Milwood Magnet School
Curriculum Sequencing Map
8th Grade Science
Timeline
Marking Period 1
Week 1-6
Marking Period 2
Week 7-12
Marking Period 3
Week 13-18
Marking Period 4
Week 19-24
Marking Period 5
Week 25-30
Marking Period 6
Week 30-36
Medical
Biotechnology
Environmental
Biotechnology
“Improving our Quality of
Life”
“Preserving and Restoring
our environment”
“Adopting a sustainable
quality lifestyle for
ourselves and our
posterity”
Stem Cells
Invasive Species
Sustainable Building
Technological Innovations
Global Food Chain
Alternative Energy
“E3: Making life Easy,
Effective and Efficient”
“Sustaining and improving
food production regionally
and globally”
“Sustainable power for
human benefit”
Nanotechnology
Genetic Modification
Cap and Trade
Enduring
Understanding
All matter is made up of
atoms that combine to form
elements and compounds
using precise measurements.
Photosynthesis is the
way plants use sunlight
to transfer the sun’s
energy into food.
Advances in medicine
have allowed us to use
our own cells to cure
diseases.
An ecosystem can be
affected by climate,
plate movements and
invasive species.
The carbon cycle
connect the living and
non-living on the earth.
Essential
Questions
How does research and
technology improve our
understanding of the world?
How does research and
technology increase and
improve agricultural
resources?
Transportation has and
will change over time
due to science,
technology and global
resources.
How is the use of
energy resources
affecting the global
community?
How do we improve
our resources through
the use of technology?
How is technology used
to preserve and sustain
regional and global
resources?
What are the ethical
implications of
sustainable decision
making?
Scaffolding
Questions
1. How does scale affect
accuracy?
2How is length, volume,
weight, time and temperature
measured?
3How small is small?
4. Why is it important to have
balanced forces in an atom?
5.How is the atomic mass of an
atom related to its atomic
number?
6.Why are the elements
C,H,N,O,P, and S important for
living things?
7.What elements can be
combined to form water,
carbon dioxide and salt?
8. How is the element carbon
related to nanotechnology?
9.How is nanotechnology
currently being used and
developed?
1.How do all living
things acquire the sun’s
energy?
2.How is the energy
transferred through the
biosphere?
3.How do the reactants
affect the products in
the equation of
photosynthesis and
respiration?
4.Why is it important
that the energy transfer
from photosynthesis to
respiration?
5.How does
photosynthesis add
mass to a plant?
6.How are proteins,
carbohydrates and fats
1.What are the
properties of carbon
dioxide that make it
different from air?
2.What contributes
carbon dioxide to the
atmosphere?
3.How does Cap and
Trade affect the amount
of carbon dioxide in the
atmosphere?
4. How do the forces on
earth affect the motion
of objects on earth?
5. How do Newton’s
laws relate to the
motion of objects on
and off the earth?
6. How are inertia,
acceleration and speed
1.How does a cell use
it’s organelles to
survive ?
2. How and why do
cells divide?
3. When cells divide
how is genetic
information passed on?
4.What is the structure
and function of DNA?
5.How is DNA
involved in mitosis and
meiosis?
6. How does the formal
research process differ
from the process we use
in the classroom?
Big Idea
(Overarching
Topic or Concept)
Grade Level
Focus
1. How is an
ecosystem affected by
climate?
2. How do the nonliving elements in an
ecosystem affect the
living elements?
3. What happens to
and ecosystem when
an invasive species
invades?
Sustainable Systems
1. How does carbon
cycle around the earth’s
systems?
2. How have humans
affected the amount of
carbon in the earth’s
systems?
Milwood Magnet School
Curriculum Sequencing Map
8th Grade Science
GLCEs
C4.8A-Identify the location,
relative mass, and charge for
electrons, protons, and neutrons.
C4.8B-Describe the atom as mostly
empty space with an extremely
small, dense nucleus consisting of
the protons and neutrons and an
electron cloud surrounding the
nucleus.
C4.8C-Recognize that protons repel
each other and that a strong force
needs to be present to keep the
nucleus intact.
C4.2A-Name simple binary
compounds using their formulae.
B2.2B-Recognize the six most
common elements in organic
molecules (C,H,N,O,P,S)
E1.1C-conduct scientific
investigations using appropriate
tools and techniques (e.g., selecting
an instrument that measures the
desired quantity-length, volume,
weight, time interval, temperaturewith the appropriate level of
precision).
E1.2B Identify and critique
arguments about personal or
societal issues based on scientific
evidence.
E1.2C Develop an understanding
of a scientific concept by accessing
produced in a plant and
why do they need
them?
7.How are genetically
modified plants used to
reduce world hunger?
8.What are the current
agricultural practices
and how do they
compare to genetic
modification?
related to the amount of
energy used?
