biological functions.
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
B. Matter and Energy Transformations: Food is required for energy and building cellular materials.
Organisms in an ecosystem have different ways of obtaining food, and some organisms obtain their
food directly from other organisms.
C. Interdependence: All animals and most plants depend on both other organisms and their
environment to meet their basic needs.
D. Heredity and Reproduction: Organisms reproduce, develop, and have predictable life cycles.
Organisms contain genetic information that influences their traits, and they pass this on to their
offspring during reproduction.
E. Evolution and Diversity: Sometimes, differences between organisms of the same kind provide
advantages for surviving and reproducing in different environments. These selective differences may
lead to dramatic changes in characteristics of organisms in a population over extremely long periods of
time.
5.4 Earth Systems Science: All students will understand that Earth operates as a set of complex, dynamic,
and interconnected systems, and is a part of the all-encompassing system of the universe.
B. History of Earth: From the time that Earth formed from a nebula 4.6 billion years ago, it has been
evolving as a result of geologic, biological, physical, and chemical processes.
Content Statements:
 All organisms are composed of cell(s). In multi-cellular organisms, specialized cells perform
specialized functions. Tissues, organs, and organ systems are composed of cells and function to serve
the needs of cells for food, air, and waste removal.
 Food is broken down to provide energy for the work that cells do, and is a source of the molecular
building blocks from which needed materials are assembled.
 Essential functions of plant and animal cells are carried out by organelles.
 During the early development of an organism, cells differentiate and multiply to form the many
specialized cells, tissues, and organs that compose the final organism. Tissues grow through cell
division.
 Food is broken down to provide energy for the work that cells do, and is a source of the molecular
building blocks from which needed materials are assembled.
 All animals, including humans, are consumers that meet their energy needs by eating other organisms
or their products.
 The unique combination of genetic material from each parent in sexually reproducing organisms
results in the potential for variation.
 Some organisms reproduce asexually. In these organisms, all genetic information comes from a
single parent. Some organisms reproduce sexually, through which half of the genetic information
comes from each parent.
 Traits such as eye color in human beings or fruit/flower color in plants are inherited.
 Characteristics of organisms are influenced by heredity and/or their environment
 Organize and present evidence to show how the extinction of a species is related to an inability to
adapt to changing environmental conditions using quantitative and qualitative data.
 Individual organisms with certain traits are more likely than others to survive and have offspring in
particular environments. The advantages or disadvantages of specific characteristics can change
when the environment in which they exist changes. Extinction of a species occurs when the
environment changes and the characteristics of a species are insufficient to allow survival.
 Anatomical evidence supports evolution and provides additional detail about the sequence of
branching of various lines of descent.
 Today’s planet is very different than early Earth. Evidence for one-celled forms of life (bacteria)
extends back more than 3.5 billion years. Fossils provide evidence of how life and environmental
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
conditions have changed. The principle of Uniformitarianism makes possible the interpretation of
Earth’s history. The same Earth processes that occurred in the past occur today.
CPI #
Cumulative Progress Indicator (CPI)
5.3.8.A.1
Compare the benefits and limitations of existing as a single-celled organism and as a
multi-cellular organism.
5.3.6.A.2
Model and explain ways in which organelles work together to meet the cell’s needs.
5.3.8.A.2
Relate the structures of cells, tissues, organs, and systems to their functions in
supporting life.
5.3.8.B.1
Relate the energy and nutritional needs of organisms in a variety of life stages and
situations, including stages of development and periods of maintenance.
5.3.8.B.2
Analyze the components of a consumer’s diet and trace them back to plants and plant
products
5.3.8.C.1
Model the effect of positive and negative changes in population size on a symbiotic
pairing.
5.3.8.D.1
Defend the principle that, through reproduction, genetic traits are passed from one
generation to the next, using evidence collected from observations of inherited traits.
5.3.8.D.2
Explain the source of variation among siblings.
5.3.6.D.3
Distinguish between inherited and acquired traits/characteristics.
5.3.8.D.3
Describe the environmental conditions or factors that may lead to a change in a cell’s
genetic information or to an organism’s development, and how these changes are
passed on.
5.3.8.E.1
Compare the anatomical structures of a living species with fossil records to derive a
line of descent.
Account for the appearance of a novel trait that arose in a given population.
