APS
DISTRICT MIDDLE SCHOOL SCIENCE CURRICULUM FRAMEWORK
Course Title:
Science 8
Course Number:
SEE BELOW
Department:
Science 8
ADS Number:
SEE BELOW
Prerequisites:
None
Length of Course:
One Year
Credit/PRI Area:
.50 per Semester
Grade Level(s):
8
COURSE AND ADS NUMBERS:
40800 SCIENCE 8
40801 SCIENCE 8
40802 SCIENCE 8
40803 SCIENCE 8
4080B SCIENCE 8 BILINGUAL
4080D SCIENCE 8 DUAL
LANGUAGE
07058 SCIENCE 8 D LEVEL
07158 SCIENCE 8 C LEVEL
07258 SCIENCE 8 B LEVEL
07458 SCIENCE 8 BIP
17054143
17058143
17058143
07558 SCIENCE 8
GIFTED
17052143
17056143
Important Notes:
COURSE DESCRIPTION:
Science 8 is an inquiry, laboratory-based course that focuses on the use of science process skills to facilitate the mastery of the state science standards. Areas of study include, but
are not limited to, scientific thinking and practice; physical science, life science, and earth/space content; and science and society, with the focus for eighth grade being physical
science. Reading, writing, speaking, and research strategies are integrated throughout the course.
References in parentheses following each performance standard refer to and are aligned with the New Mexico Science Standards (NM) and the Albuquerque Public Schools
Language Arts Standards (APS – LA).
SCIENCE 8
3.1.16
Albuquerque Public Schools 04/05
STRATEGIES:
The “Illustrations” column provides exemplars of the performance standards, strategies, and the best practices suggested by middle school Science teachers in the Albuquerque
Public Schools.
ASSESSMENTS:
The “Illustrations” column incorporates a variety of assessments and “check for” items suggested by middle school social studies teachers in APS. Assessments include authentic
and performance-based assessment, cooperative learning, teacher observation, role playing, checklists, rubrics, tests and exams, formal and informal writing, small group and full
class discussion, oral and multimedia presentations, projects, demonstrations, and portfolios.
SUGGESTED TEXTBOOKS AND INSTRUCTIONAL MATERIALS:
 Current state adopted Science textbooks
 Holt Science & Technology: Physical Science, Holt Reinhart Winston. (2001).
 Science Insights: Matter & Energy, Scott Foresman/Addison Wesley. (1999)
 Exploring Sounds, SteckVaughn. (1989)..
SUGGESTED TITLES/AUTHORS WEB SITES:
 Exploring Sounds, Catherall, Ed. (1989), SteckVaughn.
SCIENCE 8
3.2.16
Albuquerque Public Schools 04/05
Approved by MSCB: October 2004
SCIENCE 8
3.3.16
Albuquerque Public Schools 04/05
STRAND I: SCIENTIFIC THINKING AND PRACTICE
CONTENT STANDARD: The student understands the processes of scientific investigations and uses inquiry and scientific ways of observing, experimenting, predicting, and
validating to think critically.
BENCHMARKS: A. The student uses scientific methods to develop questions, design and conduct experiments using appropriate technologies, analyze and evaluate results,
make predictions, and communicate findings.
B. The student understands the processes of scientific investigation and how scientific inquiry results in scientific knowledge.
C. The student uses mathematical ideas, tools, and techniques to understand scientific knowledge.
GRADE
8
PERFORMANCE STANDARDS
ILLUSTRATIONS
NOTE: Illustrations include suggested activities for attaining each
performance standard. A “check-for” ( ) refers to a key feature to
look for while assessing student performance.
1.
Evaluates the accuracy and reproducibility of data and observations
(NM-I.I.I.1).
2.
Uses a variety of technologies to gather, analyze and interpret scientific data
(NM-I.I.I.2).
3.
Knows how to recognize and explain anomalous data (NM-I.I.I.3).
4.
Examines alternative explanations for observations (NM-I.I.II.1).
5.
Describes ways in which science differs from other ways of knowing and
from other bodies of knowledge (e.g., experimentation, logical arguments,
skepticism) (NM-I.I.II.2).
6.
Knows that scientific knowledge is built on questions posed as testable
hypotheses, which are tested until the results are accepted by peers
(NM-I.I.II.3).
7.
Uses mathematical expressions and techniques (e.g., formulas and equations,
significant figures, graphing, sampling, estimation, mean) to explain data
and observations and to communicate findings (NM-I.I.III.1).
8. Creates models to describe phenomena (NM-I.I.III.2).
SCIENCE 8
3.4.16
1 – 8. The student chooses either an experiment or survey to apply all the
science process skills he/she has learned. He/She completes the
following steps:

Ask a question about a physical or biological event or
relationship that offers the potential for experimentation.

