8th Grade Science Curriculum Map
Unit/Topic: Science is Everywhere
Core Content
Quarter: 1st
Academic Expectations
2.1
Students understand scientific ways of thinking and working and use those methods to solve real-life problems.
MA-08-4.1.4
Students will:
construct data displays (Venn diagrams, tables, line graphs, stem-and-leaf plots, circle graphs, scatter plots)
MA-8-DAP-S-DR1
Students will collect, organize, construct, analyze and make inferences from data in a variety of graphical methods (e.g., drawings,
tables/charts, pictographs, bar graphs, circle graphs, line plots, Venn diagrams, line graphs, steMA-and-leaf plots, scatter plots,
histograms, box-and-whiskers plots).
MA-8-DAP-U-1
Students will understand that quantitative literacy is a necessary tool to be an intelligent consumer and citizen.
MA-8-DAP-U-2
Students will understand that the collection, organization, interpretation and display of data can be used to answer questions.
MA-08-2.2.1
Students will convert units within the same measurement system and use these units to solve real-world
problems.
MA-8-M-U-1
Students will understand that there are two major measurement systems (U.S. Customary and metric) and either may be used to solve
problems.
SC-H-BC-U-5
Students will understand that in science the term theory is reserved to describe only those ideas that have been well tested through scientific
investigation. Scientific theories are judged by how well they fit with other theories, the range of observations they explain, how well they
explain observations and their usefulness in predicting new findings. Scientific theories usually grow slowly through contributions from many
investigators.
SC-H-BC-S-6
Students will distinguish between a scientific law, theory, hypothesis and unsupported supposition/claim.
SC-7-MF-S-8
Students will distinguish between weight (as a function of gravity) and mass (matter content) of an object
Literacy Standards
Key Ideas and Details
#3-Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks
Integration of Knowledge and Ideas
#7Integrate quantitative or technical information expressed in words in a text wit aversion of that information expressed
visually(e.g., in a flowchart, diagram, model, graph or table).
#8-Distinquish among facts, reasoned judgment based on research findings, and speculation in a text.
ACT Standards:
• perform experiments that require more than 1 step and display data gathered in a variety of formats (line, bar, pie)
formulate hypothesis, predictions, or conclusions based on the results of experiment.
• conduct a variety of simple experiments that makes use of and explains need for a control group.
• analyze/predict how the value of one variable changes relative to another.
• Read descriptions of actual experiments and justify whether the conclusions that were made support or contradict the
hypothesis. (science fair research, science journals, )
• ID and debug basic parts of experimental design
Length: 3 weeks
Essential Questions:
Learning Targets:
1. I can explain how each of my content classes at school is a part of science.
2. I can explain the difference between observation and an opinion.
3. I can define inference/infer.
4. I can make inferences based on observations.
5. I can explain the difference between an observation and an inference.
6. I can define and properly identify qualitative/quantitative data.
7. I can explain the difference between qualitative data and quantitative data.
8. I can identify the parts of line, bar, circle and picto graphs
9. I can properly construct line, bar, circle and picto graphs by using information from data tables.
10. I can analyze the information obtained from various types of graphs.
11. I can define and identify dependent, independent and control variables.
12. I can explain the difference between dependent, independent and control variables.
13. I can correctly use the factor label method for conversions between the two major measurement systems. (Customary
and metric)
14. I can use the tools of science to properly measure with precision and accuracy (ruler, mass, weight, volume, density etc).