5.3.8.E.2
5.4.8.B.1
Correlate the evolution of organisms and the environmental conditions on Earth as
they changed throughout geologic time.
5.3.8.D.1
Defend the principle that, through reproduction, genetic traits are passed from one
generation to the next, using evidence collected from observations of inherited traits.
5.4.8.B.2
Describe how Uniformitarianism allows the creation of a consistent Earth History.
Unit Essential Questions
 How is matter transferred/transformed, and energy
transformed in living systems?
 How are organisms of the same kind different from
each other?
 How does diversity help species reproduce and
survive?
 How does Cell Theory guide biological research?
Unit Enduring Understandings
 All organisms transfer matter and convert
energy from one form to another.
 Both matter and energy are needed to build
and maintain structures within the organism.
 Diversity is essential to the continued survival
of species.
 In science the word Theory has a specific
meaning. A Theory has been supported by
many experiments.
Unit Learning Targets
Students will ...
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
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State and understand the parts and development of Cell Theory
Explain why cells are so small and how organisms, systems, and tissues are built of cells
Understand the advantages to being multi-cellular
Describe the organelles of an eukaryotic cell
Describe photosynthesis and cellular respiration and fermentation
Describe the process of mitosis
Explain the relationship between traits and heredity
Explain the difference between dominant and recessive traits
Explain how genes and alleles relate to genotype and phenotype
Explain how probability can be used to predict possible genotypes in offspring
Explain the difference between mitosis and meiosis
Explain the basic structure of a DNA molecule and how it is copied
Describe three types of mutations
Identify two kinds of evidence that show that organisms have evolved
Explain how comparing organisms can provide evidence that they have ancestors in common
Describe the four parts of Darwin’s theory of evolution by natural selection
Relate genetics to evolution
Outline the process of speciation
Compare two ways that conditions for life on Earth have changed over time
Evidence of Learning
Summative Assessment
Tests
Model or Draw representative cells including major organelles
Model the process of DNA replication
Model the evolution of Pepper moths in England
Equipment needed: Microscopes, slides, construction paper…
Teacher Resources:
National Science Teachers Association
www.NSTA.org
NJ Core Curriculum Content Standards
http://www.middleschoolscience.com/njcccs.htm
NJ Science Teachers Association
www.njsta.org
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Formative Assessments
 Quiz
 Exit slips
 Build models to illustrate the concept of Surface area to
volume ratio
 After viewing slides through microscopes draw
representative cells
 Perfume diffusion demonstration
 Photosynthesis models
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Mitosis models
Meiosis models
Examine osmosis in a potato
Create Punnett squares
Create pedigree charts
Half live activity
Cell drawings
Lesson Plans
Lesson
Lesson 1
Diversity of Cells
Lesson 2
Eukaryotic Cells
Lesson 3
The Organization of Living Things
Lesson 4
Lab: Modeling Amoeba Growth
Lesson 5
Review and Re-teach
Lesson 6
Test: Cells
Lesson 7
Cell Membranes and Walls
Lesson 8
Cell Energy
Lesson 9
Cell Cycle
Lesson 10
Lab: Diffusion
Lesson 11
Review and Re-teach
Lesson 12
Test: Cell in Action
Lesson 13
Mendel
Lesson 14
Traits and Inheritance
Lesson 15
Meiosis
Lesson 16
Lab: Traits of model bugs
Lesson 17
Review and Re-teach
Timeframe
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Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Lesson 18
Test: Heredity
Lesson 19
Model the Appearance of DNA
Lesson 20
How DNA Works
Lesson 21
Lab: Isolating DNA
Lesson 22
Review and Re-teach
Lesson 23
Test: Genes and DNA
Lesson 24
Change Over Time
Lesson 25
How Does Evolution Happen?
Lesson 26
Natural Selection in Action
Lesson 27
Lab: Pepper Moth Survival
Lesson 28
Review and Re-teach
Lesson 29
Test: Evolution of Living Things
Lesson 30
Evidence of the Past
Lesson 31
Eras of the Geological Time Scale
Lesson 32
Humans and other Primates
Lesson 33
Inquiry Lab: Mystery Footprints
Lesson 34
Review and Re-teach
Lesson 35
Test: History of Life on Earth
Teacher Notes:
Theory as a concept must be separated from our daily use of the word.
