1
Eighth Grade Earth Science Curriculum Guide
Link to Previous Curriculum Guide
Obj. #
Level
Objective
Criticality
Sequence
and
Duration
Sample Teaching
Strategy
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
Dist /
State
Assessments
Sample Assessment
Question
Standard 1: SCIENCE PROCESSES
Advanced
Proficient
Below
Proficient
Basic
1
1
1
1.
1.
1.
The student will
explain the differences
among observation,
hypothesis, theory,
and law
Student will be able to
define observation,
hypothesis, theory,
and law
Student will know
definitions of
observation &
hypothesis
ESS
Sem. 1
and 2
Venn Diagram observation,
hypothesis, theory and law.
Students make flash cards
for the words observation,
hypothesis, theory and law
and their definitions. Pairs
of students write examples
of each term on their
flashcards.
Students make flash cards
w/ visual cues, Ways to
adapt to life, Make a
hypothesis about ________,
and make an observation
about _________.
MES:
7,8,11,15,18,19,
23
TE: 22
ECA
MES:
7,8,11,15,18,19,
23
TE: 22
ECA
MES:
7,8,11,15,18,19,
23
TE: 22
ECA
Classroom
Tests and
Quizzes
Classroom
Tests and
Quizzes
Classroom
Tests and
Quizzes
Which word means an
educated guess?
a. theory
b. hypothesis
c. variable
d. law
Which word means an
educated guess?
a. hypothesis
b. law
Which word means an
educated guess?
c. hypothesis
d. law
Standard 1: SCIENCE PROCESSES
Advanced
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
2
Eighth Grade Earth Science Curriculum Guide
Level
Proficient
Below
Proficient
Basic
Obj. #
5
5
5
Objective
2.
2.
2.
The student will
identify an example in
which theories,
principles, or models
were accepted or
displaced based on
new scientific evidence
(see plate tectonics)
The student will
identify an example in
which theories,
principles, or models
were accepted or
displaced based on
new scientific evidence
(see plate tectonics)
The student will
identify an example in
which theories,
principles, or models
were accepted or
displaced based on
new scientific evidence
(see plate tectonics)
Criticality
ESS
ESS
ESS
Sequence
and
Duration
Sample Teaching
Strategy
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
MES: 18,19,276284
Sem. 1
and 2
Students make a time line
with evidence for continental
drift, sea-floor spreading,
and plate tectonics showing
the change in ideas related
to new evidence.
Sem. 1
and 2
Teacher will make a
sequential time line of plate
tectonics and changing
views of the universe.
Students will put time line in
correct sequence order.
MES: 18,19,276284
Sem. 1
and 2
Teacher will make a
sequential time line of plate
tectonics and changing
views of the universe.
Students will put time line in
correct sequence order.
MES: 18,19,276284
Dist /
State
Assessments
ECA
Classroom
Tests and
Quizzes
ECA
Classroom
Tests and
Quizzes
ECA
Classroom
Tests and
Quizzes
Sample Assessment
Question
What does a hypothesis
become when it is supported
by data collected over a long
period of time?
a. theory
b. law
c. variable
d. control
What does a hypothesis
become when it is supported
by data collected over a long
period of time?
a. theory
b. variable
What does a hypothesis
become when it is supported
by data collected over a long
period of time?
a. theory
b. variable
Standard 1: SCIENCE PROCESSES
Advanced
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
3
Eighth Grade Earth Science Curriculum Guide
Level
Proficient
Below
Proficient
Obj. #
9
9
Objective
3.
3.
The student will
describe a current
scientific discovery in
terms of the critical
thinking, creativity,
imagination, and good
knowledge base that
were required in its
discovery
The student will
describe a current
scientific discovery in
terms of the critical
thinking, creativity,
imagination, and good
knowledge base that
were required in its
discovery
Criticality
ESS
ESS
Sequence
and
Duration
Sample Teaching
Strategy
Sem. 1
and 2
Bring newspapers to class.
Groups of three students
scan the paper for articles
related to recent scientific
discoveries. Each group
reports to the class on the
scientists, the original idea
for the research, the
evidence and the discovery.
Sem. 1
and 2
Have a variety of Scholastic
Super Science articles
chosen by the teacher. Pair
of students fill out a sheet
having the following
questions:
1. What was the discovery?
2. Who was the scientist(s)
who made the discovery?
3. Why did they want to
make this discovery?
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
MES:
18,19,23,26,27,
280-283,292-293
MES:
18,19,23,26,27,
280-283,292-293
Dist /
State
Assessments
ECA
Classroom
Tests and
Quizzes
ECA
Classroom
Tests and
Quizzes
Sample Assessment
Question
Student written report on a
newspaper article about a
recent scientific discovery,
the evidence and the
original idea for the research
are graded on a rubric.
Students share their
information orally w/ the
class. Graded on a rubric.
Standard 1: SCIENCE PROCESSES
Advanced
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
4
Eighth Grade Earth Science Curriculum Guide
Level
Proficient
Below
Proficient
Obj. #
13
13
Objective
4.
4.
Criticality
The student will
distinguish between
science and
technology based on
their different
purposes
ESS
The student will
distinguish between
science and
technology.
ESS
Sequence
and
Duration
Sem. 1
and 2
Sample Teaching
Strategy
Present students with
several scientific discoveries
and an example of
technology related to each.
Students identify which
items are scientific
discoveries and which are
technology, then match the
related items.
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
MES: 8,12,13
Dist /
State
Assessments
ECA
Classroom
Tests and
Quizzes
Sample Assessment
Question
Quartz crystals vibrate at a
constant rate when
electricity goes through
them. What is the term for
the use of this knowledge to
make watches with quartz
movement?
a. science
b. theory
c. technology
d. critical thinking
Quartz crystals vibrate at a
constant rate when
electricity goes through
them. What is the term for
the use of this knowledge to
make watches with quartz
movement?
a. science
b. technology
Standard 1: SCIENCE PROCESSES
Advanced
Same as below
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
5
Eighth Grade Earth Science Curriculum Guide
Level
Proficient
Below
Proficient
Obj. #
17
17
Objective
5.
The student will
identify the
advantages of working
in teams to solve
scientific problems:
 Share tasks
 Collaboration
(share talents)
 Communication
(share ideas)
 Tolerance
5. The student will
identify the
advantages of working
in teams to solve
scientific problems:
 Share tasks
 Collaboration
(share talents)
 Communication
(share ideas)
 Tolernce
Criticality
ESS
ESS
Sequence
and
Duration
Sample Teaching
Strategy
Sem. 1
and 2
Students work in groups of
three or four to test the
variables of a pendulum in
the activity pages 24-25 in
MES. They share and
compare results with other
groups and develop
conclusions.
Sem. 1
and 2
Students work in groups of
three or four to test the
variables of a pendulum in
the activity pages 24-25 in
MES. They share and
compare results with other
groups and develop
conclusions.
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
MES:
16,17,19,2225,45,80-81,811
MES:
16,17,19,2225,45,80-81,811
Dist /
State
Assessments
ECA
Classroom
Tests and
Quizzes
ECA
Classroom
Tests and
Quizzes
Sample Assessment
Question
Which of the following is not
an advantage of working in
groups to solve scientific
problems?
a. people share the work
b. people do the task for
which they are best
suited
c. people communicate
ideas
d. people work only with
friends
What is a benefit of working
in teams to solve scientific
problems?
a. People communicate
ideas and share the work.
b. People work only with
friends and one person does
all the work.
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
6
Eighth Grade Earth Science Curriculum Guide
Level
Obj. #
Objective
21
6.
25
7.
The student will
discuss the role of bias
(strong beliefs about
what should happen in
particular
circumstances that
prevent detection of
other results) in the
historical controversy
of Ptolemy and
Copernicus’ theories of
planetary motion (see
Universe)
The student will
identify safeguards
against the effects of
bias on scientific
investigations:
 Peer review
 Honest reporting of
information
 Public disclosure of
positive and
negative impacts
of scientific
discoveries and
technology
Criticality
Sequence
and
Duration
Sample Teaching
Strategy
EXP
Sem. 1
and 2
Present students ideas from
the Earth-centered model of
the solar system and
Copernicus’s ideas for the
Sun-centered model of the
solar system. Pairs of
students write newspaper
articles about Copernicus’s
new ideas as though they
lived in 1543. Remind them
of the political and religious
situation at the time.
EXP
Sem. 1
and 2
Students do the ProblemSolving Activity on page 21
in MES.
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
MES: 21,702-703
MES: 2123,807,811
Dist /
State
Assessments
Sample Assessment
Question
Classroom
Tests and
Quizzes
Which of the following was a
new scientific idea stated by
Copernicus but rejected at
the time because of strong
bias?
a. the Sun-centered model
of the solar system
b. the extinction of the
dinosaurs
c. continental drift
d. Earth-centered model of
the solar system
Classroom
Tests and
Quizzes
If your hypothesis is proved
incorrect in a scientific
investigation, what should
you do to avoid bias?
a. change your hypothesis
and redesign the
experiment.
b. Assume that some of
the data is bad and
change it.
c. Change the hypothesis
to fit the data.
d. Not report the results.
Standard 1: SCIENCE PROCESSES
Advanced
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
7
Eighth Grade Earth Science Curriculum Guide
Level
Proficient
Below
Proficient
Obj. #
29
29
Objective
8. The student will state
the problem when
given a description of
a scientific
investigation
The student will state the
problem when given a
description of a
scientific investigation
Criticality
ESS
ESS
Sequence
and
Duration
Sem. 1
and 2
Sem. 1
and 2
Sample Teaching
Strategy
Present the students with an
imaginary investigation of
how sound affects plants.
In groups of two, students
design a question or state a
problem related to the
investigation, develop a
hypothesis, identify the
independent and dependent
variables and the constants,
and describe the control
group and its purpose.
Have students do a
measuring air temperature
lab comparing the reaction
time of thermometers. Have
students figure out the
problem before they start
the scientific investigation.
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
MES: 8081,89,802
Dist /
State
Assessments
ECA
Classroom
Tests and
Quizzes
Teacher
Observable
MES: 8081,89,802
How the Scientist
Works,
ECA
Classroom
Tests and
Quizzes
Teacher
Observabl
e
Sample Assessment
Question
Scientists are investigating
the quality of groundwater
in an isolated basin of southeast Idaho. Which of the
following is an example of a
good problem question for
the investigation?
a. Do fertilizers contribute
a major portion of
nitrates to the
groundwater?
b. Elk and buffalo cause
the excess nitrates.
c. Farmers should not use
so much fertilizer.
d. Should all farming be
stopped in the basin?
Scientists are investigating
the quality of groundwater
in an isolated basin of
south-east Idaho. Which of
the following is an example
of a good problem question
for the investigation?
a. Do fertilizers contribute a
major portion of nitrates to
the groundwater?
b. Farmers should not use
so much fertilizer.
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
8
Eighth Grade Earth Science Curriculum Guide
Level
Obj. #
Objective
Criticality
Sequence
and
Duration
Sample Teaching
Strategy
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
Dist /
State
Assessments
Sample Assessment
Question
Standard 1: SCIENCE PROCESSES
Advanced
Proficient
Below
Proficient
33
33
9.
9.
The student will state
a clear testable
hypothesis given a
description of a
scientific investigation
The student will state
a clear testable
hypothesis given a
description of a
scientific investigation
ESS
ESS
Sem. 1
and 2
Sem. 1
and 2
Present the students with an
imaginary investigation of
how sound affects plants.
In groups of two, students
design a question or state a
problem related to the
investigation, develop a
hypothesis, identify the
independent and dependent
variables and the constants,
and describe the control
group and its purpose.
Have students do a
measuring air temperature
lab comparing the reaction
time of thermometers. Have
students state a clear
testable hypothesis before
they start the scientific
investigation.
MES: 9,52,8081,802
ECA
Classroom
Tests and
Quizzes
Which term means an
educated guess?
a. theory
b. hypothesis
c. variable
d. law
Teacher
Observable
MES: 9,52,8081,802
ECA
Classroom
Tests and
Quizzes
Which term means educated
guess?
a. theory
b. hypothesis
Teacher
Observabl
e
Standard 1: SCIENCE PROCESSES
Advanced
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
9
Eighth Grade Earth Science Curriculum Guide
Level
Proficient
Below
Proficient
Obj. #
37
37
Objective
10. The student will
identify the
experimental variables
in an experiment
10. The student will
identify experimental
variables in an
experiment (constant
variables, and the
independent variable.)
Criticality
ESS
ESS
Sequence
and
Duration
Sem. 1
and 2
Sem. 1
and 2
Sample Teaching
Strategy
Present the students with an
imaginary investigation of
how sound affects plants.
In groups of two, students
design a question or state a
problem related to the
investigation, develop a
hypothesis, identify the
independent and dependent
variables and the constants,
and describe the control
group and its purpose.
Have students do a
measuring air temperature
lab comparing the reaction
time of thermometers. Have
students identify the
variables they must keep
constant and the
independent variable before
they start the scientific
investigation.
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
MES: 911,24,53,8081,803
Dist /
State
Assessments
ECA
Classroom
Tests and
Quizzes
Teacher
Observable
MES: 911,24,53,8081,803
ECA
Classroom
Tests and
Quizzes
Sample Assessment
Question
Which term refers to the
different factors that can
change in an experiment?
a. controls
b. constants
c. observations
d. variables
Which term refers to the
different factors that can
change in an experiment?
a. constants
b. variables
Teacher
Observabl
e
Standard 1: SCIENCE PROCESSES
Advanced
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
10
Eighth Grade Earth Science Curriculum Guide
Level
Proficient
Below
Proficient
Obj. #
41
41
Objective
11. The student will
identify the function of
a control group in an
experiment
11. The student will
identify the function of
a control group in an
experiment
Criticality
ESS
ESS
Sequence
and
Duration
Sem. 1
and 2
Sem. 1
and 2
Sample Teaching
Strategy
Present the students with an
imaginary investigation of
how sound affects plants.
In groups of two, students
design a question or state a
problem related to the
investigation, develop a
hypothesis, identify the
independent and dependent
variables and the constants,
and describe the control
group and its purpose.
“How the Scientist Works”
pg. 48-50
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
MES: 10-11,803
Dist /
State
Assessments
ECA
Classroom
Tests and
Quizzes
Teacher
Observable
MES: 10-11,803
ECA
Classroom
Tests and
Quizzes
Sample Assessment
Question
Which term means the
standard to which your
results can be compared.?
a. control
b. constant
c. observation
d. variable
Which term means the
standard to which your
results can be compared?
a. control
b. variable
Teacher
Observabl
e
Standard 1: SCIENCE PROCESSES
Advanced
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
11
Eighth Grade Earth Science Curriculum Guide
Level
Proficient
Below
Proficient
Obj. #
45
45
Objective
12. The student will
identify constants in an
experiment
13. The student will
identify constants in an
experiment
Criticality
ESS
ESS
Sequence
and
Duration
Sem. 1
and 2
Sem. 1
and 2
Sample Teaching
Strategy
Present the students with an
imaginary investigation of
how sound affects plants.
In groups of two, students
design a question or state a
problem related to the
investigation, develop a
hypothesis, identify the
independent and dependent
variables and the constants,
and describe the control
group and its purpose.
“How the Scientist Works”
pg. 48-50
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
MES: 1011,25,53,8081,803
Dist /
State
Assessments
ECA
Classroom
Tests and
Quizzes
Teacher
Observable
MES: 1011,25,53,8081,803
ECA
Classroom
Tests and
Quizzes
Sample Assessment
Question
Which term means the
factors that do not change
in an experiment?
a. controls
b. constants
c. observations
d. variables
Which term means the
factors that do not change
in an experiment?
a. constants
b. observations
Teacher
Observabl
e
Standard 1: SCIENCE PROCESSES
Advanced
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
12
Eighth Grade Earth Science Curriculum Guide
Level
Proficient
Below
Proficient
Obj. #
49
49
Objective
Criticality
13. The student will design
and conduct a
scientific investigation
using controls and
variables when
appropriate
ESS
13. The student will
conduct a scientific
investigation using
controls and variables
when appropriate
ESS
Sequence
and
Duration
Sample Teaching
Strategy
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
MES: 9-11,5253,80-81,802804
Dist /
State
Assessments
Sem. 1
and 2
Students do the activity
“Sink or Float” on pages
540-541 in MES.