15. I can define scientific law, theory, hypothesis and unsupported supposition/claim.
16. I can compare the difference between scientific law, theory, hypothesis and unsupported supposition/claim.
17. I can analyze text to determine if a scientific claim is valid.
18. I can discriminate between describe and explain.
Key Vocabulary
Essential:
Graphs/line,bar &pie
Qualitative data
Quanitative data
Independent variable/x asis
Dependent variable/y asis
Control variable
Scientific law
Scientific theory
Important:
Data
Variable
Mass
Weight
Volumn
Density
Supposition
Procedural:
Factor label
Observation
Fact/Opinion
Inference/infer
Describe
Explain
analyze
Literacy/Math/Tech
Connections:
Formative
Assessments:
Pretest
Bellwork
Exit slips
Entrance slip
Worksheets
Class discussion
Summative
Assessments
Post test:multiple choice
Performance
Explore pre
Explore post
Activities:
8th Grade Science Curriculum Map
Unit/Topic: P3- Properties, Particles, and PatternsStructure and Transformation of Matter
Quarter: 2nd
SC-08-1.1.1
Students will:
interpret models/representations of elements;
classify elements based upon patterns in their physical (e.g., density, boiling point, solubility) and chemical (e.g., flammability, reactivity)
properties.
Models enhance understanding that an element is composed of a single type of atom. Organization/interpretation of data
illustrates that when elements are listed according to the number of protons, repeating patterns of physical (e.g., density, boiling
point, solubility) and chemical properties (e.g., flammability, reactivity), can be used to identify families of elements with similar
properties.
DOK 2
SC-08-1.1.2
Students will understand that matter is made of minute particles called atoms, and atoms are composed of even smaller components. The
components of an atom have measurable properties such as mass and electrical charge. Each atom has a positively charged nucleus
surrounded by negatively charged electrons. The electric force between the nucleus and the electrons holds the atom together.
SC-08-1.1.3
Students will understand that the atom’s nucleus is composed of protons and neutrons that are much more massive than electrons.
SC-08-1.1.4
Students will describe interactions which cause the movement of each element among the solid Earth, oceans, atmosphere and organisms
(biogeochemical cycles)
Earth is a system containing essentially a fixed amount of each stable chemical atom or element that can exist in several different
reservoirs. The interactions within the earth system cause the movement of each element among reservoirs in the solid Earth, oceans,
atmosphere and organisms as part of biogeochemical cycles.
DOK 2
Length: 7 weeks
Learning Targets:
1. I can use a model to explain the effect of increasing and decreasing scale (in 2-D and 3-D).
2. I can identify the parts of an atom that make up its structure. (nucleus, electron cloud, neutron, electron, proton)
3. I can distinguish the parts of an atom based upon mass and charge. (proton, electron, neutron)
4. I can demonstrate, in words and pictures, how the size of an atom compares to a visible object.
5. I can understand that even the best representation of an atom does not depict what an atom is like.
6. I can distinguish between different forms of models.
7. I know what holds an atom together.
8. I can analyze multiple, basic atomic structure models for advantages and limitations.
9. I can identify the form of model to use.
10. I can modify the definition of matter (to include the concepts of atom and element).
11. I can explain the relationship between atoms and the conservation of matter.
12. I can use the existence of atoms to demonstrate the conservation of matter.
13. I can interpret evidence which supports the conservation of matter.
14. I can distinguish between different forms of models.
15. I can define element. (single type of atom)
16. I can classify atoms into element categories.
17. I can classify substances using reactivities into like groups (families).
18. I can describe patterns from periods and families from the periodic table.
19. I can predict missing elements based upon existing patterns.
20. I can identify chemical trends using atomic numbers and data in tables/graphs (flammability, reactivity)
21. I can identify physical trends using atomic numbers and data in tables/graphs (density, boiling point, solubility).
22. I can identify groups of elements with similar properties (metals, non-metals, non-reactive)
23. I can use reactivities to classify substances into like reactivity groups.
24. I can rank order reactivity based upon data patterns.
25. I can explain that the type of model you use is based upon the model’s purpose.
26. I can explain how models are predictive.
Key Vocabulary
Essential:
Nucleus
Proton (+)
Neutron (no charge)
Electron Cloud (-)
Electron (-)
Atom
Element
Atomic Number
Periodic
Family
Period
Important:
Relative mass
Relative charge
Procedural:
Model
Modeling
Scale
Powers of Ten
Infer
Inference
Matter
Conservation
System
Open (system)
Closed (system)
Trend
Literacy/Math/Tech
Connections:
Formative Assessments:
Summative Assessments
Pre-test,
Bellwork,
Questioning,
Homework,
Entrance slips,
Exit slips,
Probes,
Class discussion,
Projects,
Quizzes,
Observation,
Foldable
Post test
Open response
On demand
Activities:
Day 1:
Day 2:
Day 3:
Day 4:
Day 5:
8th Grade Science Curriculum Map
Unit/Topic: Force and Motion
Quarter: 3rd
Big Idea: Motion and Forces (Physical Science) Grade 8
Whether observing airplanes, baseballs, planets, or people, the motion of all bodies is governed by the same basic rules. At the middle level, qualitative
descriptions of the relationship between forces and motion will provide the foundation for quantitative applications of Newton’s Laws.
Academic Expectations
2.1 Students understand scientific ways of thinking and working and use those methods to solve real-life problems.
2.2 Students identify, analyze, and use patterns such as cycles and trends to understand past and present events and predict possible future events.
2.3 Students identify and analyze systems and the ways their components work together or affect each other.
Program of Studies: Understandings
SC-8-MF-U-1Students will understand that Isaac Newton developed a set of rules that can be used to describe and predict virtually all observed motion on Earth
and in the universe. These Laws of Motion demonstrate that the rules governing the Earth are the same as those controlling the rest of the observed universe.
SC-8-MF-U-2 Students will understand that preconceived expectations can influence what people actually observe, preventing them from detecting other results.
In order to maintain objectivity, different investigators should investigate the same question independently. For example, Newton’s Laws are widely accepted
because they have been verified by so many different observers.
SC-08-1.2.1
• Students will describe and explain the effects of balanced and unbalanced forces on motion as found in real-life phenomena.
Objects change their motion only when a net force is applied. Newton’s Laws of Motion are used to describe the effects of forces on the motion of objects.
DOK 3
ACT Standards:
• perform experiments that require more than 1 step and display data gathered in a variety of formats (line, bar, pie) formulate hypothesis, predictions, or
conclusions based on the results of experiment.
• conduct a variety of simple experiments that makes use of and explains need for a control group.
• analyze/predict how the value of one variable changes relative to another.
• Read descriptions of actual experiments and justify whether the conclusions that were made support or contradict the hypothesis. (science fair research, science
journals, )
• ID and debug basic parts of experimental design
Length: 7 weeks
Essential Questions:
“What makes an object’s motion change?”
“How can I explain and predict motion?”
Learning Targets:
1. I can use words to scientifically describe motion. This means that I can accurately, precisely and completely describe
motion in words.
2. I can distinguish between distance and change in position.
3. I can identify change in position as x.
4. I can distinguish between speed and velocity. (7th grade target)
5. I can scientifically describe motion with a constant velocity in words and with graphs.
6. I can describe the motion of an object represented by a velocity versus time graph.
7. I can distinguish between and describe the relationship between a position versus time graph and a velocity versus time
graph.
8. I can scientifically describe motion with changing velocity in words, with graphs and mathematically.
9. I can distinguish between constant velocity and acceleration.
10. I can collect and use data to show what happens when a constant net force is applied to an object.
11. I can use proportional relationships to make predictions about force and motion.
12. I can explain why changing direction is another form of acceleration.
13. I can describe the relationship between mass and the acceleration of an object subjected to a constant net force.
14. I can collect and use data to describe Newton’s 2nd Law of Motion.
15. I can explain the relationship between mass and inertia.
16. I can scientifically describe the way bodies interact.
17. I can summarize Newton’s three laws of motion and use them to explain/predict the motion of objects in real-life
situations.