Meet with the teacher for final approval on the experiment or
survey plan.

Choose a manipulated variable and a responding variable and
define the variables so they can be measured.

Write a specific research question.

Write hypotheses that provide an exact focus for the experiment.

Conduct a library search and write a review of the literature (a
summary of the information) about the topic.

Design an experiment to collect data that answers the research
question and hypotheses. Remember to control all variables
except the manipulated and responding variables.

Write a procedure for your experiment.

Gather materials.

Do the experiment. Remember, more data is better than less
data.

Compile the results. Quantitative data should be recorded in data
tables and include graphs to help with interpretation. Don’t
forget to record qualitative data also. Use appropriate metric
measurements.
Albuquerque Public Schools 04/05
GRADE
8
PERFORMANCE STANDARDS
ILLUSTRATIONS




SCIENCE 8
3.5.16
Interpret the data. Write conclusions, inferences, and discussion.
Make recommendations.
Prepare a final report. Use the experiment or survey report as
you will be held accountable for all critical information and
techniques.
Type or write clearly your final product.
The project is assessed by a student-teacher generated rubric.
 completion of all required components
 a variety of sources
 analysis
 communication skills
 adherence to rubric
Albuquerque Public Schools 04/05
STRAND II: CONTENT OF SCIENCE
CONTENT STANDARD (PHYSICAL SCIENCE): The student understands the structure and properties of matter, the characteristics of energy, and the interactions between
matter and energy.
BENCHMARKS: A. The student knows the forms and properties of matter and how matter interacts.
B. The student explains the physical processes involved in the transfer, change, and conservation of energy.
C. The student describes and explains forces that produce motion in objects.
GRADE
8
PERFORMANCE STANDARDS
ILLUSTRATIONS
Properties of Matter
1. Knows how to use density, boiling point, freezing point, conductivity, and
color to identify various substances (NM – II.I.I.1).
1, 3. Lab example:
The student conducts experiments to individually identify properties of
matter of various known substances [e.g., To measure density, the
student finds the volume and mass of 40 mls of water and 10 ml of
salt. The student combines the two substances and re-measures the
solution for mass and volume. The student solves for density (d = m/v)
for substances separately and then the solution. He/She then takes the
solution to a heat source and measures the temperature at which it
boils. The student also measures the boiling temperature of plain
water. After the water has evaporated overnight, the student remeasures the mass and volume of the remaining salt. He/She locates
the elements used in lab on the Periodic Table of Elements, and
identifies the classification of the materials.].
The same procedures can be applied to other properties of matter and
separation methods.
 comprehension of main concepts
 individual participation
SCIENCE 8
2.
Distinguishes between metals and nonmetals (NM – II.I.I.2).
3.
Understands the differences among elements, compounds, and mixtures by
(NM – II.I.I.3):