Sem. 1
and 2
Same as above. Changed in
format, provide step-by-step
instructions and graph, look
in lab worksheet book.
MES: 9-11,5253,80-81,802804
ECA
Sem. 1
and 2
In groups of two, students
become experts on sections
of the “Science Skill
Handbook” pages 802-811
in MES. They teach the
class the material from their
sections and relate their
sections to the steps of the
scientific method.
MES: 811,23,802-811
ECA
ECA
Teacher
Observable
Teacher
Observabl
e
Sample Assessment
Question
What is the name of the
group in an experiment that
does not have the variable
and is the standard for
comparison?
a. constant
b. experimental
c. hypothesis
d. control
In an experiment what is
the standard that you
compare your results with?
a. experimental
b. control
Standard 1: SCIENCE PROCESSES
Advanced
Proficient
53
14. The student will
identify appropriate
scientific procedures in
an investigation and
recognize alternative
explanations for
scientific results
ESS
Classroom
Tests and
Quizzes
Test essay
Students list and describe
the steps of the scientific
method in order.
Teacher
Observable
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
13
Eighth Grade Earth Science Curriculum Guide
Level
Below
Proficient
Obj. #
53
Objective
14. The student will
identify appropriate
scientific procedures in
an investigation and
recognize alternative
explanations for
scientific results
Criticality
ESS
Sequence
and
Duration
Sem. 1
and 2
Sample Teaching
Strategy
P. 105-107 “Teaching
Science Process Skills” &
take t-graph notes on
proficient groups class
presentations.
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
MES: 811,23,802-811
Dist /
State
Assessments
ECA
Classroom
Tests and
Quizzes
Sample Assessment
Question
Match a given list of the
steps of the scientific
method with given
descriptions.
Teacher
Observabl
e
Standard 1: SCIENCE PROCESSES
Advanced
Proficient
57
15. The student will
differentiate between
inference and
observation
ESS
Sem. 1
and 2
Present the students with
several observations and
inferences paired as an
effect and a cause.
Students label the
observation (effect) and the
inference (cause.)
MES: 11,15,810
ECA
Classroom
Tests and
Quizzes
Teacher
Observable
You hear a loud pop just
before the power goes out
and suggest that an
electrical transformer
probably blew out. What do
you call your suggestion that
the transformer blew out?
a. inference
b. theory
c. observation
d. variable
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
14
Eighth Grade Earth Science Curriculum Guide
Level
Below
Proficient
Obj. #
57
Objective
16. The student will
differentiate between
inference and
observation
Criticality
ESS
Sequence
and
Duration
Sem. 1
and 2
Sample Teaching
Strategy
“Teaching Scientific Process
Skills” 2. P. 36-38
(Inference) 3. P. 11-13
(Observation)
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
MES: 11,15,810
Dist /
State
Assessments
ECA
Classroom
Tests and
Quizzes
Teacher
Observabl
e
Sample Assessment
Question
You observe an upset
student leaving the
principals office. Which of
the following is an inference
to this observation?
a. the student just got a
new puppy
b. the student got in trouble
Standard 1: SCIENCE PROCESSES
Advanced
Proficient
61
16. The student will
accurately collect and
record data from an
investigation
ESS
Sem. 1
and 2
Students do the activity
“Testing Variables of a
Pendulum” on pages 24-25
in MES.
MES: 11,22,5253,8081,804,807
TE: 50
ECA
Teacher
Observable
Student lab reports from the
activity “Testing Variables of
a Pendulum” on pages 24-25
in MES are graded according
to a rubric.
Below
Proficient
61
16. The student will
accurately collect and
record data from an
investigation
ESS
Sem. 1
and 2
Same as above. Test only
length of string & mass.
Give them prepared tables
to record data. (on a
worksheet)
MES: 11,22,5253,8081,804,807
TE: 50
ECA
Teacher
Observabl
e
Student lab reports from the
activity “Testing Variables of
a Pendulum” on pages 2425 in MES are graded
according to a rubric.
Standard 1: SCIENCE PROCESSES
Advanced
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
15
Eighth Grade Earth Science Curriculum Guide
Level
Obj. #
Proficient
65
Below
Proficient
65
69
73
Objective
17. The student will
organize data from an
investigation into preexisting tables, charts,
or graphs
17. The student will
organize data from an
investigation into preexisting tables, charts,
or graphs
18. The student will
convert within metric
19. The student will use
mathematics to
calculate averages of
data, percentages, and
density
Criticality
Sequence
and
Duration
Sample Teaching
Strategy
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
MES: 11, ,5253,80-81,806808;
TE: 50
Dist /
State
Assessments
Sample Assessment
Question
ECA
Teacher
Observable
Student lab reports from the
activity “Testing Variables of
a Pendulum” on pages 24-25
in MES are graded according
to a rubric.
ESS
Sem. 1
and 2
Students do the activity
“Testing Variables of a
Pendulum” on pages 24-25
in MES.
ESS
Sem. 1
and 2
Modify P. 145-149,
“Teaching Science Process
Skills”
MES: 11, ,5253,80-81,806808;
TE: 50
ECA
Teacher
Observabl
e
Given data, students will
demonstrate ability to
analyze data in order to give
an appropriate conclusion.
EXP
Sem. 1
and 2
Present to students a
graphic organizer for
common metric prefixes and
their meanings. Students
complete a worksheet on
which they must multiply or
divide by multiples of 10 in
order to convert within
metric.
Students do “Math Skills
Activity Calculating Density”
on page 530 in MES.
MES: 805,816
Classroom
Tests and
Quizzes
How many meters equal 200
centimeters?
a. 20
b. 2
c. 2000
d. 200
EXP
Sem. 1
and 2
Teacher
Observabl
e
MES: 24-25,4547,5253,819,822,530
Classroom
Tests and
Quizzes
Teacher
Observabl
e
The mass of a rock is 24 g
and the volume is 8 cm3,
what is the density of the
rock?
a. 3 g/cm3
b. 192 g/cm3
c. 32 g/cm3
d. 16 g/cm3
Standard 1: SCIENCE PROCESSES
Advanced
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
16
Eighth Grade Earth Science Curriculum Guide
Level
Proficient
Below
Proficient
Obj. #
77
77
Objective
Criticality
20. The student will
analyze data in order
to form a conclusion
ESS
20. The student will
analyze data in order
to form a conclusion
ESS
Sequence
and
Duration
Sample Teaching
Strategy
Sem. 1
and 2
Students do Activity “Mineral
Identification” on pages 8081 in MES.
Sem. 1
and 2
Modify P. 145-149 “Teaching
Science Process Skills”
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
MES:
11,25,31,5253,80-81,806807,809-810
MES:
11,25,31,5253,80-81,806807,809-810
Dist /
State
Assessments
ECA
Teacher
Observable
ECA
Teacher
Observabl
e
Sample Assessment
Question
Student lab reports from the
activity “Mineral
Identification” on pages 8081 in MES are graded with a
rubric.
Given data, students will
demonstrate ability to
analyze data in order to give
an appropriate conclusion.
Standard 1: SCIENCE PROCESSES
Advanced
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
17
Eighth Grade Earth Science Curriculum Guide
Level
Proficient
Below
Proficient
Obj. #
81
81
Objective
Criticality
21. The student will
identify a statement
that expresses
cause/effect
relationships based on
evidence and logical
argument
ESS
Students will be able to
identify cause and
effect.
ESS
Sequence
and
Duration
Sem. 1
and 2
Sample Teaching
Strategy
Present students with
several statements that
express cause/effect.
Students choose which ones
are based on evidence and
logical argument.
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
MES:
11,23,25,5253,810
Dist /
State
Assessments
ECA
Classroom
Tests and
Quizzes
Teacher
Observabl
e
Sem. 1
and 2
Give students several
statements of cause .
Students state possible
effects.
MES:
11,23,25,5253,810
ECA
Classroom
Tests and
Quizzes
Sample Assessment
Question
Which of the following
statements expresses
cause/effect relationships based
on evidence and logical
argument?
a. You left the back door open.
You can hear the wind
howling outside. A door
slams. No one answers when
you call. You suggest that
the wind blew the door shut.
b. You do an experiment with a
pendulum. You swing the
same pendulum with five
different length strings. The
longer the string, the longer
the period of the pendulum.
You suggest that the length
of the string is the factor that
affects the period of the
pendulum
Which of the following is an
effect of NOT wearing a coat
outside in cold weather?
a. getting frostbite
b. getting lost in a blizzard
Teacher
Observabl
e
Standard 1: SCIENCE PROCESSES
Advanced
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
18
Eighth Grade Earth Science Curriculum Guide
Level
Proficient
Below
Proficient
Obj. #
85
85
Objective
Criticality
22. The student will
identify a statement
that expresses
cause/effect
relationships based on
data from a scientific
investigation
ESS
Students will be able to
identify cause and
effect.
ESS
Sequence
and
Duration
Sem. 1
and 2
Sample Teaching
Strategy
Present students with
several statements that
express cause/effect.
Students choose which ones
are based on data from a
scientific investigation.
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
MES:
11,23,25,52,
53,810
Dist /
State
Assessments
ECA
Classroom
Tests and
Quizzes
Teacher
Observable
Sem. 1
and 2
Give students several
statements of cause .
Students state possible
effects.
MES:
11,23,25,5253,810
ECA
Classroom
Tests and
Quizzes
Sample Assessment
Question
Which of the following
statements expresses
cause/effect relationships based
on data from a scientific
investigation?
a. You left the back door open.
You can hear the wind
howling outside. A door
slams. No one answers
when you call. You
suggest that the wind blew
the door shut.
b. You do an experiment with a
pendulum. You swing the
same pendulum with five
different length strings.
The longer the string, the
longer the period of the
pendulum. You suggest
that changing the length of
the string causes the
period of the pendulum to
change.
Which of the following is an
effect of NOT wearing a coat
outside in cold weather?
a. getting frostbite
b. getting lost in a blizzard
Teacher
Observabl
e
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
19
Eighth Grade Earth Science Curriculum Guide
Level
Obj. #
89
93
Objective
23. The student will
identify basic examples
of scientific error
24. The student will
explain that not all
scientific investigations
use every step of the
scientific method or
follow steps in the
same order
Criticality
EXP
EXP
Sequence
and
Duration
Sem. 1
and 2
Sem. 1
and 2
Sample Teaching
Strategy
Brainstorm sources of
scientific error. Compile the
ideas on a poster.
Students do the minilab
“designing an Experiment”
on page 11 in MES.
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
MES: 11;
TE20,25
Dist /
State
Assessments
Sample Assessment
Question
Classroom
Tests and
Quizzes
Which of the following is not
an example of scientific
error?
a. Data does not support
the hypothesis.
b. The experiment is
repeated only once.
c. Too many variables are
tested at once.
d. Unexpected results are
ignored.
True or False.
All scientific investigations
must use every step of the
scientific method.
Teacher
Observabl
e
Provide students with data
collected by some one else.
Analyze data with a graph.
Make a conclusion. Point
out that they skipped
forming a question and a
hypothesis.
MES: 8,803
Students do Activity “Mineral
Identification” on pages 8081 in MES. P. 100-104
“Teaching Science Process
Skills”
MES: 52-53,8081,811
Classroom
Tests and
Quizzes
Teacher
Observabl
e
Standard 1: SCIENCE PROCESSES
Advanced
Proficient
97
25. The student will
demonstrate the use
of critical thinking and
logic to accept or
reject a hypothesis
ESS
Sem. 1
and 2
ECA
Classroom
Tests and
Quizzes
Student lab reports from the
activity “Mineral
Identification” on pages 8081 in MES are graded with a
rubric.
Teacher
Observable
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
20
Eighth Grade Earth Science Curriculum Guide
Level
Below
Proficient
Obj. #
97
Objective
The student will
demonstrate the use
of critical thinking &
logic to develop a
hypothesis
Criticality
ESS
Sequence
and
Duration
Sem. 1
and 2
Sample Teaching
Strategy
P. 113 & 114
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
MES: 52-53,8081,811
Dist /
State
Assessments
ECA
Classroom
Tests and
Quizzes
Sample Assessment
Question
The recording of
observations & hypothesis
from activities
Teacher
Observabl
e
Standard 1: SCIENCE PROCESSES
Advanced
Proficient
Below
Proficient
101
101
26. The student will follow
a written procedure for
a scientific experiment
ESS
26. The student will follow
a written procedure for
a scientific experiment
ESS
Sem. 1
and 2
Students do the activity
“Testing Variables of a
Pendulum” on pages 24-25
in MES.
MES: 802-803
Sem. 1
and 2
Restate info. From obj. #65
MES: 802-803
Modify P. 145-149,
“Teaching Science Process
Skills”
ECA
Teacher
Observable
ECA
Teacher
Observabl
e
Student lab reports from the
activity “Testing Variables of
a Pendulum” on pages 24-25
in MES are graded according
to a rubric.
Student lab reports from the
activity “Testing Variables of
a Pendulum” on pages 2425 in MES are graded
according to a rubric.
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
21
Eighth Grade Earth Science Curriculum Guide
Level
Obj. #
105
113
Objective
27. The student will
identify the elements
of technological design
which include the
following:
 Identify a problem
or design an
opportunity
 Propose designs
and choose
between solutions
 Implement a
proposed solution
 Evaluate the
solution and its
consequences
 Communicate the
problem, process,
and solution
(e.g.,
seismograph,
telescope,
barometer)
29. The student will be
able to identify the
following safety
equipment:
 Fire extinguisher
 Fire blanket
 Eye wash
 Shower
Criticality
EXP
EXP
Sequence
and
Duration
Sem. 1
and 2
Sem. 1
and 2
Sample Teaching
Strategy
Present the elements of
technological design. As a
group discuss these
elements as they relate to
an instrument such as the
seismograph used in earth
science.
Point out or display safety
equipment, its location, and
its use in the class room.
Students explain on paper a
situation in the class when
each item would be used.
Students volunteer one of
their descriptions orally to
the class.
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
MES: 13-14
Jason Curriculum
Dist /
State
Assessments
Classroom
Tests and
Quizzes
Sample Assessment
Question
Test Question
List the elements of
technological design.
Teacher
Observabl
e
Laboratory
Management and
Safety booklet
Classroom
Tests and
Quizzes
Teacher
Observabl
e
What is the proper safety
equipment to use if you spill
acid on your shirt?
a. fire extinguisher
b. fire blanket
c. eye wash
d. shower
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
22
Eighth Grade Earth Science Curriculum Guide
Level
Obj. #
117
121
125
Objective
30. The student will
identify safety symbols
Criticality
EXP
31. The student will know
methods of
appropriate disposal of
broken glassware
EXP
32. The student will know
how to find out about
proper disposal of
chemicals
EXP
Sequence
and
Duration
Sem. 1
and 2
Sem. 1
and 2
Sem. 1
and 2
Sample Teaching
Strategy
Students look at several
activities in MES, draw the
safety symbols, and explain
what they mean.
Show students how to
dispose of broken glassware.
Show students data sheets
for several chemicals used in
the school. Show the
instructions for proper
disposal of the chemicals.
Resources
Text:
Earth Science
Dist /
State
Assessments
Glencoe/McGrawHill
(2002)
Laboratory
Management and
Safety booklet
Classroom
Tests and
Quizzes
Laboratory
Management and
Safety booklet
Teacher
Observabl
e
Classroom
Tests and
Quizzes
Laboratory
Management and
Safety booklet
Teacher
Observabl
e
Classroom
Tests and
Quizzes
Teacher
Observabl
e
Sample Assessment
Question
Student drawings and
explanations of safety
symbols are graded on a
rubric.