7. How can data from a
table be represented on
a graph showing speed
and acceleration?
B3.1A-Describe how
organisms acquire energy
directly or indirectly from
sunlight.
B3.1B- Illustrate and describe
the energy conversions that
occur during photosynthesis
and respiration.
P.EN.06.42 Illustrate
how energy can be
transferred while no
energy is lost or gained in the
transfer.
P1.1D Identify patterns in
data and relate them to
theoretical models.
P1.1E Describe a reason
for a given conclusion
using the evidence from
an investigation
P2.1A-Calculate the
average speed of an object
using the change of
position and elapsed time.
P2.1C-Create line graphs
using measured values of
position and elapsed time.
P3.3A- Identify the action
and reaction force from
examples of forces in
everyday situations.
P3.4A- Predict the change
in motion on an object
when acted on by several
forces.
P3.4B- Identify forces
acting on objects moving
at a constant velocity (
cars on a highway…)
P3.4C- Solve problems
involving force, mass and
acceleration in linear
B3.1C- Recognize the
equations for photosynthesis
and respiration and identify
the reactants and products for
both.
B3.1D- Explain how living
organisms gain and use mass
through the processes of
photosynthesis and
respiration.
L.OL.07.61 Recognize the
need for light to provide
energy for the production of
carbohydrates, proteins and
fats.
L.OL.07.62 Explain that
carbon dioxide and water are
used to produce
carbohydrates, proteins, and
B2.4B-Describe how
various organisms have
developed different
specializations to
accomplish a particular
function and yet the end
result is the same (e.g.,
excreting nitrogenous
wastes in animals,
obtaining oxygen for
respiration).
B2.5g Compare and
contrast plant and
animal cells.
B2.5i Relate cell
parts/organelles to their
function.
B2.1C-Explain cell
division, growth, and
development as a
consequence of an
increase in cell number,
cell size, and /or
products.
B4.2A Show that when
mutations occur sex
B3.4B Describe
ecosystem stability.
Understand that if a
disaster such as flood or
fire occurs, the damaged
ecosystem is likely to
recover in stages of
succession that eventually
result in a system similar
to the original one.
B3.4C-Examine the
negative impact of human
activities.
B3.5A Students will be
able to create a graph with
correct labels given a table
and they will explain the
influences in the change in
population.
B3.5B- Explain the
influences that affect
population growth.
B3.5C-Predict the
consequences of an
invading organism on the
survival of other
organisms.
L.EC.06.11 Identify and
describe examples of
E2.4B Explain how the
impact of human activities
on the environment (e.g.,
deforestation, air
pollution, coral reef
destruction) can be
understood through the
analysis of interactions
between the four Earth
systems.
E2.1B Analyze the
interactions between the
major systems (
geosphere, atmosphere,
hydrosphere, biosphere)
that make up the earth.
E5.4A Students will be
able to establish the
natural mechanism of the
greenhouse effect
including comparisons of
the major greenhouse
gases (water vapor, carbon
dioxide, methane, nitrous
oxide and ozone).
E5.4C- Analyze the
empirical relationship
between the emissions of
carbon dioxide,
Milwood Magnet School
Curriculum Sequencing Map
8th Grade Science
Vocabulary
information from multiple sources.
Evaluate the scientific accuracy and
significance of the information.
E1.2D Evaluate scientific
explanations in a peer review
process or discussion format.
E1.2E Evaluate the future career
and occupational prospects of
science fields.
fats.
B2.3C-Explain how stability
is challenged by changing
physical, chemical and
environmental conditions as
well as the presence of
disease agents. ( GMO’s and
how they are formed by
chemicals and changing
growth)
motion.
P.EN.06.12 Demonstrate
the transformation
between potential and
kinetic energy in simple
mechanical systems (for
example: roller coasters,
pendulums).
E1.1C-conduct scientific
investigations using
appropriate tools and
techniques (e.g., selecting
an instrument that
measures the desired
quantity-length, volume,
weight, time interval,
temperature-with the
appropriate level of
precision).
cells they can be passed
on to offspring
(inherited mutations),
but if they occur in
other cells, they can
only be passed on to
descendant cells only
(noninherited
mutations).
B4.2C- Describe
structure and function
of DNA.
B4.3A Compare and
contrast the processes
of cell division (mitosis
and meiosis) ,
particularly as those
processes relate to
production of new cells
and the passing on
genetic information
between generations.
populations, communities,
Atom
Atomic arrangement
Balanced force
Characteristics of life
Chemical compound
Element
Conflicting
interpretations
Evaluation of Science
Process
Experimental
Hypothesis
Length
Alternative
Explanation of Data
Cell
Conflicting
interpretations
Ethics in science
Evaluation of
Science Process
Fundamental Unit
of Life
Life sustaining
functions
Multi-cellular
Acceleration
Bias
Alternative
Explanation of Data
Cap and Trade
Carbon Dioxide
Conflicting
interpretations
Conservation of
energy
Constant speed
Deceleration
Direction of force
Bias
Alternative
Explanation of Data
Cell
Cell division
Cell growth
Conflicting
interpretations
DNA
Egg cell
Ethics in science
Evaluation of
Science Process
Bias
Alternative
Explanation of Data
Conflicting
interpretations
Ecological role
Ecosystem
Ethics in science
Evaluation of
Science Process
Interdependence of
organisms
Species
and ecosystems including the
Great Lakes region. .
atmospheric carbon
dioxide levels and the
average global
temperature.