Key Vocabulary
Essential:
velocity graph
Changing velocity,
final velocity,
initial velocity,
Δv,
Acceleration,
(Vector,
Scalar,)
constant net force, proportional
Circular motion,
Newton’s 2nd Law of Motion, directly
proportional, inversely proportional
Newton’s Laws of Motion-1st, 2nd, 3rd
Important:
Motion,
frame of reference, origin, position, direction, time,
speed,
velocity,
distance,
change in position (^ x),
graph,
Constant,
uniform motion, non-uniform motion,
Literacy/Math/Tech
Connections:
Formative
Assessments:
Pre-test,
Bellwork,
Entrance slips,
Exit slips,
Probes,
Class discussion,
Summative
Assessments
Post test
Force,
balanced force, unbalanced force,
net force,
Mass,
inertia,
Procedural:
scientific description
data,
interact
Activities:
8th Grade Science Curriculum Map
Unit/Topic: Energy in Earth Systems
Quarter: 3rd
SC-HS-4.6.8 Students will:
 describe the connections between the functioning of the Earth system and its sources of energy (internal and external).
 predict the consequences of changes to any component of the Earth system.
Earth systems have sources of energy that are internal and external to the Earth. The Sun is the major external source of energy. Two primary sources of internal energy are the
decay of radioactive isotopes and the gravitational energy from Earth’s original formation. DOK 3
SC-08-2.3.3 Students will:
 explain the transfer of Earth’s internal heat in the mantle (crustal movement, hotspots, geysers);
 describe the interacting components (convection currents) within the Earth’s system.
The outward transfer of Earth’s internal heat drives convection circulation in the mantle. This causes the crustal plates to move on the face of the
Earth. DOK 2
SC-08-2.3.2 Students will understand that earthquakes and volcanic eruptions can be observed on a human time scale, but many processes, such
as mountain building and plate movements, take place over hundreds of millions of years.
SC-HS-2.3.8 Students will:

predict consequences of both rapid (volcanoes, earthquakes)and slow (mountain building, plate
movement) earth processes from evidence/data and justify reasoning.
The Earth’s surface is dynamic; earthquakes and volcanic eruptions can be observed on a human time scale, but many processes, such as mountain
building and plate movements, take place over hundreds of millions of years.
DOK 3
Length: 3 weeks
Essential Questions:
How is the surface of Earth like a giant jigsaw puzzle?
How do Earth’s movements affect land features?
Why are magnetic patterns important?
Learning Targets:
1.
2.
3.
4.
5.
6.
7.
8.
9.
I can explain how Pangea formed.
I can define Wegener’s theory of continental drift. (old theory)
I can explain the evidence Wegener used to arrive at this theory.
I can define the theory of plate tectonics.
I can explain how scientist used the new data (magnetic banding) to arrive at the new theory of plate tectonics.
I can explain the process of convection.
I can explain how convection “recycles” earth’s crust.
I can explain the transfer of Earth’s internal heat in the mantle.
I can make predictions about the consequences due to rapid changes to Earth’s processes based on evidence/data (volcanoes,
earthquakes).
10. I can make predictions about the consequences due to slow changes to Earth’s processes based on evidence/data (mountain
building, plate movements).
11. I can compare/contrast the rapid and slow changes to Earth’s processes.
12. I can describe the connections between the functioning of the Earth system and its sources of energy (internal and external).
Key Vocabulary
Essential:
Convection
Dynamic earth
Subduction
Important:
Radioactive decay
Gravitational energy
Rapid earth processes
Slow earth processes
Plate tectonics
Mantle
Lithosphere
Asthenosphere
Crust
Mid-ocean ridge
Sea-floor spreading
Oceanic plates
Continental plates
Mantle Plume
Hot spots
Divergent
Convergent
Transform fault
Trench
Deep ocean trench
Collision
Ring of fire
Procedural:
interact
Literacy/Math/Tech
Connections:
Formative Assessments:
Summative Assessments
Pre-test,
Bellwork,
Questioning,
Homework,
Entrance slips,
Exit slips,
Probes,
Class discussion,
Projects,
Quizzes,
Observation,
Foldable
Post test
Open response
On demand
Activities:
Day 1:
Day 2:
Day 3:
Day 4:
Day 5:
8th Grade Science Curriculum Map
Unit/Topic: Interdependence
Core Content
Quarter: 4th
SC-HS-4.7.1
Students will:
 analyze relationships and interactions among organisms in ecosystems;
 predict the effects on other organisms of changes to one or more components of the ecosystem.