classification of materials as elements, compounds, or mixtures

interpretation of chemical formulas

separation of mixtures into compounds by methods including
evaporation, filtration, screening, magnetism.
3.6.16
2. The student identifies the characteristics of metals. Given an array of
substances that are metals and nonmetals, the student creates a concept
map comparing the properties of metals and nonmetals.
 correct identification of metals and nonmetals
 creation of a concept map
Albuquerque Public Schools 04/05
GRADE
8
PERFORMANCE STANDARDS
ILLUSTRATIONS
Structure of Matter
4. Identifies the protons, neutrons, and electrons within an atom and describes
their locations (i.e., in the nucleus or in motion outside the nucleus)
(NM –II.I.I.4).
5.
Explains that elements are organized in the periodic table according to their
properties (NM – II.I.I.5).
6.
Knows that compounds are made of two or more elements, but not all sets
of elements can combine to form compounds (NM – II.I.I.6).
Changes in Matter
7. Knows that phase changes are physical changes that can be reversed
(e.g., evaporation, condensation, melting) (NM – II.I.I.7).
8.
Describes various familiar physical and chemical changes that occur
naturally (e.g., snow melting, photosynthesis, rusting, burning)
(NM II.II.I.8).
4. The student constructs models of atoms using M&Ms with separate
colors representing protons, neutrons, and electrons.
 accuracy of information
 completion of required components
5, 6. The student researches one element to create an “Element Square”
(e.g., a “mini-poster on a sheet of plain paper). The square includes
the element name, symbol, atomic number, atomic mass, family,
valence electrons, and physical properties. The student organizes
him/herself with other students based on element characteristics.
He/She then finds another student with whom to form a compound
based on their valence electrons. The student identifies which
elements cannot be paired or combined and explains why. The
student compares his/her groupings with the Periodic Table of
Elements.
 accuracy of information
 clear verbal explanation of patterns
 completion of all required components
 social skills
 thorough research
7, 8. Using an ice cube and water, the student shows the three stages of
matter and the processes of phase changes (e.g., See diagram.).
MELTING [SOLID]
ice cube
CONDENSATION
watch glass
EVAPORATING [GAS]
WATER
beaker
LIQUID
HOTPLATE
The student sets up a hot plate, beaker of water, watch glass on top of
beaker and an ice cube placed on watch glass. As the water heats and
then cools, the student labels states of matter and the phase changes.
He/She draws the particle movement in each state of matter present.
 accuracy of information
SCIENCE 8
3.7.16
Albuquerque Public Schools 04/05
GRADE
8
PERFORMANCE STANDARDS
ILLUSTRATIONS

9. Identifies factors that influence the rate at which chemical reactions occur
(e.g., temperature, concentration) (NM – II.I.I.9).
10.
Knows that chemical reactions can absorb energy (endothermic reactions)
or release energy (exothermic reactions).
Energy Transformation
11. Knows that energy exists in many forms and that when energy is
transformed some energy is usually converted to heat (NM – II.I.II.1).
SCIENCE 8
clear explanation of properties of states and phase changes
9, 10. The student fills a clear plastic cup half-full with warm water and
a 2nd clear plastic cup half full with cold water. He/She measures the
temperature in each cup of water before placing one quarter of an
effervescent tablet (e.g., AlkaSeltzer) in each of the two cups of
water at the same time and observes the rate of reaction in each cup.
The student gets a final temperature reading from each cup and then
explains in laboratory notes why the reaction occurs in one cup at a
greater rate than the other and whether the reaction is endothermic
or exothermic.
 accuracy of measurement
 clarity of explanation
11. The student lists five different transformations of energy in his/her
daily lives (e.g., chemical, mechanical, nuclear, electro-magnetic,
heat) and specifies which transformations produce heat.
 accuracy
12. Knows that kinetic energy is a measure of the energy of an object in motion
and potential energy is a measure of an object’s position or composition,
including (NM – II.I.II.2):

transformation of gravitational potential energy of position into
kinetic energy of motion by a falling object.
12. The student constructs a pendulum and estimates where potential
energy is the greatest and at what point it converts to kinetic energy.
He/She transfers knowledge about the PE to KE conversion to a
roller coaster and explains where the conversions are taking place.
 accuracy of information on roller coaster diagram
 clear explanation
 pendulum design
13. Distinguishes between renewable and nonrenewable sources of energy
(NM – II.I.II.3).
13. The student constructs a Venn diagram comparing and contrasting
renewable and nonrenewable sources of energy. The student
participates in a class discussion where different sources are debated
for cost-effectiveness.
 comparisons and contrasts
 individual participation
14. Knows that electrical energy is the flow of electrons through electrical
conductors that connect sources of electrical energy to points of use,
including (NM – II.I.II.4):

electrical current paths through parallel and series circuits

production of electricity by fossil-fueled and nuclear power plants,
wind generators, geothermal plants, and solar cells