Test essay
Explain how to dispose of
broken glassware in the
classroom.
Each student shows the
teacher where on the data
sheets to find proper
disposal of a specific
chemical.
Standard 1: SCIENCE PROCESSES
Advanced
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
23
Eighth Grade Earth Science Curriculum Guide
Level
Proficient
Below
Proficient
Obj. #
129
129
Objective
33. The student will
identify the following
equipment and its
function:
 Meter stick
 Metric ruler
 Celsius
thermometer
 Graduated cylinder
 Balance
34. The student will
identify the following
equipment and its
function:
 Meter stick
 Metric ruler
 Celsius
thermometer
 Graduated cylinder
Balance
Criticality
ESS
ESS
Sequence
and
Duration
Sem. 1
and 2
Sem. 1
and 2
Sample Teaching
Strategy
Present students with the
measuring equipment and
demonstrate their use.
Students practice measuring
specific items around the
room and compare their
results with the teacher’s
results.
“How the scientist works”
Pages 65-76
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
MES:
16,24,31,45,5253,805-806
Dist /
State
Assessments
ECA
Classroom
Tests and
Quizzes
Teacher
Observable
MES:
16,24,31,45,5253,805-806
ECA
Classroom
Tests and
Quizzes
Sample Assessment
Question
Which equipment is used to
measure the volume of a
small amount of water?
a. meter stick
b. Celsius thermometer
c. Graduated cylinder
d. balance
Which equipment is used to
measure the volume of a
small amount of water?
a. meter stick
b. Graduated cylinder
Teacher
Observabl
e
Standard 1: SCIENCE PROCESSES
Advanced
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
24
Eighth Grade Earth Science Curriculum Guide
Level
Proficient
Below
Proficient
Obj. #
133
133
Objective
35. The student will make
metric measurements
using the following
equipment:
 Meter stick (length)
 Metric ruler
(length)
 Celsius
thermometer
(temperature)
 Graduated cylinder
(volume)
 Balance (mass)
36. The student will make
metric measurements
using the following
equipment:
 Meter stick (length)
 Metric ruler
(length)
 Celsius
thermometer
(temperature)
 Graduated cylinder
(volume)
 Balance (mass)
Criticality
ESS
ESS
Sequence
and
Duration
Sample Teaching
Strategy
Sem. 1
and 2
Students do the activity
“The Heat Is On” on pages
452-453 and the activity
“Sink or Float” on pages
540-541 in MES.
Sem. 1
and 2
“How the scientist Works” P.
77-85
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
MES: 24,45,5253
Dist /
State
Assessments
ECA
Teacher
Observable
MES: 24,45,5253
ECA
Sample Assessment
Question
Student lab reports for the
activities “The Heat Is On”
and “Sink or Float” are
graded on a rubric.
Student lab reports for the
activities & given rubrics
Teacher
Observabl
e
Standard 2: THE SOLID REALM OF THE EARTH
Advanced
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
25
Eighth Grade Earth Science Curriculum Guide
Level
Proficient
Obj. #
137
Below
Proficient
137
Basic
137
Objective
1.
The student will
identify the
composition, structure
(core, mantle, and
crust), and relative
temperature of the
layers that make up
the Earth
The student will identify the
structure (core,
mantle, crust), relative
temperature, and one
component of Earth’s
layers.
The student will identify the
structure (core,
mantle, crust), relative
temperature, and one
component of Earth’s
layers.
Criticality
ESS
Sequence
and
Duration
Sample Teaching
Strategy
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
MES:
313,284,434,
445
old textbooks
Sem. 1
1 hour
Give students a scale
drawing o fa cross section of
the Earth. Students
measure the thickness of
Earth’s layers on the
diagram and convert them
to kilometers. Label the
layers.
ESS
Sem. 1
1 hour
Show overhead of cross
section of Earth. Do pg. 41
of Earth Science Homework
Booklet Do pg. 43, pg. 79
Our Solar System (add
composition)
Transparency pg.
19 Planet Earth
ISBN 1-55799836-1
ESS
Sem. 1
1 hour
Show overhead of cross
section of Earth. Do pg. 41
of Earth Science Homework
Booklet Do pg. 43, pg. 79
Our Solar System (add
composition)
Transparency pg.
19 Planet Earth
ISBN 1-55799836-1
Dist /
State
Assessments
ECA
Classroom
Tests and
Quizzes
Sample Assessment
Question
What happens to the
temperature of the Earth’s
layers from the crust inward
to the core?
a. It increases.
b. It decreases.
c. It stays the same.
Standard 2: THE SOLID REALM OF THE EARTH
Advanced
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
26
Eighth Grade Earth Science Curriculum Guide
Level
Proficient
Below
Proficient
Obj. #
141
141
Objective
2.
The student will know
that Earth’s system
has internal and
external sources of
energy (radioactive
decay, gravity,
pressure)(nuclear
reactions, sun, gravity,
and pressure)
The students will know that
Earth’s system has
internal (radioactive
decay, gravity,
pressure) and external
(sun) sources of
energy
Criticality
ESS
ESS
Sequence
and
Duration
Sample Teaching
Strategy
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
MES: 94,336,462
Sem. 1
1 hour
Present students with
information about Earth’
internal and external sources
of energy. Students add
this information to diagrams
of the Earth’s layers.
Sem. 1
1 hour
Present students with
information about Earth’
internal and external sources
of energy. Students add
this information to diagrams
of the Earth’s layers.
MES: 94,336,462
Students do the activity
“Mineral Identification” on
pages 80-81 in MES.
MES: 68-71,8081,826-827
TE: 60E
Dist /
State
Assessments
ECA
Classroom
Tests and
Quizzes
ECA
Classroom
Tests and
Quizzes
Sample Assessment
Question
Student diagrams of Earth’
layers, temperatures of
layers and sources of energy
are graded on a rubric.
Student diagrams of Earth’
layers, temperatures of
layers and sources of energy
are graded on a rubric.
Standard 2: THE SOLID REALM OF THE EARTH
Advanced
Proficient
145
3.
The student will
identify physical
characteristics used to
identify minerals
(cleavage, hardness,
fracture, and streak)
ESS
Sem. 1
6 hours
ECA
Classroom
Tests and
Quizzes
Teacher
Observable
Which term describes how
easily a mineral can be
scratched?
a. streak
b. luster
c. fracture
d. hardness
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
27
Eighth Grade Earth Science Curriculum Guide
Level
Below
Proficient
Basic
Obj. #
145
145
Objective
Criticality
The student will identify
physical characteristics
used to identify
minerals (cleavage,
hardness, fracture,
and streak)
ESS
The student will identify
physical characteristics
used to identify
minerals (cleavage,
hardness, fracture,
and streak)
ESS
Sequence
and
Duration
Sem. 1
6 hours
Sem. 1
6 hours
Sample Teaching
Strategy
Lab pg. 53-55 in Science
Experiments Earth Science
“Rock Hounds Investigate”
pgs. 6-11 in Rocks and
Minerals
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
MES: 68-71,8081,826-827
TE: 60E
MES: 68-71,8081,826-827
TE: 60E
Dist /
State
Assessments
ECA
Classroom
Tests and
Quizzes
Teacher
Observabl
e
ECA
Classroom
Tests and
Quizzes
Sample Assessment
Question
Which term describes how
easily a mineral can be
scratched?
a. fracture
b. hardness
Which term describes how
easily a mineral can be
scratched?
a. fracture
b. hardness
Teacher
Observabl
e
Standard 2: THE SOLID REALM OF THE EARTH
Advanced
Proficient
149
4.
The student will know
the identifying traits of
minerals (naturally
occurring, inorganic
solid, with a definite
structure and
composition)
ESS
Sem. 1
2 hours
Students do Content Outline
worksheet for chapter 3
section 1 from MES.
MES: 62
TE: 60E
ECA
Classroom
Tests and
Quizzes
Which of the following
substances does not fit the
characteristics of a mineral?
a. coal
b. salt
c. quartz
d. diamond
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
28
Eighth Grade Earth Science Curriculum Guide
Level
Below
Proficient
Obj. #
149
Objective
4.
The student will know
the identifying traits of
minerals (naturally
occurring, inorganic
solid, with a definite
structure and
composition)
Criticality
ESS
Sequence
and
Duration
Sem. 1
2 hours
Sample Teaching
Strategy
Give students notes on
identifying traits of minerals.
Give students several
objects and have them
determine whether or not it
is a mineral according to the
notes.
Venn diagram minerals vs.
non minerals.
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
MES: 62
TE: 60E
Dist /
State
Assessments
ECA
Classroom
Tests and
Quizzes
Sample Assessment
Question
Which of the following
substances does not fit the
characteristics of a mineral?
a. coal
b. quartz
Standard 2: THE SOLID REALM OF THE EARTH
Advanced
Proficient
Below
Proficient
157
157
6. The student will
understand the
difference between
renewable and
nonrenewable
resources
ESS 2
Sem. 1
1 hour
Students do the Content
Outline for chapter 5
sections 1 and 2 from MES.
MES: 120,133
CO chapter 5,
sec. 1,2
ECA
The student will understand
the difference between
renewable and
nonrenewable
resources
ESS 2
Sem. 1
1 hour
Given examples of
renewable & nonrenewable
resources, students will be
able to create a Vann
Diagram
MES: 120,133
CO chapter 5,
sec. 1,2
ECA
Classroom
Tests and
Quizzes
Classroom
Tests and
Quizzes
What are energy resources
that can be replaced in
nature or by humans within
a relatively short period of
time called?
a. inexhaustible
b. nonrenewable
c. fossil fuel
d. renewable
Same question as above,
except answers are as
follows:
a. nonrenewable
b. renewable
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
29
Eighth Grade Earth Science Curriculum Guide
Level
Basic
Obj. #
157
Objective
The student will understand
the need for natural
resources
Criticality
ESS 2
Sequence
and
Duration
Sem. 1
1 hour
Sample Teaching
Strategy
Go through magazines and
cut out pictures of earth’s
natural resources (minerals,
fossil fuels, air, water,
plants, animals, etc.) and
make a collage of earth’s
resources
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
MES: 120,133
CO chapter 5,
sec. 1,2
Dist /
State
Assessments
ECA
Classroom
Tests and
Quizzes
Sample Assessment
Question
Same question as above,
except answers are as
follows:
a. nonrenewable
b. renewable
Standard 2: THE SOLID REALM OF THE EARTH
Advanced
Proficient
Below
Proficient
161
161
7. The student will
recognize the
advantages and
disadvantages of the
mining industry on
population growth and
the living and nonliving
environment
The student will recognize
the advantages and
disadvantages of the
mining industry on
population growth and
the living and nonliving
environment
ESS 2
Sem. 1
.5 hour
Students do Content Outline
for chapter 20, section 1
from MES.
MES: 585
CO chapter 20,
sec. 1
ECA
ESS 2
Sem. 1
.5 hour
Class discussion on
advantages and
disadvantages of mining
after students have done
pgs 56-57 in “Experiments”
Earth Science
MES: 585
CO chapter 20,
sec. 1
ECA
Classroom
Tests and
Quizzes
Classroom
Tests and
Quizzes
Test essay
Explain one advantage and
one disadvantage of the
mining industry on
population growth or the
environment.
Short Answer
List one advantage and one
disadvantage of the mining
industry on population
growth or the environment.
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
30
Eighth Grade Earth Science Curriculum Guide
Level
Basic
Obj. #
161
Objective
Criticality
Sequence
and
Duration
Sample Teaching
Strategy
The student will know what
makes up an
ecosystem (living and
nonliving things) &
ways that it can
change
Resources
Text:
Earth Science
Dist /
State
Assessments
Glencoe/McGrawHill
(2002)
Steck. Vaughn
Focus on Science
p. 58, p. 64, p.
66
ECA
MES: 124
ECA
Classroom
Tests and
Quizzes
Sample Assessment
Question
Short Answer
List one advantage and one
disadvantage of the mining
industry on population
growth or the environment.
Standard 2: THE SOLID REALM OF THE EARTH
Advanced
Proficient
Below
Proficient
165
165
8. The student will predict
the importance of mine
reclamation and good
management of natural
resources to the health
of the environment after
minerals have been
recovered from a site
ESS 2
Sem. 1
.5 hour
8. The student will predict
the importance of mine
reclamation and good
management of natural
resources to the health
of the environment after
minerals have been
recovered from a site
ESS 2
Sem. 1
.5 hour
Show students pictures of
strip mines (open pit mines)
and mine dumps. Discuss
how the environment has
been affected. Show
students pictures of mining
areas that have been
reclaimed. Discuss how the
environment has been
affected.
Pg. 56-57 in Science
Experiments Earth Science
Classroom
Tests and
Quizzes
MES: 124
ECA
Classroom
Tests and
Quizzes
Show students a photograph
of a strip mine. Students
write two things that must
be done to reclaim the land.
Show students a photograph
of a strip mine. Students
write two things that must
be done to reclaim the land.
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
31
Eighth Grade Earth Science Curriculum Guide
Level
Obj. #
Objective
Criticality
Sequence
and
Duration
Sample Teaching
Strategy
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
Dist /
State
Assessments
Sample Assessment
Question
Standard 2: THE SOLID REALM OF THE EARTH
Advanced
Proficient
Below
Proficient
169
169
9.
9.
The student will
describe processes
involved in the rock
cycle
ESS
The student will
describe processes
involved in the rock
cycle
ESS
Sem. 1
1 hour
Students complete the
Content Outline for chapter
4, section 1 from MES
MES: 9195,100,102-107
TE: 88E-F
CO chapter 4,
sec. 1
ECA
Sem. 1
1 hour
Teacher-led discussion and
visual representation of the
processes involved in the
rock cycle.
MES: 9195,100,102-107
TE: 88E-F
CO chapter 4,
sec. 1
ECA
Classroom
Tests and
Quizzes
Classroom
Tests and
Quizzes
In the rock cycle, which
group of rocks form from
other rocks that change due
to heat and pressure?
a. metamorphic
b. igneous
c. sedimentary
d. extrusive
In the rock cycle, which
group of rocks form from
other rocks that change due
to heat and pressure?
a. Metamorphic
b. extrusive
Standard 2: THE SOLID REALM OF THE EARTH
Advanced
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
32
Eighth Grade Earth Science Curriculum Guide
Level
Proficient
Below
Proficient
Basic
Obj. #
173
173
173
Objective
Criticality
10. The student will
recognize that the rock
cycle is a system in
which forces and
changes occur in
opposite and offsetting
directions
Students will know how
rocks form and
change.
ESS
Students will know how
rocks form and
change.
ESS
ESS
Sequence
and
Duration
Sample Teaching
Strategy
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
MES: 91-92,9495,109
TE: 88E-F
Dist /
State
Assessments
Sem. 1
1 hour
Students do the “Skill
Builder Activity #6” on page
102 in MES.
Sem. 1
1 hour
Students do the “Skill
Builder Activity #7” on page
93 in MES
Focus on Science p. 80-81
MES: 91-92,9495,109
TE: 88E-F
ECA
Sem. 1
1 hour
Pg. 23 Rocks and Minerals
MES: 91-92,9495,109
TE: 88E-F
ECA
MES: 91,9599,101-102,105107,150,770773,828
TE: 88E-F
MES: 9195,100,102-107
TE: 88E-F
CO chapter 4,
sec. 1
ECA
ECA
Classroom
Tests and
Quizzes
Classroom
Tests and
Quizzes
Classroom
Tests and
Quizzes
Sample Assessment
Question
True or False. Sedimentary
rocks form from sediments
that have been compacted
or cemented together and
sedimentary rocks can be
weathered and eroded into
sediments.
True or False. Sedimentary
rocks form from sediments
that have been compacted
or cemented together.
True or False. Sedimentary
rocks form from sediments
that have been compacted
or cemented together.