Organisms both cooperate and compete in ecosystems. Often changes in one component of an ecosystem will have
effects on the entire system that are difficult to predict. The interrelationships and interdependencies of these
organisms may generate ecosystems that are stable for hundreds or thousands of years.
DOK 3
SC-HS-4.7.5
Students will:
 predict the consequences of changes in resources to a population;
 select or defend solutions to real-world problems of population control.
Living organisms have the capacity to produce populations of infinite size. However, behaviors, environments and
resources influence the size of populations. Models (e.g., mathematical, physical, conceptual) can be used to
make predictions about changes in the size or rate of growth of a population.
DOK 3
SC-H-I-U-4
Students will understand that every ecosystem contains natural checks and balances, both biotic and abiotic, that
serve to limit the size and range of the populations contained within it.
Length: 5 weeks
Essential Questions: How does energy move through an
ecosystem?
How are the components of an ecosystem interrelated?
How does changing one part of an ecosystem affect the whole
ecosystem?
Learning Targets:
1. I can describe the levels of an ecosystem.
2. I can explain the difference between an organism, a population, a community and an ecosystem.
3. I can define autotroph by using my knowledge of producers.
4. I can define heterotroph by using my knowledge of consumers.
5. I can explain the difference between an autotroph and heterotroph.
6. I can demonstrate a food web by correctly showing the relationships between a given group of autotrophs and
heterotrophs.
7. I can define primary consumer by using my knowledge of food chains and herbivores.
8. I can define secondary and tertiary consumers by using my knowledge of food chains and carnivores.
9. I can define quaternary consumer by using my knowledge of food chains, food webs, carnivores and decomposers.
10. I can explain the difference between a primary secondary, tertiary and quaternary consumer.
11. I can describe the function of a trophic pyramid by using my knowledge of energy,producers and consumers.
12. I can define niche by making a comparison between human communities and communities found within ecosystems.
13. I can define interdependence by using my knowledge of the word depend and the prefix inter in relation to the term
interstate.
14. I can explain interdependence within ecosystems by using my knowledge of autotrophs, heterotrophs and their niche.
15. I can define biodiversity.
16. I can explain the importance of biodiversity to an ecosystem by using my knowledge of interdependence and food
webs.
17. I can define limiting factor by using my knowledge of the terms limit.
18. I can identify limiting factors by using my knowledge of factors that could serve to affect my health or survival and
apply them to ecosystems.
19. I can define density dependent by using my knowledge of the individual terms density and dependent and applying it
to populations within ecosystems.
20. I can define density independent by using my knowledge of the individual terms density and independent and
applying it to populations within ecosystems.
21. I can explain the difference between density dependent and density independent limiting factors and apply them to
populations within ecosystems.
22. I can define carrying capacity by using my experience of attending graduation or of a time when my bus took on extra
passengers from a bus that had broken down.
23. I can use my knowledge of interdependence to explain how changes in an ecosystem can determine carrying
capacity.
24. I can use my knowledge of interdependence and the importance of biodiversity to propose potential solutions to
problems within ecosystems.
Key Vocabulary
Essential:
Ecosystem
Interdependence
Carrying capacity
Limiting factor
Density dependent
Density independent
Trophic pyramid
Autotroph
Heterotroph
Primary consumer
Secondary consumer
Tertiary consumer
Quaternary consumer
Food web
Niche
Population sampling
Biodiversity
Important:
Organism
Population
Community
Producer
Consumer
Food chain
Procedural:
scientific description
data,
interact
Infer
Observation
Analyze
Literacy/Math/Tech
Connections:
Formative
Assessments:
Pre-test,
Bellwork,
Entrance slips,
Exit slips,
Probes,
Class discussion,
Summative
Assessments
Post Test
Activities:
8th Grade Science Curriculum Map
Unit/Topic: Human Impact
Core Content
Quarter: 4th
SC-HS-4.6.9
Students will:

explain the cause and effect relationship between global climate and weather patterns and energy transfer
(cloud cover, location of mountain ranges, oceans);
 predict the consequences of changes to the global climate and weather patterns.