use of electricity by appliances and equipment (e.g., calculators, hair
14. The student constructs different electrical circuits (i.e., series,
parallels) using old Christmas lights and batteries as the power source.
He/She demonstrates different types of circuitry by connecting the
lights to batteries in different ways.
3.8.16
OR
Albuquerque Public Schools 04/05
GRADE
8
PERFORMANCE STANDARDS
ILLUSTRATIONS
dryers, light bulbs, motors).
The student researches the different ways electricity is produced and
creates a poster illustrating the types, benefits, drawbacks, and uses of
each type.
 effective visual
 accuracy
Waves
15. Understands how light and radio waves carry energy through vacuum or
matter by (NM – II.I.II.5):
 straight-line travel unless an object is encountered
 reflection by a mirror, refraction by a lens, absorption by a dark
object
 separation of white light into different wavelengths by prisms
 visibility of objects due to light emission or scattering.
16. Understands that vibrations of matter (e.g., sound, earthquakes, water
waves) carry wave energy, including (NM – II.I.II.6):

sound transmission through solids, liquids, and gases

relationship of pitch and loudness of sound to rate and distance
(amplitude) of vibration

ripples made by objects dropped in water
Forces
17. Knows that there are fundamental forces in nature (e.g., gravity,
electromagnetic forces, nuclear forces) (NM – II.I.III.1).
18. Knows that a force has both magnitude and direction (NM – II.I.III.2).
19. Analyzes the separate forces acting on an object at rest or in motion
(e.g., gravity, elastic forces, friction), including how multiple forces
SCIENCE 8
3.9.16
15. The student problem solves a situation where he/she is stranded at
night in the countryside with a flat tire on a rear wheel. The
headlights work but the student needs to find a way to get the light
source to the rear of the car to change the tire. The student has
mirrors, a prism, lens, and a dark colored transparency. The student
documents the result of having used each tool(s) and draws a diagram
to illustrate the best solution to the problem. In the summary, the
student justifies answers with the data he/she has collected.
 accuracy
 clear and logical explanation of results
 all required components
16. The student constructs a small drum with a coffee can, wax paper,
and a rubber band. The student puts some rice grains on the drum
head, spreads them around, then gently taps the drum head with a
pencil, and records what he/she sees and hears. The student then hits
the drum head harder with the pencil and records observations.
He/She compares the ripples made with the rice on the drumhead with
ripples made in water. The student explains the difference in what
he/she observed, using appropriate vocabulary (e.g., pitch, loudness,
amplitude).
 record keeping
 observations
 accuracy
17. The student, working in a group, selects a particular force in nature
and delivers a presentation to the class. The students in the audience
determine the similarities and differences among the forces in nature.
 effective presentation
 audience response
18, 19. The student demonstrates the magnitude and the direction of a
magnetic force using paper clips and magnets of different strengths by
measuring the distance at which the magnet attracts the paper clip.
The process is then repeated over surfaces of different textures. After
Albuquerque Public Schools 04/05
GRADE
8
PERFORMANCE STANDARDS
ILLUSTRATIONS
reinforce or cancel one another to result in a net force that acts on an object
(NM – II.I.III.3).
20. Knows that electric charge produces electrical fields and magnets produce
magnetic fields (NM – II.I.III.4).
21. Knows how a moving magnetic field can produce an electric current
(generator) and how an electric current can produce a magnetic field
(electromagnet) (NM – II.I.III.5).
22. Knows that Earth has a magnetic field (NM – II.I.III.6).
the student completes the process, he/she, orally or in written format,
explains what he/she observed.
 effective communication
20, 21. The student demonstrates an electric field using static electricity
generated by a balloon rubbed against his/her hair. The student
demonstrates a magnetic field using iron filings and a magnet.
He/She constructs an electromagnet using one meter of insulated
copper wire, a nail, and a D-cell battery. The student demonstrates
patterns of the electromagnetic field generated by using the iron
filings. He/She documents the poles and pattern of the electrical,
magnetic, and electromagnetic fields in his/her laboratory notebook.
 documentation
 electromagnetic models
22. The student learns that Earth is like a bar magnet with its south
magnetic poles near its geographic north pole. Some animals may use
Earth’s magnetic field to help find their way around. Some species of
birds, insects, and bacteria have been shown to contain small amounts
of the mineral magnetite. The student researches how one species
uses Earth’s magnetic field and reports findings to the class.
 thorough research
 effective presentation
Motion
23. Knows that an object’s motion is always described relative to some other
object or point (i.e., frame of reference) (NM – II.I.III.7).
24. Understands and applies Newton’s Laws of Motion (NM – II.I.III.8):

Objects in motion will continue in motion and objects at rest will
remain at rest unless acted upon by an unbalanced force (inertia).

If a greater force is applied to an object a proportionally greater
acceleration will occur.