Standard 2: THE SOLID REALM OF THE EARTH
Advanced
Proficient
177
11. The student will
recognize sedimentary,
igneous and
metamorphic rocks
and the forces that
created them
ESS
Sem. 1
8 hours
Students do the activities
“Sedimentary Rocks” on
pages 110-111 and “Igneous
Rock Clues” on page 98
Students complete the
Content Outline for chapter
4, section 1 from MES
Classroom
Tests and
Quizzes
Student lab reports on the
activities “Sedimentary
Rocks” and “Igneous Rock
Clues” are graded on a
rubric.
Teacher
Observable
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
33
Eighth Grade Earth Science Curriculum Guide
Level
Below
Proficient
Basic
Obj. #
177
177
Objective
Criticality
11. The student will
recognize sedimentary,
igneous and
metamorphic rocks
and the forces that
created them
ESS
The student will recognize
that sedimentary,
igneous, &
metamorphic rocks
make up the rock cycle
ESS
Sequence
and
Duration
Sample Teaching
Strategy
Sem. 1
8 hours
Students do the “Skill
Builder Activity #7” on page
93 in MES
Focus on Science p. 80-81
Sem. 1
8 hours
P. 43 of “Earth Science
Homework Booklet”
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
MES: 91-92,9495,109
TE: 88E-F
Dist /
State
Assessments
ECA
Classroom
Tests and
Quizzes
Sample Assessment
Question
True or False. Sedimentary
rocks form from sediments
that have been compacted
or cemented together.
In the rock cycle, which
group of rocks form from
other rocks that change due
to heat and pressure?
e. metamorphic
f. igneous
g. sedimentary
extrusive
What three types of rocks
make up the rock cycle
Standard 2: THE SOLID REALM OF THE EARTH
Advanced
Proficient
181
12. The student will
differentiate between
the process of
weathering and
erosion
ESS
Sem. 1
1 hour
Students do the Explore
Activity on page 183 in MES.
Discuss how making the
sediments is weathering, but
moving them (pouring them
out of the container) is
erosion.
MES: 93,104,184
ECA
Classroom
Tests and
Quizzes
Which term means breaking
rocks into smaller and
smaller pieces?
a. erosion
b. mass movement
c. reclamation
d. weathering
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
34
Eighth Grade Earth Science Curriculum Guide
Level
Below
Proficient
Obj. #
181
Objective
12. The student will
differentiate between
the process of
weathering and
erosion
Criticality
ESS
Sequence
and
Duration
Sem. 1
1 hour
Sample Teaching
Strategy
Students do the Explore
Activity on page 183 in MES.
Discuss how making the
sediments is weathering, but
moving them (pouring them
out of the container) is
erosion.
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
MES: 93,104,184
Dist /
State
Assessments
ECA
Classroom
Tests and
Quizzes
Sample Assessment
Question
Which term means breaking
rocks into smaller and
smaller pieces?
e. erosion
f. mass movement
g. reclamation
h. weathering
Standard 2: THE SOLID REALM OF THE EARTH
Advanced
Proficient
185
13. The student will
compare mechanical
and chemical
weathering of rocks
ESS
Sem. 1
2 hours
Students do the activity
“Weathering Chalk” on
pages 202-203 in MES. Make
a Venn Diagram comparing
& contrasting mech. &
chemical weathering
MES: 185-188
ECA
Classroom
Tests and
Quizzes
Teacher
Observable
Below
Proficient
185
The student will
differentiate between
mechanical & chemical
weathering of rocks
ESS
Sem. 1
2 hours
Given a Venn Diagram of
mechanical vs. chemical
weathering, students will
determine the type of
weathering occurring in
given photographs. Page 5051 in Planet Earth (simplify)
MES: 185-188
ECA
Classroom
Tests and
Quizzes
Which type of weathering
occurs when rocks are
broken apart by physical
processes and the overall
chemical makeup of the rock
stays the same?
a. erosion
b. chemical
c. mechanical
d. physical
Same question except
answers are as follows:
a. chemical
b. mechanical
Teacher
Observabl
e
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
35
Eighth Grade Earth Science Curriculum Guide
Level
Obj. #
Objective
Criticality
Sequence
and
Duration
Sample Teaching
Strategy
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
Dist /
State
Assessments
Sample Assessment
Question
Standard 2: THE SOLID REALM OF THE EARTH
Advanced
Proficient
Below
Proficient
189
189
14. The student will
identify the effects of
climate on weathering
ESS
The student will know that
mechanical weathering
is common in a cold
climate and chemical
weathering is common
in a warm, wet climate
ESS
Sem. 1
2 hours
In the classroom do the
minilab “Observing the
Formation of Rust” on page
188 in MES. Discuss which
climate is represented by
the minilab.
MES: 188
Sem. 1
2 hours
Same as above and Include
effects of weathering on
Venn Diagram from obj.
#185
In the classroom do the
minilab “Observing the
Formation of Rust” on page
188 in MES. Discuss which
climate is represented by
the minilab.
MES: 188
ECA
Classroom
Tests and
Quizzes
ECA
Classroom
Tests and
Quizzes
In which type of climate
does chemical weathering
occurs more quickly?
a. warm, dry
b. warm, wet
c. cold, dry
d. cold, wet
In which type of climate is
chemical weathering most
common?
a. cold
b. warm, wet
Standard 2: THE SOLID REALM OF THE EARTH
Advanced
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
36
Eighth Grade Earth Science Curriculum Guide
Level
Proficient
Below
Proficient
Obj. #
193
193
197
Objective
Criticality
15. The student will list
the forces that cause
erosion and the effect
of erosion (gravity,
running water, ice, and
wind)
ESS
The student will know & be
able to list the four
main agents of erosion
(gravity, running
water, ice, and wind)
ESS
16. The student will
describe the factors
involved in the
formation of
underground caves
EXP
Sequence
and
Duration
Sample Teaching
Strategy
Sem. 1
5 hours
Students do the activity
“Glacial Grooving” on page
223 in MES.
Sem. 1
5 hours
Create a poster with pictures
and descriptions of the four
types of erosion
Sem. 1
.5 hour
Students do Content Outline
worksheet for chapter 9,
sec. 2 in MES.
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
MES: 212229,232233,242243,248249,257-260
TE: 210F
BR Chapter 8,
sec. 3
MES: 212229,232233,242243,248249,257-260
TE: 210F
BR Chapter 8,
sec. 3
MES: 187,255256
Dist /
State
Assessments
ECA
Classroom
Tests and
Quizzes
ECA
Classroom
Tests and
Quizzes
Classroom
Tests and
Quizzes
Sample Assessment
Question
Test Question
List the four main agents of
erosion.
Test Question
List the four main agents of
erosion.
What are the openings
called that form as acidic
groundwater moves through
natural cracks and pores in
limestone and dissolves the
rock?
a. geysers
b. artesians
c. caves
d. stalactites
Standard 2: THE SOLID REALM OF THE EARTH
Advanced
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
37
Eighth Grade Earth Science Curriculum Guide
Level
Proficient
Below
Proficient
Obj. #
201
201
Objective
17. The student will
identify how landforms
are created through a
combination of
constructive and
destructive processes
(constructive forces
such as crustal
deformation, volcanic
eruptions, and
deposition of
sediment; and
destructive forces such
as weathering and
erosion)
The student will identify
how landforms are
created through a
combination of
constructive and
destructive processes
(constructive forces
such as plate
tectonics, volcanic
eruptions, and
deposition of
sediment; and
destructive forces such
as weathering and
erosion)
Criticality
ESS
ESS
Sequence
and
Duration
Sample Teaching
Strategy
Sem. 1
.5 hour
Demonstrate the formation
of folded mountains with
“Quick Demo” on page 159
in MES. Show volcanic
mountain formation with the
Section Focus Transparency
for chapter 6, sec. 1.
Sem. 1
.5 hour
Focus on Science P. 74-79
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
MES: 156161,249250,212229,257260,290,353
BR Chapter 6,
sec.1
MES: 156161,249250,212229,257260,290,353
BR Chapter 6,
sec.1
Dist /
State
Assessments
ECA
Classroom
Tests and
Quizzes
ECA
Classroom
Tests and
Quizzes
Sample Assessment
Question
What type of mountains
form when tremendous
forces inside Earth squeeze
horizontal rock layers?
a. folded
b. volcanic
c. upwarped
d. fault-block
What process breaks &
wears away landforms using
wind, rain & ice?
a. weathering
b. erosion
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
38
Eighth Grade Earth Science Curriculum Guide
Level
Obj. #
Objective
Criticality
Sequence
and
Duration
Sample Teaching
Strategy
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
Dist /
State
Assessments
Sample Assessment
Question
Standard 2: THE SOLID REALM OF THE EARTH
Advanced
Proficient
Below
Proficient
Basic
205
205
205
209
18. The student will
understand how soils
form and their
importance to life on
Earth
ESS
The student will understand
how soils form and
their importance to life
on Earth
ESS
The student will understand
how soils form and
their importance to life
on Earth
ESS
19. The student will
describe the layers
within a soil profile
EXP
Sem. 1
2 hours
Students demonstrate the
effect of dry vs. wet
environment on leaching.
Do” Promote Understanding”
on page 182F in MES.
MES: 190192,205
Sem. 1
2 hours
1. Do “Visualizing Soil
Formation” on page 191 of
MES
2. Pg. 54 Rock & Soil or #3
3. Pg. 33 and 38 of Rocks
and Minerals
Soil Formation pg. 33 & 37
Rocks and Minerals
MES: 190192,205
MES: 190192,205
ECA
Students do the minilab
“Comparing Components of
Soil” on page 192 in MES.
Have soil samples from
three horizons for them to
compare.
MES: 192-193
Classroom
Tests and
Quizzes
Sem. 1
2 hours
Sem. 1
.5 hour
ECA
Classroom
Tests and
Quizzes
ECA
Classroom
Tests and
Quizzes
Classroom
Tests and
Quizzes
Teacher
Observabl
e
What is mixed with
weathered rock to form soil?
a. water and air
b. decayed organic matter
c. mineral fragments
d. all of these
What do bits of weathered
rock and decayed organic
matter form?
a. igneous rock
b. soil
What do bits of weathered
rock and decayed organic
matter form?
a. igneous rock
b. soil
Which layer of soil contains
the most humus and smaller
rock and mineral particles
than the other layers?
a. A horizon
b. B horizon
c. C horizon
d. D horizon
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
39
Eighth Grade Earth Science Curriculum Guide
Level
Obj. #
Objective
Criticality
Sequence
and
Duration
Sample Teaching
Strategy
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
Dist /
State
Assessments
Sample Assessment
Question
Standard 2: THE SOLID REALM OF THE EARTH
Advanced
Proficient
Below
Proficient
213
213
20. The student will
explain the importance
of soil as a crustal
resource and describe
methods of soil
conservation
ESS
20. The student will
explain the importance
of soil as a crustal
resource and describe
methods of soil
conservation
ESS
Sem. 1
.5 hours
Present and discuss the
Section Focus Transparence
for Chapter 7, sec. 3. Read
Out of the Dust.
MES: 176177,199201,588-589
BR Chapter
7,sec. 3.
ECA
Sem. 1
.5 hours
Present and discuss the
Section Focus Transparence
for Chapter 7, sec. 3. Read
Out of the Dust.
MES: 176177,199201,588-589
BR Chapter
7,sec. 3.
ECA
Classroom
Tests and
Quizzes
Classroom
Tests and
Quizzes
Which of the following
practices help to conserve
soil?
a. terracing
b. no-till farming
c. contour forming
d. all of these
Same question except
answers are as follows:
a. no-till farming
b. removing vegetation from
hillsides
Standard 2: THE SOLID REALM OF THE EARTH
Advanced
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
40
Eighth Grade Earth Science Curriculum Guide
Level
Proficient
Below
Proficient
Obj. #
217
217
Objective
Criticality
21. The student will
recognize and describe
the theories of
continental drift and
plate tectonics and will
identify supporting
evidence
ESS
The student will recognize
and describe the
theories of continental
drift and plate
tectonics
ESS
Sequence
and
Duration
Sem. 1
3 hours
Sample Teaching
Strategy
Students locate and identify
evidence for continental drift
on paper cutouts of the
continents. Students use
the evidence to piece
together Pangaea.
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
MES: 276-293
CO Chapter 10,
sec. 1
Dist /
State
Assessments
ECA
Classroom
Tests and
Quizzes
Teacher
Observable
Sem. 1
3 hours
Students locate and identify
evidence for continental drift
on paper cutouts of the
continents. Students use
the evidence to piece
together Pangaea. Earth
Science Homework Booklet
P. 46
MES: 276-293
CO Chapter 10,
sec. 1
ECA
Classroom
Tests and
Quizzes
Teacher
Observabl
e
Sample Assessment
Question
Which sentence best states
the theory of continental
drift?
a. The continents of Earth
have always been in the
same position.
b. Earth once had a single
land mass that
separated into different
continents.
c. The continents of Earth
are gradually drifting
together to form a
single large land mass.
d. Continents are formed
when lithospheric plates
collide.
Which sentence best states
the theory of continental
drift?
e. The continents of Earth
have always been in the
same position.
f. Earth once had a single
land mass that
separated into different
continents.
Standard 2: THE SOLID REALM OF THE EARTH
Advanced
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
41
Eighth Grade Earth Science Curriculum Guide
Level
Proficient
Below
Proficient
Obj. #
221
221
Objective
22. The student will
identify the
contribution of Alfred
Wegener to the
current theory of plate
tectonics
Students will recognize the
following contributions
of Alfred Wegener to
the current theory of
plate tectonics:
Fossil clues
Climate clues
Rock clues
Shape of continents
Criticality
ESS
ESS
Sequence
and
Duration
Sample Teaching
Strategy
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
MES: 276-279
R Chapter 10,
sec. 1
Dist /
State
Assessments
Sem. 1
2 hours
Students do Reinforcement
worksheet Chapter 10, sec.
1 in MES.
Sem. 1
2 hours
Mini lab
“Interpreting Fossil Data” p.
278 in MES. (use different
colors of clay, “fossils”, &
shape of continent)
MES: 276-279
R Chapter 10,
sec. 1
ECA
Students do Directed
Reading worksheet Chapter
10, sec 1 in MES.
MES: 280-282,
284,292-293
ECA
ECA
Classroom
Tests and
Quizzes
Classroom
Tests and
Quizzes
Sample Assessment
Question
Test Essay
How did the discovery of the
fossil Glossopteris support
Wegner’s idea of continental
drift?