Global climate is determined by energy transfer from the Sun at and near Earth’s surface. This energy transfer is
influenced by dynamic processes such as cloud cover and the Earth’s rotation and static conditions such as the
position of mountain ranges and oceans.
DOK 3
SC-HS-4.7.2
Students will:
 evaluate proposed solutions from multiple perspectives to environmental problems caused by human
interaction;
 justify positions using evidence/data.
Human beings live within the world's ecosystems. Human activities can deliberately or inadvertently alter the
dynamics in ecosystems. These activities can threaten current and future global stability and, if not addressed,
ecosystems can be irreversibly affected.
DOK 3
SC-HS-4.7.3
Students will:
 predict the consequences of changes to any component (atmosphere, solid Earth, oceans, living things) of
the Earth System;
 propose justifiable solutions to global problems.
Interactions among the solid Earth, the oceans, the atmosphere and living things have resulted in the ongoing
development of a changing Earth system.
DOK 3
SC-HS-4.7.5
Students will:
 predict the consequences of changes in resources to a population;
 select or defend solutions to real-world problems of population control.
Living organisms have the capacity to produce populations of infinite size. However, behaviors, environments
and resources influence the size of populations. Models (e.g., mathematical, physical, conceptual) can be used to
make predictions about changes in the size or rate of growth of a population.
DOK 3
SC-H-I-U-1
Students will understand that human beings are part of the Earth’s ecosystems. Human activities can,
deliberately or inadvertently, alter the equilibrium in ecosystems.
SC-H-I-U-2
Students will understand that unique among organisms, humans have the capability to impact other species on a
global scale both directly (e.g. selective breeding, genetic engineering, foreign species introductions) and
indirectly (e.g. habitat crowding, pollution, climate change).
SC-H-I-U-3
Students will understand that the appearance of new species always impacts the environment. In some cases
this impact can have global and profound significance (e.g. when ancient bacteria transformed the atmosphere to
an oxygen-rich environment).
SC-H-I-U-4
Students will understand that every ecosystem contains natural checks and balances, both biotic and abiotic, that
serve to limit the size and range of the populations contained within it.
SC-H-ET-U-11
Students will understand that weather and climate are the direct or indirect result of transfer of solar energy, and
changes in one part of the system may influence all of the others. The complexity of the system and the number
of variables involved requires very complex mathematical models in order to make accurate predictions.
SC-H-I-S-1
Students will explore ways to eradicate or lessen environmental problems caused by human interaction (e.g., examine programs for habitat
restoration or wildlife protection, automotive/industrial emissions standards)
SC-H-I-S-3
Students will analyze and describe the effects of events (e.g., fires, hurricanes, deforestation, mining, population growth and municipal
development) on environments from a variety of perspectives. Use data to propose ways of lessening impacts perceived as negative
SC-H-I-S-5
Students will analyze examples of environmental changes resulting from the introduction, removal, or reintroductions of indigenous or nonindigenous species to an ecosystem. Use information to predict future impacts of similar changes in other ecosystems
SC-H-I-S-7
Students will explore the causes, consequences and possible solutions to persistent, contemporary and emerging global issues relating
to environmental quality
SC-H-ET-S-12
Students will model and explain the relationships and energy flow existing in various Earth systems
SC-H-ET-S-13
Students will use weather data to model the complex interactions responsible for weather and climate
Length: 4 weeks
Essential Questions: How do humans impact global climate?
How do my choices impact global issues?
How does changing one part of an ecosystem affect the whole
ecosystem?
Learning Targets:
1. I can explain how the increasing human population can affect resources.
2. I can explain how the increasing human population can affect the populations of other organisms as well as the
human population itself.
3. I can define global climate.
4. I can describe the effects that global climate can have on weather patterns.
5. I can explain the importance of biodiversity to an ecosystem by using my knowledge of interdependence..
6. I can explain how humans impact the biodiversity of an ecosystem by using my knowledge of interdependence.
7. I can use my knowledge of interdependence to explain how changes in an ecosystem can determine carrying
capacity.