If an object has more mass the effect of an applied force is
proportionally less.
SCIENCE 8
3.10.16
3, 24. The student constructs a Newton’s Cradle using five marbles,
fishing line, glass glue, and popsicle sticks. Cradles are made with
same sized marbles but different cradles can use marbles of different
mass. Using the Newton’s Cradle the student explains the marbles’
motions and where Newton’s Laws of Motion are in effect. He/She
then switches cradles with someone who has marbles of a different
mass and compares and contrasts the motion of the marbles of the two
cradles recording observations in laboratory notes.
 clear explanation using appropriate vocabulary (e.g., inertia,
 balanced, unbalanced forces)
 accurate construction of cradle
Albuquerque Public Schools 04/05
STRAND III: CONTENT OF SCIENCE
CONTENT STANDARD (LIFE SCIENCE): The student understands the properties, structures, and processes of living things and the interdependence of living things and
their environments.
BENCHMARKS: A. The student explains the diverse structures and functions of living things and the complex relationships between living things and their environments.
B. The student understands how traits are passed from one generation to the next and how species evolve.
C. The student understands the structure of organisms and the function of cells in living systems.
GRADE
8
PERFORMANCE STANDARDS
ILLUSTRATIONS
1.
Describes how matter moves through ecosystems (e.g., water cycle, carbon
cycle) (NM – II.II.I.1).
2.
Describes how energy flows through ecosystems (e.g., sunlight, green
plants, food for animals) (NM – II.II.I.2).
3.
Explains how a change in the flow of energy can impact an ecosystem
(e.g., the amount of sunlight available for plant growth, global climate
change) (NM – II.II.I.3).
4.
Understands that living organisms are made mostly of molecules consisting
of a limited number of elements (e.g., carbon, hydrogen, nitrogen, oxygen)
(NM – II.II.II.1).
1. The student illustrates and explains how water moves through the
hydrologic cycle by observing changes in state. The student needs a
large beaker with two cm of water, a mall beaker, some plastic wrap, a
marble, a rubber band and a lamp. He/She places the smaller beaker
upright in the center of the larger beaker and then covers the large
beaker loosely with plastic wrap, sealing it with a rubber band. With
the marble on the top of the plastic wrap, the student hypothesizs what
the marble does. The student then places the beaker under the lamp or
in direct sunlight for several hours. In his/her journal, the student
describes what occurred after the beaker sat for several hours.
 clarity of expression
 hypothesis
 documentation
1 – 4, 6 – 8. In a group of 3 – 4, each student helps to construct a terrarium
or create directions for constructing one. The contents must include a
working water cycle, the oxygen carbon dioxide cycle, and the nitrogen
cycle. Each student records in his/her lab notebook what goes into the
terrarium and why it is necessary for each of the cycles. As a group the
student presents his/her work either as a poster or an actual terrarium.
 accuracy of information
 completion of task
 collaborative work in a group
 correct use of vocabulary
 full participation in all aspects
5. Identifies DNA as the chemical compound involved in heredity in living
organisms (NM – II.II.II.2).
6.
SCIENCE 8
Describes the widespread role of carbon in the chemistry of living systems
(NM – II.II.II.3).
3.11.16
5. The student demonstrates the role of probability in genetics and
distinguishes between dominant and recessive genes. Working as pairs,
the student takes turns flipping a coin for each characteristic listed:
capital letter= heads= dominant gene
lower case= tails= recessive gene
Albuquerque Public Schools 04/05
GRADE
8
PERFORMANCE STANDARDS
7.
8.
ILLUSTRATIONS
Describes how cells use chemical energy obtained from food to conduct
cellular functions (i.e., respiration) (NM – II.II.III.1).
Face Shape
Chin Shape
Hair Body
Eyebrows
Eye Distance
Eye Size
Nose
Mouth
Dimples
Explains that photosynthesis in green plants captures the energy from the
sun and stores it chemically (NM – II.II.III.2).
DD or Dd = dominant
ROUND
VERY PROMINENT
CURLY[HH] or WAVY[Hh]
BUSHY
CLOSE TOGETHER
LARGE
BIG
LONG
PRESENT
Dd = recessive
Square
Less prominent
Straight
Fine
Far apart
Small
Small
Short
Absent
Each partner contributes one gene to the offspring. The father tossses the
first coin to determine the sex of the child: Heads for boy, tails for girl.
For all other characteristics, both partners must flip the coin. When all
the characteristics have been determined, the students draw the child
using the facial features from the coin toss. From the textbook diagram
of DNA, the student explains that these characteristics are the
substances in the cells that determine characteristics of organisms.
 accuracy of drawing
 clear communication
 team work
9.
SCIENCE 8
Describes how chemical substances can influence cellular activity (e.g., pH)
(NM – II.II.III.3).
3.12.16
9.
The student examines dry yeast with a hand lens. Then he/she mixes a
small amount of yeast with cold tap water in a small dish. In a second
dish, he/she mixes very warm, but not steaming hot tap water with a
small amount of yeast, adds a small amount of sugar to the mixture,
places a very small drop of the first mixture on a microscope slide, and
adds a cover slip. The student then examines it, first under low power,
then under high power. In the student’s lab notebook, each student
describes and draws some yeast cells. He/She then examines a drop of
the second mixture, waits five seconds, and looks at the yeast in both
dishes again. The student records what he/she sees and describes them
in the lab notebook.
 completion of activity
 record of observations
 clear communication
Albuquerque Public Schools 04/05
STRAND IV: CONTENT OF SCIENCE
CONTENT STANDARD EARTH AND SPACE SCIENCE): The student understands the structure of Earth, the solar system, and the universe, the interconnections among
them, and the processes and interactions of Earth’s systems.
BENCHMARKS: A. The student describes how the concepts of energy, matter, and force can be used to explain the observed behavior of the solar system,
the universe, and their structures.
B. The student describes the structure of Earth and its atmosphere and explains how energy, matter, and forces shape Earth’s systems.
GRADE
8
SCIENCE 8
PERFORMANCE STANDARDS
ILLUSTRATIONS
1.
Understands how energy from the sun and other stars, in the form of light,
travels long distance to reach Earth (NM – II.III.I.1).
1.
2.
Explains how the properties of light (e.g., emission, reflection, refraction)
emitted from the sun and stars are used to learn about the universe,
including (NM – II.III.I.2):