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Curriculum Development Resources
Holt Science and Technology
http://holtmcdougal.hmhco.com/hm/series.htm?level2Code=MSIB10011&level3Code=6_MS
National Science Teachers Association
www.NSTA.org
NJ Core Curriculum Content Standards
http://www.middleschoolscience.com/njcccs.htm
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
NJ Science Teachers Association
www.njsta.org
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Unit Overview Template
Content Area: Science
Unit Title: Earth Science/ Energy Flows
Target Course/Grade Level: Science/Grade 8
Unit Summary:
Students will study the flow of every electron of Earth’s energy from the sun ninety-three million miles
away in the Solar fusion furnace. This energy radiates through space until it reaches earth where it warms
the atmosphere, the water and land. The transfer of energy causes currents of water to move in the oceans,
water vapor and other gasses to move in the atmosphere creating a hydrologic cycle, global wind currents
creating weather patterns and climate. In this unit students will continue to gain an understand some of the
Internal and external forces and sources of energy drive Earth systems and create the complex, dynamic,
and interconnected systems that are evident in hydrological, weather and climate patterns.
Primary interdisciplinary connections:
Math- measurement, statistics
Language Arts – reading, writing and communicating findings
Social Studies – historical and social implications
Technology 21st century themes: Environmental Literacy
Unit Rationale
Through the study of the weather and climate students will continue to gain an understanding of the complex
interactions that rule the interactions of energy and particles that rule our planets environment and the
universe as well.
Learning Targets
Standards
5.1 Science Practices: All students will understand that science is both a body of knowledge and an
evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The
four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to
be proficient in science.
A. Understand Scientific Explanations: Students understand core concepts and principles of science
and use measurement and observation tools to assist in categorizing, representing, and interpreting the
natural and designed world.
B. Generate Scientific Evidence Through Active Investigations: Students master the conceptual,
mathematical, physical, and computational tools that need to be applied when constructing and
evaluating claims.
C. Reflect on Scientific Knowledge: Scientific knowledge builds on itself over time.
D. Participate Productively in Science: The growth of scientific knowledge involves critique and
communication, which are social practices that are governed by a core set of values and norms.
5.2 Physical Science: All students will understand that physical science principles, including fundamental
ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in
physical, living, and Earth systems science.
C. Forms of Energy : Knowing the characteristics of familiar forms of energy, including potential and
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
kinetic energy, is useful in coming to the understanding that, for the most part, the natural world can be
explained and is predictable.
5.4 Earth Systems Science: All students will understand that Earth operates as a set of complex, dynamic,
and interconnected systems, and is a part of the all-encompassing system of the universe.
E. Energy in Earth Systems: Internal and external sources of energy drive Earth systems.
F. Climate and Weather: Earth’s weather and climate systems are the result of complex interactions
between land, ocean, ice, and atmosphere.
Content Statements
 The Sun provides energy for plants to grow and drives convection within the atmosphere and
oceans, producing winds, ocean currents, and the water cycle.
 The regular and predictable motion of objects in the solar system (Kepler’s Laws) is explained by
gravitational forces.
 Nuclear reactions take place in the Sun. In plants, light energy from the Sun is transferred to oxygen
and carbon compounds, which in combination, have chemical potential energy (photosynthesis).
 A tiny fraction of the light energy from the Sun reaches Earth. Light energy from the Sun is Earth’s
primary source of energy, heating Earth surfaces and providing the energy that results in wind,
ocean currents, and storms.
 The transfer of thermal energy by conduction, convection, and radiation can produce large-scale
events such as those seen in weather.
 Weather is the result of short-term variations in temperature, humidity, and air pressure.
 Global patterns of atmospheric movement influence local weather.
 Climate is the result of long-term patterns of temperature and precipitation.
 Climate is influenced locally and globally by atmospheric interactions with land masses and bodies
of water.
 Circulation of water in marine environments is dependent on factors such as the composition of
water masses and energy from the Sun or wind.
 Weather (in the short term) and climate (in the long term) involve the transfer of energy and water in
and out of the atmosphere.
 Water in the oceans holds a large amount of heat, and therefore significantly affects the global
climate system.
 Investigations of environmental issues address underlying scientific causes and may inform possible
solutions.
CPI #
Cumulative Progress Indicator (CPI)
5.2.8.C.1
Structure evidence to explain the relatively high frequency of tornadoes in
“Tornado Alley.”