In what way do fossils help
support the hypothesis of
continental drift?
a. similar fossil
remains have been
found on different
continents
b. the fossil
glossopteris was
only found on one
continent
Standard 2: THE SOLID REALM OF THE EARTH
Advanced
Proficient
225
23. The student will
discuss the theory of
plate tectonics as an
example of a theory,
principle, or model
that was accepted or
displaced based on
new scientific evidence
ESS
Sem. 1
1 hour
Classroom
Tests and
Quizzes
Which of the following ideas
is supported by evidence
that Hawaii is moving
toward Japan at a rate of
8.3 cm per year?
a. continental drift
b. seafloor spreading
c. plate tectonics
d. an expanding universe
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
42
Eighth Grade Earth Science Curriculum Guide
Level
Below
Proficient
Obj. #
225
Objective
23. The student will
discuss the theory of
plate tectonics as an
example of a theory
that was accepted
based on new scientific
evidence
Criticality
ESS
Sequence
and
Duration
Sem. 1
1 hour
Sample Teaching
Strategy
Teacher-led discussion on
how scientists developed a
new theory combining
continental drift & seafloor
spreading. Demonstrate a
visual timeline showing the
sequence of new scientific
evidence
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
MES: 280-282,
284,292-293
Dist /
State
Assessments
ECA
Classroom
Tests and
Quizzes
Sample Assessment
Question
Which of the following ideas
is supported by evidence
that Hawaii is moving
toward Japan at a rate of
8.3 cm per year?
a. plate tectonics
b. an expanding universe
Standard 2: THE SOLID REALM OF THE EARTH
Advanced
Proficient
229
24. The student will
understand that the
Earth’s internal heat
and convection
currents in the mantle
cause the plates to
move
ESS
Sem. 1
1 hour
Teacher demonstrates the
minilab “Modeling
Convection Currents” on
page 289 in MES
MES: 289
ECA
Classroom
Tests and
Quizzes
Why do the Earth’s plates
move apart?
a. the moon’s gravitational
pull is greatest
b. the warm part of a
convection current in
the mantle rises and
spreads
c. the cool part of a
convection current in
the mantle comes
together and sinks
d. a magnetic storm occurs
in the crust
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
43
Eighth Grade Earth Science Curriculum Guide
Level
Below
Proficient
Obj. #
229
Objective
24. The student will
understand that the
Earth’s internal heat
and convection
currents in the mantle
cause the plates to
move
Criticality
ESS
Sequence
and
Duration
Sem. 1
1 hour
Sample Teaching
Strategy
Teacher demonstrates the
minilab “Modeling
Convection Currents” on
page 289 in MES
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
MES: 289
Dist /
State
Assessments
ECA
Classroom
Tests and
Quizzes
Sample Assessment
Question
How are convection currents
related to plate tectonics?
a. convection currents in the
mantle cause the movement
of plates
b. convection currents in the
atmosphere cause erosion of
landforms
Standard 2: THE SOLID REALM OF THE EARTH
Advanced
Proficient
Below
Proficient
233
25. The student will
discuss how the decay
of radioactive elements
drives the convection
currents within the
Earth’s mantle
according to some
theories
ESS
Sem. 1
1 hour
Present students with a
partially completed concept
map of convection currents
showing this path:
radioactive decay within
Earth – radioactive decay
adds to Earth’s internal heat
– warm material rising –
cool material sinking.
Students complete the
concept map.
MES: 94,289
ECA
Classroom
Tests and
Quizzes
Which of the following is a
source of heat that drives
convection currents in the
mantle?
a. the sun
b. nuclear fusion in the
Earth’s core
c. friction between the
mantle and crust
d. decay of radioactive
elements within the
Earth
Continue focus on objective
#229
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
44
Eighth Grade Earth Science Curriculum Guide
Level
Obj. #
Objective
Criticality
Sequence
and
Duration
Sample Teaching
Strategy
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
Dist /
State
Assessments
Sample Assessment
Question
Basic
237
26. The student will know
that the two primary
sources of the internal
energy of the Earth
are the decay of
radioactive isotopes
and the gravitational
energy from Earth’s
original formation
EXP
Sem. 1
.5 hour
Students do Content Outline
worksheet chapter 4, sec. 2
in MES
MES: 94
CO Chapter 4,
sec. 2
Classroom
Tests and
Quizzes
Which of the following is a
source of internal heat
energy for the Earth?
a. nuclear fusion of
hydrogen into helium
b. decay of radioactive
isotopes
c. burning of coal
d. solar energy
Teacher demonstrates the
minilab “Modeling
Convection Currents” on
page 289 in MES.
Earth Science Homework
Booklet P. 46 &47.
MES: 284,289
CO chapter 10,
sec. 3
Classroom
Tests and
Quizzes
What is believed to cause
the plates of Earth’s
lithosphere to move
extremely slowly?
a. convection currents in
the mantle
b. convection currents in
the crust
c. gravitational pull of the
moon
d. gravitational pull of the
sun
Standard 2: THE SOLID REALM OF THE EARTH
Advanced
Proficient
241
27. The student will
describe how the
Earth’s crust is divided
into plates that move
at extremely slow
rates in response to
movements in the
mantle
ESS
Sem. 1
.5 hour
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
45
Eighth Grade Earth Science Curriculum Guide
Level
Below
Proficient
Obj. #
241
Objective
27. The student will
describe how the
Earth’s crust is divided
into plates that move
at extremely slow
rates in response to
movements in the
mantle
Criticality
ESS
Sequence
and
Duration
Sem. 1
.5 hour
Sample Teaching
Strategy
Teacher demonstrates the
minilab “Modeling
Convection Currents” on
page 289 in MES.
Earth Science Homework
Booklet P. 46 &47.
Resources
Text:
Earth Science
Dist /
State
Assessments
Sample Assessment
Question
Glencoe/McGrawHill
(2002)
MES: 284,289
CO chapter 10,
sec. 3
Classroom
Tests and
Quizzes
What is believed to cause
the plates of Earth’s
lithosphere to move
extremely slowly?
a. convection currents in
the mantle
b. convection currents in
the crust
Standard 2: THE SOLID REALM OF THE EARTH
Advanced
Proficient
245
Below
Proficient
245
28. The student will
identify the types of
plate boundaries and
describe the processes
occurring in each
(convergent,
divergent, transform,
subduction zones)
28. The student will
identify the types of
plate boundaries and
describe the processes
occurring in each
(convergent,
divergent, transform,
subduction zones)
ESS
Sem. 1
1 hour
Students do the Content
Outline worksheet chapter
10, sec. 3 in MES.
MES: 285-288
CO chapter 10,
sec. 3
Classroom
Tests and
Quizzes
What occurs when two
plates of Earth’s crust slip
past each other?
a. a convergent boundary
b. a divergent boundary
c. a transform boundary
d. a subduction zone
ESS
Sem. 1
1 hour
Diagram and label the plate
boundaries. Use models on
manipulative to demonstrate
each of the plate boundary
types and processes
MES: 285-288
CO chapter 10,
sec. 3
Classroom
Tests and
Quizzes
What occurs when two
plates of Earth’s crust slip
past each other?
a.
a divergent boundary
b.
a transform boundary
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
46
Eighth Grade Earth Science Curriculum Guide
Level
Obj. #
Objective
Criticality
Sequence
and
Duration
Sample Teaching
Strategy
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
Dist /
State
Assessments
Sample Assessment
Question
Standard 2: THE SOLID REALM OF THE EARTH
Advanced
Proficient
248
29. The student will
identify stress factors
that lead to
earthquakes (folding,
faulting, plate
boundaries, volcanic
activity)
ESS
Sem. 1
2 hours
Students do the activity
“Earthquake Depths” on
pages 324-325 in MES.
MES: 304307,290-292
Classroom
Tests and
Quizzes
Below
Proficient
248
29. The student will
identify stress factors
that lead to
earthquakes (folding,
faulting, plate
boundaries, volcanic
activity)
30. The student will
identify types of faults
(normal, reverse, and
strike-slip)
ESS
Sem. 1
2 hours
Students do pgs. 32-33 and
44-45 “Earthquakes and
Volcanoes”
MES: 304307,290-292
Classroom
Tests and
Quizzes
EXP
Sem. 1
2 hours
Students complete the
Directed Reading and
Content Outline worksheets
for chapter 11, sec. 1.
MES: 306-307
CO and DR
chapter 11, sec.
1
Classroom
Tests and
Quizzes
250
Teacher
Observabl
e
What is formed when rocks
are folded or stretched so
much that their elastic limit
is passed and they break
and move?
a. faults
b. volcanoes
c. epicenters
d. tephras
What is formed when rocks
are folded or stretched so
much that they break and
move?
a. faults
b. tephras
What kind of fault is formed
when rock above the fault
moves over the rock below
the fault?
a. normal
b. reverse
c. strike slip
d. flattened
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
47
Eighth Grade Earth Science Curriculum Guide
Level
Obj. #
Objective
Criticality
Sequence
and
Duration
Sample Teaching
Strategy
254
31. The student will define
terms associated with
earthquake activity,
such as epicenter,
focus, P waves, S
waves, and
seismographs
EXP
Sem. 1
2 hours
Students do the activity
“Epicenter Location” in page
316 in MES.
Students do the minilab
“Interpreting Seismic Wave
Data” in page 313 in MES.
255
32. The student will
recognize that change
occurs within the Earth
systems and can be
measured (compare
the elevation of Mt.
Borah before and after
the 1983 earthquake)
EXP
Sem. 1
1 hour
33. The student will
discuss earthquake
preparedness and
safety
EXP
Student’s prepare 3-D paper
models of an area showing
three layers of rock and cut
it to represent an angled
fault. Students draw
diagrams of how the model
looks after the blocks move
along a reverse fault, a
normal fault and a strike-slip
fault.
Students do the Explore
Activity on page 303 in MES.
Discuss “Identifying
Misconceptions” on page
302F in MES.
258
Sem. 1
1 hour
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
CO chapter 11,
sec. 1
BR chapter 11,
sec. 1
MES: 504
Dist /
State
Assessments
Sample Assessment
Question
Classroom
Tests and
Quizzes
What is the point on the
surface of the Earth directly
above where the fault
moves called?
a. focus
b. epicenter
c. magnitude
d. tsunami
After the 1983 earthquake
near Challis, Idaho, surveys
of Mt. Borah were made.
According to these surveys,
how had Mt. Borah moved?
a. moved upward
b. dropped down
c. stayed the same
elevation
ECA
Classroom
Tests and
Quizzes
Teacher
Observabl
e
MES: 320-323
Classroom
Tests and
Quizzes
Which of the following is not
a good way to prepare for
an earthquake and be safe
during an earthquake?
a. put heavy objects on
high shelves
b. fasten hot water
heaters and other
appliances to the wall
c. stay away from
windows and debris
d. get under a table, bed
or doorway
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
48
Eighth Grade Earth Science Curriculum Guide
Level
Obj. #
Objective
Criticality
Sequence
and
Duration
Sample Teaching
Strategy
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
Dist /
State
Assessments
Sample Assessment
Question
Standard 2: THE SOLID REALM OF THE EARTH
Advanced
Proficient
Below
Proficient
262
262
34. The student will
compare earthquake
safe building practices
to improved survival
rates after
earthquakes
34. The student will
compare earthquake
safe building practices
to improved survival
rates after
earthquakes
ESS
ESS
Sem. 1
1 hour
Students do the minilab
“Modeling Seismic Safe
Structures” on page 322 in
MES.
MES: 319,322
BR chapter 11,
sec, 1
ECA
Sem. 1
1 hour
Students do the minilab
“Modeling Seismic Safe
Structures” on page 322 in
MES.
MES: 319,322
BR chapter 11,
sec, 1
ECA
Classroom
Tests and
Quizzes
Classroom
Tests and
Quizzes
Test essay
Describe one way that
structures are now being
built to make them seismic
safe.
What can you do to make
your home safer during an
earthquake?
a. move heavy
objects to high
shelves
b. secure water
heaters and gas
appliances
Standard 2: THE SOLID REALM OF THE EARTH
Advanced
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
49
Eighth Grade Earth Science Curriculum Guide
Level
Proficient
Below
Proficient
Obj. #
270
270
272
Objective
36. The student will
describe the
correlation between
volcanism,
earthquakes, mountain
range formation, plate
tectonics, and plate
boundaries
36. The student will
identify the correlation
between volcanism,
earthquakes, mountain
range formation, plate
tectonics, and plate
boundaries
37. The student will
describe the geological
uniqueness of
Yellowstone Park (hot
spot, volcanism,
geysers, and
glaciation)
Criticality
ESS
ESS
EXP
Sequence
and
Duration
Sample Teaching
Strategy
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
MES: 290292,305,337338,341-343
CO chapter 12,
sec. 1
Video Born of
Fire
Dist /
State
Assessments
Sem. 2
6 hours
Students do the activity
“Earthquake Depths” on
pages 324-325 in MES
Sem. 2
6 hours
Watch the video born of fire.
Follow with discussion of
figure 5 on page 337 of MES
and figure 2 on page 337 of
MES and figure 2 on page
305 of MES
MES: 290292,305,337338,341-343
CO chapter 12,
sec. 1
Video Born of
Fire
ECA
Sem. 2
1 hour
Present students with slides
or videos of Yellowstone’
geysers, ho springs and
basalt flows. Discuss what
causes them. Discuss the
existence of a hotspot under
Yellowstone.
MES: 255
Classroom
Tests and
Quizzes
ECA
Classroom
Tests and
quizzes
Classroom
Tests and
quizzes
Sample Assessment
Question
Where do most earthquakes
occur?
a. near plate boundaries
b. in the middle of plates
c. where there is little
stress on rocks
d. in new areas every time
Where do most earthquakes
occur?
a. near plate boundaries
b. in the middle of plates
Rock deep under
Yellowstone Park is heated
by magma. What does this
cause?
a. daily volcanic eruptions
b. thunderstorms
c. geysers and hot springs
d. glacial moraines
Standard 2: THE SOLID REALM OF THE EARTH
Advanced
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
50
Eighth Grade Earth Science Curriculum Guide
Level
Proficient
Below
Proficient
Obj. #
275
275
Objective
38. The student will
describe the formation
of the Hawaiian
Islands and the role of
a hot spot in their
formation
38. The student will
describe the formation
of the Hawaiian
Islands and the role of
a hot spot in their
formation
Criticality
ESS
ESS
Sequence
and
Duration
Sample Teaching
Strategy
Sem. 2
2 hours
Students do “Skill Builder
Activity #6 Concept
Mapping” on page 339 in
MES.
Sem. 2
2 hours
Demonstrate using
manipulative.
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
MES: 338-339
Dist /
State
Assessments
ECA
Classroom
Tests and
Quizzes
MES: 338-339
ECA
Classroom
Tests and
Quizzes
Sample Assessment
Question
What caused the Hawaiian
islands to form?
a. a hot spot
b. a subduction zone
c. a divergent boundary
d. a convergent boundary
What caused the Hawaiian
islands to form?
a. a hot spot
b. a subduction zone
Standard 2: THE SOLID REALM OF THE EARTH
Advanced
Proficient
Below
Proficient
280
280
39. The student will
describe the three
types of volcanoes
(shield, cinder cone,
and composite)
ESS
39. The student will
describe the three
types of volcanoes
(shield, cinder cone,
and composite)
ESS
Sem. 2
2 hours
Students do the activity
“Identifying Types of
Volcanoes” on page 348 in
MES.
MES: 344-345
Classroom
Tests and
Quizzes
Teacher
Observable
Sem. 2
2 hours
Students make 3-d models
of volcano type. Include
information on magma type,
eruptive force, and products
of eruption. Present to class.
MES: 344-345
Classroom
Tests and
Quizzes
Teacher
Observabl
e
Which type of volcano has
alternating layers of lava
and tephra?
a. cinder cone
b. composite volcano
c. shield volcano
d. tephra cone
Which type of volcano has
alternating layers of lava
and tephra?
a. cinder cone
b. composite volcano
END SEMESTER 1
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
51
Eighth Grade Earth Science Curriculum Guide
BEGIN SEMESTER TWO
Level
Obj. #
Objective
Criticality
Sequence
and
Duration
Sample Teaching
Strategy
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
Dist /
State
Assessments
Sample Assessment
Question
Standard 2: THE SOLID REALM OF THE EARTH
297
40. The student will
discuss the formation
of the early oceans
and the atmosphere
EXP
Sem. 2
1 hour
Students do Content Outline
worksheet chapter 15, sec. 1
MES:
407,434,523
Classroom
Tests and
Quizzes
What produced most of
Earth’s early atmosphere?
a. land plants
b. meteors
c. lightning
d. volcanoes
301
41. The student will relate
interactions between
the solid Earth,
oceans, atmosphere,
and organisms, which
result in a change in
Earth’s system. Some
activities are
observable
(earthquakes, volcanic
eruptions), but many
take place over
hundreds of millions of
years)
ESS
Sem. 2
.5 hour
Students do Content Outline
worksheet chapter 18, sec.
1.
Students do “Math Skills
Activity” on page 417 in
MES.
MES: 387,398412, 414419,504,514515,522
ECA
What do scientists
hypothesize formed oceans
by providing water to fill low
area on Earth called basins
about 4 billion years ago?.
a. volcanoes
b. meteors
c. plants
d. subduction zones
Advanced
Proficient
Classroom
Tests and
Quizzes
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
52
Eighth Grade Earth Science Curriculum Guide
Level
Below
Proficient
Obj. #
301
Objective
Students will identify how
ecosystems change.