distances in the solar system and the universe

temperatures of different stars.
2. The student takes a star chart on a starry night and holds the chart in the
proper position for the time and date he/she is observing. He/She makes
a drawing of what he/she sees. The student repeats the activity in about
a month and answers the questions “How many constellations can you
find in your first drawing? In the second drawing? Discuss any
changes made in the drawings.”
 visual representations
 response to questions
3.
Understands how gravitational force acts on objects in the solar system and
the universe, including (NM – II.III.I3):

similar action on masses on Earth and on other objects in the solar
system

explanation of the orbits of the planets around the sun.
3. The student demonstrates how gravitational forces cause the tides using
construction paper, tape, a drawing compass, three equal masses
labeled A, B, and C, and three springs. The student tapes a piece of
construction paper onto a smooth flat surface and draws a 30 cm circle
representing Earth. He/She attaches springs to mass A, between A and
B, and between B and C masses. He/She positions masses in a straight
line with B in the center of the circle and pulls on the spring attached to
A. This represents the gravitational pull of the moon on the earth. The
student then records in his/her lab notebook what happened to the B
and C when force was exerted on A, and explains how this
demonstration illustrates the two high tides on opposite sides of the
Earth caused by the pull of the moon.
3.13.16
Given a small flashlight and a much larger spotlight, the student makes
observations about the relative brightness of each light when they are
equidistance from him/her. Working with two other students, one holds
the flashlight about a meter away and the other holds the spotlight from
a long distance away. The student records the brightness of the lights,
and conjectures about the apparent magnitude of a light and the absolute
magnitude of each of the lights.
 generalizations
Albuquerque Public Schools 04/05
GRADE
8
PERFORMANCE STANDARDS
ILLUSTRATIONS