5.2.8.C.3
Relate the transfer of heat from oceans and land masses to the evolution of a
hurricane.
5.4.8.E.1
Explain how energy from the Sun is transformed or transferred in global wind
circulation, ocean circulation, and the water cycle.
5.4.6.F.1
Explain the interrelationships between daily temperature, air pressure, and
relative humidity data.
5.4.8.F.1
Determine the origin of local weather by exploring national and international
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
weather maps.
5.4.6.F.2
Create climatographs for various locations around Earth and categorize the
climate based on the yearly patterns of temperature and precipitation.
5.4.8.F.2
Explain the mechanisms that cause varying daily temperature ranges in a coastal
community and in a community located in the interior of the country.
5.4.8.F.3
Create a model of the hydrologic cycle that focuses on the transfer of water in
and out of the atmosphere. Apply the model to different climates around the
world.
5.4.6.G.1
Illustrate global winds and surface currents through the creation of a world map
of global winds and currents that explains the relationship between the two
factors.
5.4.8.G.1
Represent and explain, using sea surface temperature maps, how ocean currents
impact the climate of coastal communities.
5.4.8.G.2
Investigate a local or global environmental issue by defining the problem,
researching possible causative factors, understanding the underlying science, and
evaluating the benefits and risks of alternative solutions.
5.4.8.A.4
Analyze data regarding the motion of comets, planets, and moons to find general
patterns of orbital motion.
Unit Essential Questions
 How do changes in one part of an Earth System affect other
parts of the Earth System.
Unit Enduring Understandings
 Earth systems can be broken down into
individual components which have
observable measurable properties.
Unit Learning Targets
Students will ...
 Describe the composition of the Earth’s atmosphere
 Describe the formation of thunderstorms, tornadoes, and hurricanes
 Explain how water moves through the water cycle
 Describe how relative humidity is affected by temperature and levels of water vapor
 Interpret a weather map
 Explain the difference between weather and climate
 Identify the five factors that determine climates
 Map global winds and ocean currents and their effect on costal communities
Evidence of Learning
Summative Assessment
Tests: The Atmosphere; Understanding Weather; Climate
Determine Relative Humidity
Predict the Weather
Construct a device that uses water to measure temperatures.
Equipment needed:
Internet access to NOAA weather maps, weather channel reports and data…
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Teacher Resources:
Holt Science and Technology
http://holtmcdougal.hmhco.com/hm/series.htm?level2Code=MSIB10011&level3Code=6_MS
National Science Teachers Association
www.NSTA.org
NJ Core Curriculum Content Standards
http://www.middleschoolscience.com/njcccs.htm
NJ Science Teachers Association
www.njsta.org
Formative Assessments
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Quizzes
Exit slips
Interactions of fluid masses
Model wind and currents
Build an device to measure wind speed and
wind direction
 Analyze weather and temperature data for the
last century
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Jet Pilot
Moisture out of thin air
Solar angle and heat
Temperature and water
Interpret data in a climatograph and identify the
biome
 Color and heat
Lesson Plans
Lesson
Lesson 1
Characteristics of the Atmosphere
Lesson 2
Heat and the Atmosphere
Lesson 3
Winds: Global and Local
Lesson 4
Air pollution
Lesson 5
Lab: Create a device to measure wind speed
and direction
Lesson 6
Review and Re-teach
Lesson 7
Test: Atmosphere
Lesson 8
Water in the Air
Lesson 9
Air Masses and Fronts
Lesson 10
Severe Weather
Lesson 11
Lab: Forecasting the Weather
Compare snow volume to rain volume
Timeframe
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Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Lesson 12
Review and Re-teach
Lesson 13
Test: Weather
Lesson 14
What is Climate
Lesson 15
Biomes
Lesson 16
Climate Change
Lesson 17
Review and Re-teach
Lesson 18
Lab: Global Temperature Change
Lesson 19
Test: Climate
Lesson 20
How do the comets move?
Teacher Notes:
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Curriculum Development Resources
http://www.srh.noaa.gov/srh/jetstream/atmos/atmos_intro.htm
http://go.hrw.com/hrw.nd/gohrw_rls1/pKeywordResults?keyword=HZ5ATMW
storm chasers
Brain POP
Online weather maps www.noaa.gov
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.