Bias
Alternative
Explanation of Data
Conflicting
interpretations
Earth systems
Ethics in science
Evaluation of
Science Process
Heat emission
Heat convection
Heat energy
Radiation
Milwood Magnet School
Curriculum Sequencing Map
8th Grade Science
Formative
Assessments
Mass
Measurement
Micro
Molecule
Nano
Nanotechnology
oxygen
Scale
Volume
Weight
organism
Photosynthesis
Equation
Carbon Dioxide
Glucose
Formula
Protein
Carbohydrates
Respiration
Direction of motion
Energy source
Ethics in science
Evaluation of
Science Process
Evidence of Inertia
Formula
Greenhouse gases
Newton’s Laws of
motion
Speed
Unbalanced force
Gene
Mitosis
Meiosis
Specialized cell
Specialized organ
Specialized tissue
Species diversity
Invasive
Native
Lithosphere
Photosynthesis
Surface run-off
Water cycle
Guide 1- Measurement Penny
Boat Assessment
Guide 2-Quiz and Drawing of
six elements
Guide 3- Paragraph on
Nanotechnology
Guide 1- Foldable,
drawing of Direct and
Indirect Energy,
Photosynthesis Lab on
Starches and Stomata,
Leaf Job application Quiz.
Guide 2- Students do a lab
on proteins and lipids,
mass in plants, and the
follow-up of the Leaf Job
application.
Guide 1- Pre and Post
Test , position paper for
main team project
Guide 2Pre-Test- Post Test
Students will create a
picture of a body cell with
its organelles labeled.
Students will be quizzed
on Mitosis.
-Students will create a
graph of their invasive
species and an explanation
of how the number of
invasive species has
affected the ecosystem.
B3.4B/B3.4C
-Students will be quizzed
over ecosystems and how
species are affected by
changes.
-Students will create a
newspaper article that is
35 words long explaining
the consequences of an
invading organism on the
survival of other
organisms and the
influences of population
growth of that species
with a graph representing
the data.
B3.5A/B3.5B/B3.5C
-Team project Science
Portion- 35 word article to
be added to the team
-Foldable- Earth’s
systems/ CO2 output in
each system/human affect
on the system
E2.4B/E2.1B
-Students identify at least
five things that could be
changed in a home to
make it green with a
minimum of two works
cited (MLA) and a five
sentence summary on how
Carbon affects the
environment.E5.4A/E5.4C
-Team project Science
portion- Five sentence
summary.
-Students will be tested on
all benchmarks through
written and/or oral testing.
Guide 3- Students will
support their position on
what type of farming
practice should be used on
Michigan’s farms.
Students will create a Flip
video about the process of
cell division.
-Students will create a
presentation on how stem
cells are made, divided
and are used in the current
research for a specific
disease/condition.
-Students will be tested on
all benchmarks through
written and/or oral testing.
Milwood Magnet School
Curriculum Sequencing Map
8th Grade Science
newspaper.
-Students will be tested on
all benchmarks through
written and/or oral testing.
Resources &
Materials
Measurement Lab
Rulers and meter sticks
Thermometers
Electric Thrermometers
Triple beam balances
Electric balances
Spring Scales
Clock or stopwatches
Aluminum Foil
Scissors
Pennies or Washers (200)
Atoms
Chemistry Books
Cardstock for postcards
Colored pencils/markers
Atoms Quiz
Periodic tables in the back of
the book.
Paper for Drawings
Rubric for Drawings.
Colored Pencils/Markers
Nanotechnology
MEMS BOOKSTeacher sites for nano activities
Hand height
Height chart and Nano days
information
http://www.nisenet.org/
Nasturtium leaves
Nano cloth
Extenda sites
http://www.nanowerk.com/n_n
eatstuff.html
http://www.nanooze.org/
Paper
Colored pencils
Photosynthesis flash
cards.
Food FactoryFun foam in white, red,
yellow, purple, green,
blue,
Exercise #1- paper,
four plants with
different colors of
construction papers
(black, blue, red, green)
on their leaves two
leaves needed per class.