Some activities are
observable
(earthquakes, volcanic
eruptions), but many
take place over
hundreds of millions of
years)
Criticality
ESS
Sequence
and
Duration
Sem. 2
.5 hour
Sample Teaching
Strategy
Focus on Science Pages 58
& 59, 64 & 65
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
MES: 387,398412, 414419,504,514515,522
Dist /
State
Assessments
ECA
Classroom
Tests and
Quizzes
Sample Assessment
Question
Which of the following
quickly changes an
ecosystem?
a. a stream floods in a forest
b. a mountain is worn away
by weathering & erosion
Standard 2: THE SOLID REALM OF THE EARTH
Advanced
Proficient
305
42. The student will
identify the methods
used to estimate
geologic time such as
observing rock
sequences (relative
dating), using fossils to
correlate the
sequences (relative
dating) at various
locations, and
radiometric dating
(absolute dating)
ESS 2
Sem. 2
.5 hours
Students do the activity
“Relative Ages” on page 382
in MES.
MES:
38,373,376-383
ECA
Classroom
Tests and
Quizzes
Teacher
Observabl
e
What do geologists measure
in order to calculate the age
of rocks?
a. how much radioactive
elements in the rock
have broken down
b. how much quartz is in
the rocks
c. how much the rocks
weigh
d. how many fossils are in
the rocks
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
53
Eighth Grade Earth Science Curriculum Guide
Level
Below
Proficient
Obj. #
305
Objective
Students will identify
relative dating and
absolute dating
Criticality
ESS 2
Sequence
and
Duration
Sem. 2
.5 hours
Sample Teaching
Strategy
Students will create a Venn
diagram of relative dating
and absolute dating.
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
MES:
38,373,376-383
Dist /
State
Assessments
ECA
Classroom
Tests and
Quizzes
Teacher
Observabl
e
Sample Assessment
Question
What do geologists measure
in order to calculate the
absolute age of rocks?
a.
how much radioactive
elements in the rock
have broken down
b.
how much quartz is in
the rocks
Standard 3: THE GASEOUS REALM OF THE EARTH
Advanced
Proficient
Below
Proficient
309
309
1.
The student will
describe the
composition, structure,
and significant
features of each of the
layers of the Earth’s
atmosphere
Students will recognize the
layers of the
atmosphere in order.
ESS
ESS
Sem. 2
3 hour
Sem. 2
3 hour
Students do “Problemsolving Activity” on page 438
in MES.
“Our Solar System” Page 80
MES: 435437,439-441
MES: 435437,439-441
ECA
Classroom
Tests and
Quizzes
Teacher
Observabl
e
ECA
Classroom
Tests and
Quizzes
In which layer of the
atmosphere is the ozone
layer found?
a. stratosphere
b. mesosphere
c. troposphere
d. exosphere
In which layer of the
atmosphere is the ozone
layer found?
a. stratosphere
b. troposphere
Teacher
Observabl
e
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
54
Eighth Grade Earth Science Curriculum Guide
Level
Obj. #
Objective
Criticality
Sequence
and
Duration
Sample Teaching
Strategy
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
Dist /
State
Assessments
Sample Assessment
Question
Standard 3: THE GASEOUS REALM OF THE EARTH
Advanced
Proficient
Below
Proficient
313
313
2.
The student will
identify air masses and
global winds (polar
easterlies, prevailing
westerlies, trade
winds, doldrums, and
jet stream)
The student will identify air
masses and global
winds
ESS
ESS
Sem.2
2 hour
Sem.2
2 hour
Discuss in detail and
diagram on an overhead
transparency the natural
convection current cells that
would produce only northsouth wind circulation if not
for the Coriolis effect.
Demonstrate the Coriolis
effect by rolling a marble
across a record turning on a
record player
“Investigations in Science
Weather” Map on page 34 &
activity on page 35 & Picture
page 16 of air masses
MES: 448450,470
ECA
Classroom
Tests and
Quizzes
Teacher
Observabl
e
MES: 448450,470
ECA
Classroom
Tests and
Quizzes
High in the troposphere is a
narrow band of wind flowing
from west to east circling
the globe. These winds may
reach speeds of more than
300 km/hour. What is this
wind system called?
a. polar easterlies
b. polar westerlies
c. prevailing westerlies
d. jet stream
Same question except
answers are as follows:
a. polar westerlies
b. jet stream
Teacher
Observabl
e
Standard 3: THE GASEOUS REALM OF THE EARTH
Advanced
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
55
Eighth Grade Earth Science Curriculum Guide
Level
Proficient
Below
Proficient
Obj. #
317
317
Objective
3.
3.
Criticality
The student will show
the relationship
between the
development of life
and the dramatic
changes in the
composition of the
Earth’s atmosphere
ESS
The student will show
the relationship
between the
development of life
and the dramatic
changes in the
composition of the
Earth’s atmosphere
ESS
Sequence
and
Duration
Sample Teaching
Strategy
Sem. 2
1 hour
Students do Content Outline
worksheet chapter 15, sec.
1.
Sem. 2
1 hour
Read pg 407 together as a
class and take T-graph
notes. Students will then
independently make a comic
strip demonstrating the
sequence of Early Life
formation in relation to
atmosphere formation.
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
MES: 407,434
Dist /
State
Assessments
ECA
Classroom
Tests and
Quizzes
MES: 407,434
ECA
Classroom
Tests and
Quizzes
Sample Assessment
Question
What was able to develop
when oxygen became
present in Earth’s
atmosphere in large
amounts and the ozone
layer formed?
a. cyanobacteria
b. more complex life
c. mammals
d. dinosaurs
Same question except
answers are as follows:
a. cyanobacteria
b. more complex life
Standard 3: THE GASEOUS REALM OF THE EARTH
Advanced
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
56
Eighth Grade Earth Science Curriculum Guide
Level
Proficient
Below
Proficient
Obj. #
321
321
322
Objective
4.
The student will
identify the factors
affecting global climate
(heating of the Earth’s
surface and
atmosphere by the sun
drive convection
currents within the
atmosphere and
oceans, producing
winds and ocean
currents)
Students will understand
that the heating of the
Earth’s surface and
atmosphere by the sun
drive convection
currents within the
atmosphere
5. TSW describe how
heat is transferred by
conduction, convection
and radiation
throughout the
atmosphere
Criticality
ESS
ESS
EXP
Sequence
and
Duration
Sample Teaching
Strategy
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
MES:
447,500,504508,514-515,522
Dist /
State
Assessments
Sem. 2
1 hour
Students do the activity
“The Heat is On” on pages
452-453 in MES.
Discuss the section Focus
Transparency chapter 15,
sec. 2.
Sem. 2
1 hour
Activities pages 16-19 in
“Investigations in Science:
Weather”
MES:
447,500,504508,514-515,522
ECA
Sem.2
1 hour
(This objective is ESS for HS
space science and EXP for
8th Grade Earth Science)
MES: 443-445
HS-ECA
Describe the process of heat
transfer by conduction,
convection and radiation.
Students perform an activity
to experience the various
forms of heat transfer.
Students perform a lab to
show how different
substances absorb the sun's
heat at different rates.
ECA
Classroom
Tests and
Quizzes
Classroom
Tests and
Quizzes
Classroom
Tests and
Quizzes
Sample Assessment
Question
Which climate has generally
warm weather all year
because it receives the most
direct rays of the Sun yearround?
a. tropic
b. temperate
c. polar
d. humid
Which climate has generally
warm weather all year
because it receives the most
direct rays of the Sun yearround?
a. tropic
b. polar
Heat is moved throughout
the atmosphere primarily
through what?
a. convection
b. conduction
c. radiation
d. advection
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
57
Eighth Grade Earth Science Curriculum Guide
Level
Obj. #
Objective
Criticality
Sequence
and
Duration
Sample Teaching
Strategy
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
Dist /
State
Assessments
Sample Assessment
Question
Standard 3: THE GASEOUS REALM OF THE EARTH
Advanced
Proficient
Below
Proficient
325
325
329
6.
6.
7.
The student will
identify issues
pertaining to air
quality
ESS
The student will
identify issues
pertaining to air
quality
ESS
The student will
determine the causes
and effects of
atmospheric pollution
(acid rain, ozone
depletion, and the
greenhouse effect)
EXP
Sem. 2
1 hour
Sem. 2
1 hour
Sem. 2
1 hour
Students do the minilab
“Examining the Content of
Air” on page 623 in MES.
Students so content Outline
worksheet chapter 21, sec.
2.
Students do the minilab
“Examining the Content of
Air” on page 623 in MES.
MES: 508510,440441,619-625
ECA
MES: 508510,440441,619-625
ECA
Students do the activity
“What’ in the Air” on pages
626-627 in MES.
Students do the activity
“The Greenhouse Effect” on
page 511 in MES.
MES: 507510,440441,621,623
Classroom
Tests and
Quizzes
Classroom
Tests and
Quizzes
Classroom
Tests and
Quizzes
Teacher
Observabl
e
Which is most responsible
for city smog?
a. power plants
b. burning waste
c. industries
d. cars
What do you think happens
when you breathe in
pollutants?
a. pollutants’ move into the
lungs where they may cause
irritation.
b. pollutants don’t affect us.
What combines with
moisture in the air to form
acid rain?
a. ozone
b. sulfur oxides
c. lead
d. oxygen
Standard 3: THE GASEOUS REALM OF THE EARTH
Advanced
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
58
Eighth Grade Earth Science Curriculum Guide
Level
Proficient
Below
Proficient
Obj. #
333
333
Objective
8.
8.
Criticality
The student will
identify the role of
weather satellites in
weather forecasting
and prediction
ESS
The student will
identify the role of
weather satellites in
weather forecasting
and prediction
ESS
Sequence
and
Duration
Sample Teaching
Strategy
Sem. 2
1 hour
Show students several
images of the United States
made by weather satellites
(infrared, visible light, water
vapor, etc.) Discuss how
they would be used.
Sem. 2
1 hour
Show students several
images of the United States
made by weather satellites
(infrared, visible light, water
vapor, etc.) Discuss how
they would be used.
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
MES: 478
Dist /
State
Assessments
ECA
Classroom
Tests and
Quizzes
MES: 478
ECA
Classroom
Tests and
Quizzes
Sample Assessment
Question
Weather satellites can be
used for which of the
following?
a. tracking hurricanes
b. photographing cloud
cover
c. measuring infrared
radiation from Earth
d. all of these
Weather satellites can be
used for which of the
following?
e. tracking hurricanes
f. photographing cloud
cover
g. measuring infrared
radiation from Earth
h. all of these
Standard 3: THE GASEOUS REALM OF THE EARTH
Advanced
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
59
Eighth Grade Earth Science Curriculum Guide
Level
Proficient
Below
Proficient
Obj. #
337
337
Objective
Criticality
The student will
recognize factors
affecting the
unpredictable nature
of technology driven
weather forecasting
ESS
The student will recognize
technology used in
weather forecasting.
ESS
9.
Sequence
and
Duration
Sem. 2
1 hour
Sem. 2
1 hour
Sample Teaching
Strategy
Present the idea of
computer modeling. Explain
that meteorologists use
weather data for an
extended time period and
topographic features for an
area to create computer
models of weather systems.
These models are used to
predict weather in that area
and similar or nearby areas.
The models do not always fit
well.
P. 72 “Earth Science:
Homework Booklet”
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
MES: 478
Dist /
State
Assessments
ECA
Classroom
Tests and
Quizzes
MES: 478
ECA
Classroom
Tests and
Quizzes
Sample Assessment
Question
What do meteorologists use
to track tornadoes?
a. anemometers
b. Doppler radar
c. weather satellites
d. psychrometers
What do meteorologists use
to measure wind speed?
a. thermometer
b. anemometer
Standard 3: THE GASEOUS REALM OF THE EARTH
Advanced
Proficient
341
10. The student will
describe the factors
that determine the
temperature of Earth
(soil/land, latitude,
altitude, air, and ocean
currents)
ESS
Sem. 2
2 hour
Students do the Problemsolving Activity” on page 494
in MES.
MES: 447,492,
500-503,522
ECA
Classroom
Tests and
Quizzes
What happens as you climb
a mountain?
a. temperature decreases
b. temperature increases
c. air pressure increases
d. air pressure remains
constant
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
60
Eighth Grade Earth Science Curriculum Guide
Level
Below
Proficient
Obj. #
341
345
349
Objective
Criticality
The student will identify the
factors that determine
the temperature of
Earth (soil/land,
latitude, altitude, air,
and ocean currents)
11. The student will
identify the geologic
features that influence
climate and weather
(oceans, ocean
currents, and
mountain ranges)
ESS
12. The student will
explain how air
pressure, wind,
temperature, and
humidity affect
weather
EXP
EXP
Sequence
and
Duration
Sample Teaching
Strategy
Sem. 2
2 hour
Activities page 16-19 in
“Investigations in Science:
Weather”
Sem. 2
1 hour
Students examine weather
data for coastal and
continental areas at the
same latitude for different
times of the year.
(Newspapers or the National
weather service provide this
information.) Discuss
reasons for differences.
Students do the activity
“Microclimates” on pages
512-513 in MES.
Sem. 2
2 hour
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
MES: 447,492,
500-503,522
Dist /
State
Assessments
ECA
Classroom
Tests and
Quizzes
MES: 493495,514-515,522
Classroom
Tests and
Quizzes
Teacher
Observabl
e
MES: 448451,464466,468-469
Classroom
Tests and
Quizzes
Teacher
Observabl
e
Sample Assessment
Question
What happens as you climb
a mountain?
a. temperature decreases
b. temperature increases
What are commonly found
in places where warm air
crosses a mountain and
descends?
a. lakes
b. rainforests
c. deserts
d. glaciers
At what temperature does
water vapor in air condense?
a. dew point
b. station model
c. front
d. isobar
Standard 3: THE GASEOUS REALM OF THE EARTH
Advanced
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
61
Eighth Grade Earth Science Curriculum Guide
Level
Proficient
Below
Proficient
Obj. #
353
353
Objective
Criticality
13. The student will
describe the meaning
of relative humidity
ESS
The student will know the
meaning of relative
humidity
ESS
Sequence
and
Duration
Sample Teaching
Strategy
Sem. 2
.5 hour
Students do the activity
“Microclimates” on pages
512-513 in MES.
Sem. 2
.5 hour
Pg. 111-113 in “Science
Experiments”, pg. 42-43 in
Investigations is Science
“Weather”, Pg. 63 in “Earth
Science Homework Booklet”
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
MES: 464
Dist /
State
Assessments
ECA
Classroom
Tests and
Quizzes
MES: 464
ECA
Classroom
Tests and
Quizzes
Sample Assessment
Question
Which type of air has a
relative humidity of 100
percent?
a. humid
b. temperate
c. dry
d. saturated
What is the meaning of
relative humidity?
a. amount of moisture in the
air compared to the amount
of moisture needed for
saturation.
b. amount of moisture in the
air
Standard 3: THE GASEOUS REALM OF THE EARTH
Advanced
Proficient
357
14. The student will
identify the
relationship between
thunder and lightning
ESS
Sem. 2
.5 hour
Demonstrate static electric
charge by rubbing a balloon
vigorously on some one’s
hair. Turn off the lights.
You may see sparks. You
may even hear crackling
which is like thunder.
MES: 474
ECA
Classroom
Tests and
Quizzes
What causes thunder?
a. clouds crashing together
b. rapid cooling of air as
hail passes through it
c. lightning hitting a tree
d. rapid heating of air
around a bolt of
lightning
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
62
Eighth Grade Earth Science Curriculum Guide
Level
Below
Proficient
Obj. #
357
361
369
Objective
Criticality
14. The student will
identify the
relationship between
thunder and lightning
ESS
15. The student will define
high and low pressure
systems and how they
affect weather
EXP
17. The student will
identify the major
weather fronts on a
weather map and
explain the
characteristics of each
EXP
Sequence
and
Duration
Sem. 2
.5 hour
Sem. 2
1 hour
Sem. 2
1 hour
Sample Teaching
Strategy
Demonstrate static electric
charge by rubbing a balloon
vigorously on some one’s
hair. Turn off the lights.