4.
SCIENCE 8
Describes the role of pressure (and heat) in the rock cycle
(NM –II.III.II.1).
notebook entries
effective communicaiton
understanding of gravitational force
4. The student explains in writing or draws a diagram illustrating the rock
cycle (e.g., series of events by which rock gradually and continually
changes from one type to another).
5.
Understands the unique role water plays on Earth, including
(NM – II.III.II.2):

ability to remain liquid at most Earth temperatures

properties of water related to processes in the water cycle:
evaporation, condensation, precipitation, surface run-off, percolation

dissolving of minerals and gases and transport to the oceans

fresh and salt water in oceans, rivers, lakes, and glaciers

reactant in photosynthesis.
5.
6.
Understands the geologic conditions that have resulted in energy resources
(e.g., oil, coal, natural gas) available in New Mexico (NM – II.III.II.3).
6. The student works in a group to create a drawing for coal, petroleum, or
natural gas showing how each was formed, how it is extracted from the
earth and its various uses. The student may also want to include such
informtion as how much the U. S. or the world consumes and how long
the reserves might last.
 collaboration and team work
 effective visual
 inclusion of all required information
 factual information
3.14.16
See Content Standard Life Science, performance standard #2.
Albuquerque Public Schools 04/05
STRAND V: SCIENCE AND SOCIETY
CONTENT STANDARD: The student understands how scientific discoveries, inventions, practices, and knowledge influence, and are influenced by, individuals and
societies.
BENCHMARK: The student explains how scientific discoveries and inventions have changed individuals and societies.
GRADE
8
SCIENCE 8
PERFORMANCE STANDARDS
ILLUSTRATIONS
1.
Analyzes the interrelationship between science and technology (e.g., germ
theory, vaccines) (NM – III.I.1).
2.
Describes how scientific information can help to explain environmental
phenomena (e.g., floods, earthquakes, volcanoes, fire, extreme weather)
(NM – III.I.2).
3.
Describes how technological revolutions have significantly influenced
societies (e.g., energy production, warfare, space exploration)
(NM – III.I.3).
4.
Critically analyzes risks and benefits associated with technologies related to
energy production (NM – III.I.4).
3.15.16
1, 2. The student finds out what EROS Landsat data are available on the
World Wide Web from the U. S. Geological Survey
[ http://edc.usgs.gov/ ] and prepares a brochure for the people in NM
how the data is used.
 internet research
 creativity
 clear communication
 accuracy
3, 4. See Strand II, the illustration for performance standard #11. The
student describes different forms of energy and uses that standard as a
springboard to discuss how technology has increased the types of
energy available, and how efficiently the various forms of energy can
be obtained. After the discussion, the student writes a five paragraph
essay describing how his/her life would be different and what
accommodations he/she would need to make without the new energy
resources. Also in the essay, the student explains the benefits and risks
of the energy resources.
 individual participation in discussions
 clarity in explanations
 accuracy and reliability of information
 writing conventions
Albuquerque Public Schools 04/05
STRAND VI: LITERACY
CONTENT STANDARD: The student employs appropriate literacy skills (e.g., reading, writing, listening, speaking, use of technology) to read and interpret increasingly
complex texts for a variety of purposes.
BENCHMARK: The student demonstrates proficiency in reading comprehension, specialized vocabulary, and a variety of writing, speaking, and research requirements.
GRADE
8
PERFORMANCE STANDARDS
ILLUSTRATIONS
1. Increases comprehension of informational text (APS – LA I.1):

uses graphic elements (e.g., table of contents, glossary, glossary,
index, tables, chart, charts, graphs, and maps) of a text to locate
specific information,

uses skimming and scanning of organizational elements
(e.g., headings, subheadings, footnotes, captions, outlines) to increase
understanding of the text,

generates questions to be answered while reading, and

reflects on what has been learned after reading.
1.
See Strand IV, 2nd illustration.
2.
Summarizes the main idea and supporting details of a selection
(APS – LA I.6).
2.
See Strand IV, 2nd illustration.
3.
Shows an understanding and appreciation that learning is an opportunity for
change in perspective (APS - LA II.13).
3.
See Strand IV, 2nd illustration.
4.
Demonstrates competence in using elements of effective writing
(APS – LA III.2).
4.
See Strand II, illustration for performance standards # 18, 19.
5.
Demonstrates competence with speaking strategies (APS – LA IV.1).
5.
See Strand II, illustration for performance standard # 12.
6.
Uses a variety of techniques for researching topics (APS – LAVI.1).
6.
See Strand II, illustrations for performance standards # 5, 6, and 14.
Multiple opportunities to enhance literacy skills are presented throughout
the year and are modeled in all strands. The above are just a few
examples.
SCIENCE 8
3.16.16
Albuquerque Public Schools 04/05