200 ml of water in a
600 ml beaker, 100 ml
of 80% ethyl alcohol in
a 250 ml beaker. Hot
Plate, eyedropper, Petri
Dish, tweezers, Lugol's
iodine solution, paper
towel , writing utensil
Exercise #3Copy of Exercise #3
Leaf Stomata Exercise,
Prepared GeraniumsOne plant in the dark 24
hours before the lab,
one plant in the lightboth watered
sufficiently, clear nail
polish, tape,
microscope, glass slide.
Guide 1Copies of
Eating Energy
Hershey miniatures
Gloves, tape, baggies.
Opinion Activity
SA, A, U, D,SD signs,
tape, survey.
Too Cool for School
Tennis Ball containers,
thermometers, dirt, tape,
light bulb, light stand,
timer, datasheet.
United Streaming filmsSpaced out-Zero
Gravity,Zero Right and
Spaced out- Sorry Isaac?
Constant Speed Cars$22
http://store.schoolspecialty
online.net/OA_HTML/ibe
CCtpItmDspRte.jsp?item=
1419642&minisite=10029
Scalar vs. vectorhttp://www.grc.nasa.gov/
WWW/K12/airplane/vectors.html
Physics formulashttp://www.physicsformulas.com/
Acceleration Problems
and walk throughs-
Guide 1
Cell samples
Microscopes
Paper
Computer
DVD- STEM cellsHoward Hughes Institute
Guide 2
Flip video activity- paper
plates, clay, Flip videos
and site:
http://library.thinkquest.or
g/C0118084/Gene/Chrom
osomal_Inheritance/Stages
Mitosis.htm
Data Sheets
Graph Paper
Paper
Computer for research and
newspaper.
Invasive Species gamePaper, or chips of two
colors.
Articles on Sustainable
housing.
Floating Greenhouse
Carbon cycle poster
Student created drawing.
Foldable
Computer
Markers/pencils
WebsitesMichigan State University
invasive species –Invasion
card game.
Biodiversity plant game
Guide 3
Teacher websites:
Carbon camera site
http://abcnews.go.com/Te
chnology/global-warminggreenhouse-gasesdetected-flir-gas-findercameras/story?id=929646
5
Milwood Magnet School
Curriculum Sequencing Map
8th Grade Science
http://nanokids.rice.edu/
http://www.nansulate.com/nano
pioneer_kids_stuff.htm
Mass Lab- A growing
pot or 10 oz. plastic
cup, enough dirt for the
class to fill the cup,
clear plastic wrap, seed
( one per table)
Electronic balance,
pencil, lab paper.
Protein
station:
Biuret reagent, test
tubes or clear plastic
cups, pipettes, various
food
items
(milk,
yogurt, cheese, meat,
tofu,
apple,
potato,
yeast, cooked beans,
eggs, etc.), plates
Lipid station: Various
oils and fats (Olive oil,
sesame seed oil, grape
seed oil, peanut oil,
canola oil, walnut oil,
margarine, butter, lard,
Crisco etc.), milks with
various fat content (fat
free, 1%, 2% whole
milk), solution of egg
white, solution of egg
yolk, other solutions
with and without lipids
for Sudan red test,
brown
paper
bags,
cotton swabs, Sudan
III solution
Teacher websitesGLUCOSE LAB
http://www.sciencebuddie
s.org/science-fairprojects/project_ideas/Foo
dSci_p049.shtml?from=N
ewsletter
http://www2.franciscan.ed
u/academic/MathSci/Math
ScienceIntegation/MathSc
ienceIntegation-836.htm
Newton’s third- 8 Wooden
cars- Each need- piece of
wood, four pine wood
derby wheels/nails, three
nails, rubber band, cotton
string, ping pong ball, golf
ball, meter stick, matches
for teacher.
Newton’s first
Penny in a coffee can or
soup can- ruler, rubber
band, thin card board and
a penny
Balls in the Halls- table
with collapsible legs,
bowling ball, basketball,
ping pong ball. Data sheet.
Carpet
Sandpaper
Painters Tape
Ramps
Matchbox Cars
Stopwatches
Milwood Magnet School
Curriculum Sequencing Map
8th Grade Science
Speaker Mr. Corstange
Websites:
http://www.pbs.org/wgbh/nov
a/methuselah/media/photosyn
thesis.swf
United Streaming films
Unit
Summative
Assessment
Students will explain the
current innovations of
nanotechnology.
Students will suggest to
farmers in the area as to
whether or not they should
grow GMO produce.
Students will look at types
of transportation and how
Cap and Trade is being
considered to control
carbon emissions.
Presentation to students
and staff about how the
division of cells is the key
to stem cell therapy.
Additional
Information
Scientific Inquiry will be interwoven in all the units and taught throughout the year, covering the following state standards:
Newspaper article on how
different events occur and
their affect on the
ecosystem in 35 words.
Portfolio with science
information on what could
be changed on a house to
make it more green. Sites
and pictures included with
a short summery.