You may see sparks. You
may even hear crackling
which is like thunder.
The entire class checks the
atmospheric pressure each
day for a week. Determine
if the weather becomes
cloudy as pressure drops
and becomes clear as
pressure increases.
Students do the activity
“Reading a Weather Map”
on page 481 in MES.
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
MES: 474
Dist /
State
Assessments
ECA
Classroom
Tests and
Quizzes
MES: 471
MES: 471472,480-481
Classroom
Tests and
Quizzes
Teacher
Observabl
e
Classroom
Tests and
Quizzes
Teacher
Observabl
e
Sample Assessment
Question
What causes thunder?
a. clouds crashing together
b. rapid heating of air
around a bolt of lightning
What type of weather is
associated with high
pressure areas?
a. fair
b. cloudy
c. stormy
d. windy
Which type of front may
form when cool air, cold air,
and warm air meet?
a. warm
b. cold
c. stationary
d. occluded
Standard 5: LIQUID REALM OF THE EARTH
Advanced
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
63
Eighth Grade Earth Science Curriculum Guide
Level
Proficient
Below
Proficient
Obj. #
389
389
Objective
1.
1.
The student will
identify the processes
involved in the water
cycle (evaporation,
condensation,
sublimation,
precipitation, surface
runoff, and
percolation) and their
effects on the water
cycle
The student will
identify the processes
involved in the water
cycle (evaporation,
condensation,
precipitation, land
surface runoff) and
their effects on the
water cycle
Criticality
ESS
ESS
Sequence
and
Duration
Sample Teaching
Strategy
Sem. 2
.5
hours
Students do the minilab
“Determining Dew Point” on
page 464 in MES.
Discuss the relationship
between dew point, fog,
clouds, and precipitation.
Sem. 2
.5
hours
Earth science homework
booklet p. 65, water cycle
game
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
MES: 445,240241, 251-252
Dist /
State
Assessments
ECA
Classroom
Tests and
Quizzes a.
b.
c.
d.
MES: 445,240241, 251-252
ECA
Classroom
Tests and
Quizzes e.
f.
Sample Assessment
Question
Which term refers to water
returning to the Earth’s
surface as part of the water
cycle?
evaporation
percolation
precipitation
sublimation
Which term refers to water
returning to the Earth’s
surface as part of the water
cycle?
a. evaporation
b. precipitation
Standard 5: LIQUID REALM OF THE EARTH
Advanced
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
64
Eighth Grade Earth Science Curriculum Guide
Level
Proficient
Below
Proficient
Obj. #
393
393
Objective
2.
2.
Criticality
The student will
identify the water
cycle as a system in
which one change has
an impact at another
level (ice age)
ESS
The student will
identify the water
cycle as a system in
which one change has
an impact at another
level (ice age)
ESS
Sequence
and
Duration
Sem. 2
.5
hours
Sem. 2
.5
hours
Sample Teaching
Strategy
As a class read “Science and
Society-Rain makers” on
pages 484-485 in MES.
Brainstorm other questions
that might arise about cloud
seeding. Have a class
debate or town meeting
about whether cloud seeding
should be done in your area.
Teacher-led discussion on
the impact of the ice age on
the sea level., demonstrate
using water and ice.
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
MES:
220,504,508
Dist /
State
Assessments
ECA
Classroom
Tests and
Quizzes
MES:
220,504,508
ECA
Classroom
Tests and
Quizzes
Sample Assessment
Question
What did sea level do during
the ice ages when so much
water remained frozen in
glaciers?
a. It fell.
b. It rose.
c. It remained the same.
What did sea level do during
the ice ages when so much
water remained frozen in
glaciers?
a. It fell.
b. It rose.
Standard 5: LIQUID REALM OF THE EARTH
Advanced
Proficient
397
3.
The student will
describe and label the
changes in the state of
matter for water in
relation to the water
cycle
ESS
Sem. 2
.5
hours
Students draw an
informational poster about
the water cycle for younger
students. They label and
explain what is happening to
water at each step in the
cycle.
MES: 445
ECA
Classroom
Tests and
Quizzes
Student posters on the
water cycle are graded
according to a rubric.
Teacher
Observabl
e
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
65
Eighth Grade Earth Science Curriculum Guide
Level
Below
Proficient
Obj. #
397
Objective
3.
The student will
describe and label the
changes in the state of
matter for water in
relation to the water
cycle
Criticality
ESS
Sequence
and
Duration
Sem. 2
.5
hours
Sample Teaching
Strategy
The water cycle game
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
MES: 445
Dist /
State
Assessments
ECA
Classroom
Tests and
Quizzes
Sample Assessment
Question
Student posters on the
water cycle are graded
according to a rubric.
Teacher
Observabl
e
Standard 5: LIQUID REALM OF THE EARTH
Advanced
Proficient
Below
Proficient
401
401
4.
4.
The student will
identify issues
pertaining to water
quality and hazardous
waste (groundwater
contamination)
ESS
The student will
identify issues
pertaining to water
quality and hazardous
waste (groundwater
contamination)
ESS
Sem. 2
1.5
hours
Students do the activity
“Elements in Water” on page
618 in MES
MES: 610-615
Sem. 2
1.5
hours
Fruitvale Cep-Up Lap
MES: 610-615
ECA
Classroom
Tests and
Quizzes
ECA
Classroom
Tests and
Quizzes
Which of the following is a
non point source?
a. runoff from a golf
course
b. sewage
c. wastewater from
industry
d. discharge from a ditch
into a river.
Which of the following is a
point source contamination?
a. overspray from a
crop duster
b. oil spill from a
leaky tractor
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
66
Eighth Grade Earth Science Curriculum Guide
Level
Obj. #
405
409
Objective
5.
6.
Criticality
The student will
describe the effects of
the water cycle on the
climate, weather, and
surface features of
Earth
EXP
The student will
identify the factors
that influence the
quality of water as a
natural resource
EXP
Sequence
and
Duration
Sem. 2
.5 hour
Sample Teaching
Strategy
Students do the minilab
“Modeling Heat Transfer” on
page 445 in MES.
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
MES:
445,462,522
Dist /
State
Assessments
Sample Assessment
Question
Classroom
Tests and
Quizzes
Air masses that originate
over the ocean contain
moisture. As these air
masses pass over the
continent, some or most of
their moisture is
precipitated. Because of
this, what type of climate do
some areas near the coast
have?
a. windy
b. moist
c. dry
d. variable
Which of the following
causes algae to grow/
a. pesticides
b. sediment
c. metals
d. fertilizers
Teacher
Observabl
e
Sem. 2
.5 hour
Students do the Explore
Activity “Model Water
Pollution” on page 609 in
MES.
Students do the Math Skills
Activity on page 612 in MES.
MES: 565-569,
610-615,628-629
Students do the Explore
Activity on page 549 in MES
MES:
549,553,555,
572-573,577
BR chapter 19,
sec. 1
Jason Curriculum
Classroom
Tests and
Quizzes
Teacher
Observabl
e
Standard 5: LIQUID REALM OF THE EARTH
413
7.
The student will
discuss the current
methods used to study
the ocean
EXP
Sem. 2
.25
hour
Classroom
Tests and
Quizzes
Teacher
Observabl
e
Which of the following have
scientists used to map the
ocean floor?
a. radar
b. depth charges
c. sonar
d. tidal range
Advanced
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
67
Eighth Grade Earth Science Curriculum Guide
Level
Proficient
Below
Proficient
Obj. #
417
417
421
Objective
8.
8.
9.
Criticality
The student will
describe the causes of
tides and waves
ESS
The student will
describe the causes of
tides and waves
ESS
The student will
explain the formation
of the global ocean
currents (surface,
upwelling, and
density)
EXP
Sequence
and
Duration
Sample Teaching
Strategy
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
MES: 532-538
Sem. 2
.5 hour
Students investigate waves
by blowing on trays or pans
of water using straws.
Model waves with a slinky.
Sem. 2
.5 hour
Students investigate waves
by blowing on trays or pans
of water using straws.
Model waves with a slinky.
MES: 532-538
Sem. 2
.25 hour
Students color code the
warm and cold ocean
currents on a prepared map
of the world. Correlate
surface currents to
prevailing winds.
Do the minilab “Modeling a
Density Current” on page
529 in MES.
MES: 526-531
Dist /
State
Assessments
ECA
Classroom
Tests and
Quizzes
ECA
Classroom
Tests and
Quizzes
Classroom
Tests and
Quizzes
Sample Assessment
Question
What is the major cause of
the daily rise and fall of
water as the tides?
a. the spinning of Earth
b. the gravitational pull of
the moon
c. the setting of the sun
d. the change in seasons
What is the major cause of
the daily rise and fall of
water as the tides?
a. the gravitational pull of
the moon
b. the setting of the sun
Surface ocean currents are
driven by wind. What drives
density currents?
a. waves
b. ocean organisms
c. mid-ocean earthquakes
d. temperature and salinity
differences
Standard 6: THE UNIVERSE
Advanced
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
68
Eighth Grade Earth Science Curriculum Guide
Level
Proficient
Below
Proficient
Obj. #
425
425
429
Objective
1.
1.
2.
Criticality
The student will
explain the rising and
setting of the Sun in
relation to the Earth’s
rotation
ESS
The student will be
able to determine that
the Earth’s rotation is
the cause of the rising
& setting of the sun.
ESS
The student will
identify the different
phases of the moon
EXP
Sequence
and
Duration
Sem. 2
1 hours
Sem. 2
1 hours
Sem. 2
1 hours
Sample Teaching
Strategy
Demonstrate with a lamp
and globe which way the
Earth must rotate for the
sun to rise in the east and
set in the west.
Do “Cultural Diversity”
Activity on page 673.
Pg. 74 &75 of “Our Solar
System”
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
MES: 672-673
Dist /
State
Assessments
ECA
Classroom
Tests and
Quizzes
MES: 672-673
ECA
Classroom
Tests and
Quizzes
Demonstrate with a lamp or
overhead projector, a ball
and a globe why the moon
goes through phases.
Students do Content Outline
worksheet chapter 23, sec.
2.
MES: 679-680
Classroom
Tests and
Quizzes
Teacher
Observabl
e
Sample Assessment
Question
What causes the rising and
setting of the Sun?
a. Sun’s revolution
b. Earth’s rotation
c. Earth’s revolution
d. Earth’s elliptical orbit
What causes the rising and
setting of the Sun?
a. Sun’s revolution
b. Earth’s rotation
c. Earth’s revolution
d. Earth’s elliptical orbit
What is it called when the
lighted portion of the Moon
appears to grow larger?
a. waning
b. waxing
c. rotating
d. crescent shaped
Standard 6: THE UNIVERSE
Advanced
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
69
Eighth Grade Earth Science Curriculum Guide
Level
Proficient
Below
Proficient
Obj. #
433
433
Objective
3.
The student will use
the regular and
predictable motions of
the Sun and Moon to
explain the following
phenomena on Earth
(the year, phases of
the moon, and
eclipses)
3. *The student will know
that the Earth revolves
around the Sun. It
takes around 365 days
for this to happen,
which is one year.
*The student will know
movements are
predictable. They will
know the predictable
nature of the moon,
Earth, & sun that
create the phases of
the moon
Criticality
ESS
ESS
Sequence
and
Duration
Sample Teaching
Strategy
Sem. 2
2 hours
Students do the activity
“Moon Phases and Eclipses”
on page 687 in MES.
Sem. 2
2 hours
Students do the activity
“Moon Phases and Eclipses”
on page 687 in MES.
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
MES: 675,679682
Dist /
State
Assessments
ECA
Classroom
Tests and
Quizzes
MES: 675,679682
ECA
Classroom
Tests and
Quizzes
Sample Assessment
Question
When does a solar eclipse
occur?
a. Earth is in the moon’s
shadow
b. Moon is in the Earth’s
shadow
c. Sun is in the moon’
shadow
d. Earth is in the sun’s
shadow
When does a solar eclipse
occur?
a. Earth is in the moon’s
shadow
b. Moon is in the Earth’s
shadow
c. Sun is in the moon’
shadow
Earth is in the sun’s shadow
Standard 6: THE UNIVERSE
Advanced
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
70
Eighth Grade Earth Science Curriculum Guide
Level
Proficient
Below
Proficient
Obj. #
437
437
Objective
4.
4.
Criticality
The student will
explain the relationship
between the tilting of
the Earth and the
changing of the
seasons
ESS
The student will
determine that the tilt
of the earth causes the
seasons on Earth.
ESS
Sequence
and
Duration
Sample Teaching
Strategy
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
MES: 675-677
Sem. 2
2 hours
Students do the activity “Tilt
and Temperature” on pages
692-693 in MES.
Sem. 2
2 hours
Students do the activity “Tilt
and Temperature” on pages
692-693 in MES.
MES: 675-677
Sem. 2
5 hours
Students do Content Outline
worksheets chapter 24, sec.
2,3.
Show a video on the solar
system or planets.
Play twenty questions with
the name of a planet in a
box. Students ask questions
about the planet in order to
guess its identity.
MES: 708-721
Dist /
State
Assessments
ECA
Classroom
Tests and
Quizzes
ECA
Classroom
Tests and
Quizzes
Sample Assessment
Question
What causes the seasons on
Earth?
a. the tilt of Earth’s axis
b. the Earth’s revolution
c. Earth’s rotation
d. The elliptical shape of
Earth’s orbit
What causes the seasons on
Earth?
a. the tilt of Earth’s axis
b. the Earth’s revolution
c. Earth’s rotation
d. The elliptical shape of
Earth’s orbit
Standard 6: THE UNIVERSE
Advanced
Proficient
441
5.
The student will list
the characteristics of
the planets in the solar
system: planets differ
in size, composition,
atmosphere, and
surface features
ESS
ECA
Classroom
Tests and
Quizzes
Teacher
Observabl
e
Which planet in our solar
system has the most
spectacular rings and a
density so low that it would
float in water?
a. Jupiter
b. Uranus
c. Pluto
d. Saturn
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
71
Eighth Grade Earth Science Curriculum Guide
Level
Below
Proficient
Obj. #
441
Objective
1.
*The student will know
relative size of planets
in comparison to each
other.
*Distance from sun of
each planet.
*One characteristic of
each planet.
Criticality
ESS
Sequence
and
Duration
Sem. 2
5 hours
Sample Teaching
Strategy
Grades 1-3 “Our Solar
System”
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
MES: 708-721
Dist /
State
Assessments
ECA
Classroom
Tests and
Quizzes
Pg. 45 – Link to one
characteristic of each
Teacher
Observabl
e
Sample Assessment
Question
Which planet in our solar
system has the most
spectacular rings and a
density so low that it would
float in water?
a. Jupiter
b. Uranus
c. Pluto
d. Saturn
Standard 6: THE UNIVERSE
Advanced
Proficient
442
6.
The student will
compare Earth with
other planets with
emphasis on
conditions necessary
for life
ESS
Sem. 2
1 hours
Students make a model or
diagram of an organism that
could live on a planet other
than Earth. They must
describe the conditions to
which the organism must be
adapted. “Make a Model”
on page 720 in MES.
MES: 710
ECA
Classroom
Tests and
Quizzes
Teacher
Observabl
e
What is different about
Earth that allows living
organisms as we know them
to live on Earth but not on
the other planets of our
solar system?
a. water can exist as solid,
liquid, and gas.
b. Earth is small
c. Earth is rocky
d. Earth is pulled by the
Sun’s gravity
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
72
Eighth Grade Earth Science Curriculum Guide
Level
Below
Proficient
Obj. #
442
Objective
2.
*The student will
know that because of 2
specific reasons Earth is the
only planet with (1) lifesustaining atmosphere(right
amount to hold in heat &
protect from UV rays
(2)water exists as a solid,
liquid, & gas
*Identify at least one
condition for other plants
Criticality
ESS
Sequence
and
Duration
Sem. 2
1 hours
Sample Teaching
Strategy
Grades 1-3 Our Solar
System p. 51
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
MES: 710
Dist /
State
Assessments
ECA
Classroom
Tests and
Quizzes
Teacher
Observabl
e
Sample Assessment
Question
What is different about
Earth that allows living
organisms as we know them
to live on Earth but not on
the other planets of our
solar system?
a. water can exist as
solid, liquid, and gas.
b. Earth is small
c. Earth is rocky
d. Earth is pulled by the
Sun’s gravity
Standard 6: THE UNIVERSE
Advanced
Proficient
445
7.
The student will
describe the
movement patterns of
the planets in the solar
system (movement
around the Sun in
elliptical orbits some
planets have moons,
rings of particles, and
other satellites orbiting
them)
ESS
Sem. 2
1 hours
Students do the activity
“Planetary Orbits” on page
707 in MES.
MES: 706-721
ECA
Classroom
Tests and
Quizzes
Teacher
Observabl
e
What is the shape of their
orbits, as the planets orbit
the Sun?
a. circles
b. ellipses
c. spirals
d. irregular patterns
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
73
Eighth Grade Earth Science Curriculum Guide
Level
Below
Proficient
Obj. #
445
Objective
7.
*The student will know
that the planets orbit
the sun in elliptical
patterns.
*Some planets have
other things orbiting
them like moons,
rings, & other satellites
Criticality
ESS
Sequence
and
Duration
Sem. 2
1 hours
Sample Teaching
Strategy
Students do the activity
“Planetary Orbits” on page
707 in MES.
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
MES: 706-721
Dist /
State
Assessments
ECA
Classroom
Tests and
Quizzes
Teacher
Observabl
e
Sample Assessment
Question
What is the shape of their
orbits, as the planets orbit
the Sun?
a. circles
b. ellipses
c. spirals
d. irregular patterns
Standard 6: THE UNIVERSE
Advanced
Proficient
449
8.
The student will
sequence the life
cycles of stars and
galaxies, given a list of
stages
ESS
Sem. 2
2 hours
Students write a poem that
shows the life cycle of stars
in the correct sequence.
MES: 748-751
ECA
Classroom
Tests and
Quizzes
Teacher
Observabl
e
At what stage in its life is a
star when the hydrogen in
its core runs out and the
core contracts and becomes
hotter while the outside
expands and cools?
a. white dwarf
b. black hole
c. giant
d. supernova
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
74
Eighth Grade Earth Science Curriculum Guide
Level
Below
Proficient
Basic
Obj. #
449
449
Objective
8.
*Students will know
that stars have a life
cycle. They have a
beginning and an end.
*Be able to label a
given diagram of the
evolution of a star.
*1 billion years of a
star’s evolution is
spent in the main
sequence. Know &
understand an HR
diagram of the main
sequences
9. The students will know
that stars have a beginning
and an end. Know the heat
of a star in its main
sequence by size & color.
Know that a galaxy is a
group of stars, gas, & dust
held together by gravity.
Criticality
ESS
Sequence
and
Duration
Sem. 2
2 hours
Sample Teaching
Strategy
Comparing stars evolution to
human life cycle
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
MES: 748-751
Dist /
State
Assessments
ECA
Classroom
Tests and
Quizzes
Teacher
Observabl
e
Sample Assessment
Question
At what stage in its life is a
star when the hydrogen in
its core runs out and the
core contracts and becomes
hotter while the outside
expands and cools?
e. white dwarf
f. black hole
g. giant
h. supernova
Standard 6: THE UNIVERSE
Advanced
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
75
Eighth Grade Earth Science Curriculum Guide
Level
Proficient
Obj. #
453
Below
Proficient
453
Basic
453
Objective
9.
9.
9.
Criticality
The student will
explain how black
holes form (current
theory)
ESS
*The student will know
that the black hole
may form from a
massive supernova
that has collapsed to
create strong gravity in
which nothing,
including light can
escape.
ESS
Sequence
and
Duration
Sample Teaching
Strategy
Sem. 2
1 hour
Read page 750 in MES.
Students do the Content
Outline worksheet chapter
25, sec. 3.
Sem. 2
1 hour
P. 263 & 264 Soar System 13
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
MES 750
Dist /
State
Assessments
ECA
Classroom
Tests and
Quizzes
MES 750
ECA
Classroom
Tests and
Quizzes
Sample Assessment
Question
What is formed when the
remaining dense core from a
very massive supernova
collapses down to a point
and has no volume so that
gravity is so strong that not
even light can escape?
a. black hole
b. neutron star
c. white dwarf
d. nebula
What is formed when the
remaining dense core from a
very massive supernova
collapses down to a point
and has no volume so that
gravity is so strong that not
even light can escape?
a. black hole
b. neutron star
c. white dwarf
nebula
The student will know
that a black hole is a
collapsed star, an
invisible object in
space, has a very
strong pull towards it
(called gravity) and
will not let its own
light escape.
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
76
Eighth Grade Earth Science Curriculum Guide
Level
Obj. #
Objective
Criticality
Sequence
and
Duration
Sample Teaching
Strategy
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
Dist /
State
Assessments
Sample Assessment
Question
Standard 6: THE UNIVERSE
Advanced
Proficient
457
10. The student will
recognize that current
scientific theory
suggests that the Sun,
the Earth, and the rest
of the solar system
formed from a nebular
cloud of dust and gas
(Big Bang Theory)
ESS
Sem. 2
3 hours
Students do Content Outline
worksheet chapter 24, sec.
1.
Do “Visualizing the Solar
System’s Formation” on
page 705 in MES.
MES: 704705,748,
754,756-757
ECA
Classroom
Tests and
Quizzes
What is a large cloud of gas
and dust is called?
a. black hole
b. neutron star
c. supernova
d. nebula
Below
Proficient
Standard 6: THE UNIVERSE
Advanced
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
77
Eighth Grade Earth Science Curriculum Guide
Level
Proficient
Below
Proficient
Obj. #
461
Objective
11. The student will
compare Ptolemy’s
model of the Universe
(Earth-centered) to
that of Copernicus
(Sun-centered)
Criticality
ESS
Sequence
and
Duration
Sample Teaching
Strategy
Sem. 2
1 hour
Groups of students research
early theories about our
solar system and Earth on
the Internet or with
materials provided by the
teacher. Groups report
orally to the class.
Sem. 2
1 hours
Students do the activity
“Measuring Parallax” on
pages 758-759 in MES.
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
MES: 702-703
Dist /
State
Assessments
ECA
Classroom
Tests and
Quizzes
Sample Assessment
Question
Who was the first
astronomer to state that the
planets followed circular
orbits around the sun?
a. Ptolemy
b. Kepler
c. Copernicus
d. Galileo
461
Standard 6: THE UNIVERSE
Advanced
Proficient
465
12. The student will
explain how distance is
described in space
(light years) and how
this value is a
constant, unchanging
value
ESS
MES: 739
ECA
Classroom
Tests and
Quizzes
What is the distance light
can travel in one year is
called?
a. light year
b. parallax
c. light distance
d. astronomical unit
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
78
Eighth Grade Earth Science Curriculum Guide
Level
Obj. #
Below
Proficient
465
Basic
465
Objective
12. The student will
understand that the
distance light travels in
one year is a light
year. A light year is
used to measure
distance in space
because of the
vastness of space.
12. The student will know
what the distance light
can travel in one year
is called (light year).
Criticality
ESS
ESS
Sequence
and
Duration
Sample Teaching
Strategy
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
MES: 739
Sem. 2
1 hours
Students do the activity
“Measuring Parallax” on
pages 758-759 in MES.
Sem. 2
1 hours
Students do the activity
“Measuring Parallax” on
pages 758-759 in MES.
MES: 739
Sem. 2
1 hours
Put students in groups of
four. During the
demonstration, the four
students must move as a
group. They represent a
cluster of galaxies. Have
the entire class crowd
together. When one student
yells Big Bang!, groups
move away from each other
and model the expanding
universe.
MES: 754-757
Dist /
State
Assessments
ECA
Classroom
Tests and
Quizzes
ECA
Classroom
Tests and
Quizzes
Sample Assessment
Question
What is the distance light
can travel in one year is
called?
e. light year
f. parallax
g. light distance
h. astronomical unit
What is the distance light
can travel in one year is
called?
i. light year
j. parallax
k. light distance
l. astronomical unit
Standard 6: THE UNIVERSE
Advanced
Proficient
469
13. The student will
describe how the
Universe is constantly
expanding
ESS
ECA
Classroom
Tests and
Quizzes
Teacher
Observabl
e
What does the red shift in
the light from galaxies
outside our cluster, the Local
Group, indicate?
a. They are moving toward
us
b. They all are in constant
positions.
c. They are moving away
from us.
d. The universe is
shrinking
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
79
Eighth Grade Earth Science Curriculum Guide
Level
Below
Proficient
Basic
Obj. #
469
469
Objective
13. *The student will
know that the universe
is constantly
expanding….
Criticality
ESS
Sequence
and
Duration
Sem. 2
1 hours
Sample Teaching
Strategy
Put students in groups of
four. During the
demonstration, the four
students must move as a
group. They represent a
cluster of galaxies. Have
the entire class crowd
together. When one student
yells Big Bang!, groups
move away from each other
and model the expanding
universe.
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
MES: 754-757
Dist /
State
Assessments
ECA
Classroom
Tests and
Quizzes
Teacher
Observabl
e
Sample Assessment
Question
What does the red shift in
the light from galaxies
outside our cluster, the
Local Group, indicate?
a. They are moving
toward us
b. They all are in constant
positions.
c.
They are moving away
from us.
The universe is shrinking
13. The student will know
that the universe is
constantly expanding.
Standard 6: THE UNIVERSE
Advanced
Proficient
473
14. The student will
recognize the
contribution of Edwin
Powell Hubble to our
current understanding
of the Universe
ESS
Sem. 2
1 hours
Obtain photographs of
galaxies. Have students
group them into spiral
galaxies, irregular galaxies,
and elliptical galaxies. This
is the classification system
devised by Edwin Hubble.
Discuss red and blue
Doppler shift.
MES: 755
ECA
Classroom
Tests and
Quizzes
Which scientist developed
the classification system for
galaxies and discovered that
they showed a red shift?
a. Kepler
b. Lowell
c. Galileo
d. Hubble
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
80
Eighth Grade Earth Science Curriculum Guide
Level
Obj. #
Below
Proficient
473
Basic
473
Objective
14. The student will
recognize that Edwin
Powell Hubble created
the classification
system for the galaxies
based on their shape.
Criticality
ESS
Sequence
and
Duration
Sample Teaching
Strategy
Sem. 2
1 hours
Obtain photographs of
galaxies. Have students
group them into spiral
galaxies, irregular galaxies,
and elliptical galaxies. This
is the classification system
devised by Edwin Hubble.
Discuss red and blue
Doppler shift.
Sem. 2
1 hours
Show the Teaching
Transparency chapter 22,
sec. 1. Explain that the
Hubble Space telescope is a
reflecting telescope orbiting
the Earth in space so that
images are not distorted by
the atmosphere. Show
some photographs taken by
the Hubble space telescope.
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
MES: 755
Dist /
State
Assessments
ECA
Classroom
Tests and
Quizzes
Sample Assessment
Question
Which scientist developed
the classification system for
galaxies and discovered that
they showed a red shift?
a. Kepler
b. Lowell
c. Galileo
d. Hubble
14. The student will know
that the galaxies have
different shapes.
Standard 6: THE UNIVERSE
Advanced
Proficient
477
15. The student will
understand how
science has helped in
the development of
the Hubble telescope
and how the Hubble
has helped us learn
more science about
space
ESS
MES:
643,750,757
ECA
Classroom
Tests and
Quizzes
What is the advantage of
having the Hubble space
telescope in space?
a. It is bigger than
telescopes on Earth.
b. It is closer to other
galaxies than telescopes
on Earth.
c. Light is not distorted by
the atmosphere as it
goes to the telescope.
d. It travels to other
galaxies.
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
81
Eighth Grade Earth Science Curriculum Guide
Level
Obj. #
Below
Proficient
477
Basic
477
Objective
15. The student will
understand the
advantage of having
the Hubble Telescope
outside of Earth’s
Atmosphere.
Criticality
ESS
Sequence
and
Duration
Sem. 2
1 hours
Sample Teaching
Strategy
Show the Teaching
Transparency chapter 22,
sec. 1. Explain that the
Hubble Space telescope is a
reflecting telescope orbiting
the Earth in space so that
images are not distorted by
the atmosphere. Show
some photographs taken by
the Hubble space telescope.
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
MES:
643,750,757
Dist /
State
Assessments
ECA
Classroom
Tests and
Quizzes
Sample Assessment
Question
What is the advantage of
having the Hubble space
telescope in space?
a. It is bigger than
telescopes on Earth.
b. It is closer to other
galaxies than telescopes
on Earth.
c. Light is not distorted by
the atmosphere as it
goes to the telescope.
d. It travels to other
galaxies.
15. The student will know
that there are
telescopes such as the
Hubble, outside Earth’s
atmosphere that
produce clear images
of things in space.
Standard 6: THE UNIVERSE
Advanced
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
82
Eighth Grade Earth Science Curriculum Guide
Level
Proficient
Obj. #
481
Below
Proficient
481
Basic
481
Objective
16. The student will
understand how
science has helped in
the development of
space probe
technology and how
the space probes have
added to our
knowledge of space
16. The student will
understand how the
space probes have
added to our
knowledge of space.
Criticality
ESS
ESS
Sequence
and
Duration
Sample Teaching
Strategy
Sem. 2
3 hours
Students make models or
drawings of their ideas for a
new space probe. They
need to explain what each
feature is and its purpose.
Present models to the class.
Do the” Visualizing Space
Probes Activity” on page
651.
Sem. 2
3 hours
Probe Activities – Matching
table P. 650-651 of text
*new probes
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
MES: 650-658660,690691,708-725
MES: 650-658660,690691,708-725
Dist /
State
Assessments
ECA
Classroom
Tests and
Quizzes
ECA
Classroom
Tests and
Quizzes
Sample Assessment
Question
Which series of space
probes landed on Mars and
searched for life?
a. Viking
b. Magellan
c. Voyager
d. Galileo
Which series of space
probes landed on Mars and
searched for life?
e. Viking
f. Magellan
g. Voyager
h. Galileo
16. The student should be
able to define space
probe and know that
they are used to add
to our knowledge of
space.
Standard 6: THE UNIVERSE
Advanced
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004
83
Eighth Grade Earth Science Curriculum Guide
Level
Proficient
Obj. #
485
Below
Proficient
485
Basic
485
Objective
Criticality
17. The student will relate
computer modeling to
advances in
astronomical research
ESS
17. The student will know
that data gathered
from space probes and
telescopes can be
entered into a
computer in order to
learn more about
space.
ESS
Sequence
and
Duration
Sample Teaching
Strategy
Sem. 2
2 hours
Show students a computer
simulation of the formation
of the sun and its layers.
Sem. 2
2 hours
Show students a computer
simulation of the formation
of the sun and its layers.
Resources
Text:
Earth Science
Glencoe/McGrawHill
(2002)
MES: 660
Dist /
State
Assessments
ECA
Classroom
Tests and
Quizzes
MES: 660
ECA
Classroom
Tests and
Quizzes
Sample Assessment
Question
What have scientists
modeled using data from
very distant galaxies?
a. how the universe looked
billions of years ago
b. how the universe will
look billions of years in
the future
c. how the atom looks
d. how Pangaea was put
together
What have scientists
modeled using data from
very distant galaxies?
a. how the universe
looked billions of years
ago
b. how the universe will
look billions of years in
the future
c. how the atom looks
d. how Pangaea was put
together
17. The student will know
that scientists use
computer modeling to
learn more about
space.
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment)
EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning)
ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet;
DR = Directed Reading worksheet; R = Reinforcement worksheet
©Idaho Falls School District # 91 2004