8. I can use my knowledge of interdependence and the importance of biodiversity to propose potential solutions to
problems within ecosystems.
9. I can explain how my actions and the actions of others can deliberately/directly alter/change an ecosystem.
10. I can explain how my action and the actions of others can inadvertently/indirectly alter/change an ecosystem.
Key Vocabulary
Literacy/Math/Tech
Connections:
Formative
Assessments:
Summative
Assessments
Essential:
Ecological succession
Global climate
Weather patterns
Invasive species
Biodiversity
Global issues
equilibrium
Important:
Energy transfer
Population
Limiting factor
Procedural:
scientific description
data,
interact
Infer
Observation
Analyze
Pre-test,
Bellwork,
Entrance slips,
Exit slips,
Probes,
Class discussion,
Post Test
Activities:
8th Grade Science Curriculum Map
Unit/Topic: Geologic Time
Quarter: 4th
The Earth and the Universe
The Earth system is in a constant state of change. These changes affect life on earth in many ways. Development of conceptual
understandings about processes that shape the Earth begin at the elementary level with understanding what Earth materials are and that
change occurs. At the middle level, students investigate how these changes occur. Finally, at the high school level, most of the
emphasis is on why these changes occur. An understanding of systems and their interacting components will enable students to
evaluate supporting theories of earth changes.
At the heart of elementary students’ initial understanding of the Earth’s place in the universe is direct observation of the earth-sunmoon system. Students can derive important conceptual understandings about the system as they describe interactions resulting in
shadows, moon phases and day and night. The use of models and observance of patterns to explain common phenomena is essential to
building a conceptual foundation and supporting ideas with evidence at all levels. In middle school, students begin to look beyond what
can be directly observed as they explore the earth-sun-moon system, as well as the rest of our solar system, employing the concept of
scale within their models. Patterns play an important role as students seek to develop a conceptual understanding of gravity in their
world and in the universe. High school is the time to bring all of the ideas together to look at the universe as a whole. Students will use
evidence to evaluate and analyze theories related to the origin of the universe and all components of the universe.
SC-HS-2.3.6
Students will:
 compare the limitations/benefits of various techniques ( radioactive dating, observing rock sequences and comparing fossils) for
estimating geological time;
 justify deductions about age of geologic features.
Techniques used to estimate geological time include using radioactive dating, observing rock sequences and comparing fossils to
correlate the rock sequences at various locations.
SC-08-2.3.1
Students will describe various techniques for estimating geological time (radioactive dating, observing rock sequences,
comparing fossils).
Techniques used to estimate geological time include using radioactive dating, observing rock sequences and comparing fossils
to correlate the rock sequences at various locations. Deductions can be made based on available data and observation of models
as to the age of rocks/fossils.
DOK 2
Length: 2 weeks
Essential Questions:
How is the Grand Canyon like a history book?
How old is Earth?
What is the difference between relative dating and absolute dating?
Learning Targets:
1.
2.
3.
4.
I can define relative dating and absolute dating.
I can compare and contrast relative dating and absolute dating.
I can explain how rock layers reveal information on Earth’s past.
I can identify and explain the clues used in relative dating: superposition, original horizontality, lateral continuity, cross-cutting
relationships, inclusions, faunal succession
5. I can analyze claims made about the age of the earth based on absolute dating.
Key Vocabulary
Essential:
Geology
Index fossil
Absolute dating
Relative dating
Pangea
Important:
Radioactive dating
Fossil
Geologic time scale
Element
Half-life
Cross cutting relationships
Lateral continuity
Superposition
Original horizontality
Inclusion
Faunal succession
Procedural:
Data
Observation
Infer
Literacy/Math/Tech
Connections:
Formative Assessments:
Summative Assessments
Pre-test,
Bellwork,
Questioning,
Homework,
Entrance slips,
Exit slips,
Probes,
Class discussion,
Projects,
Quizzes,
Observation,
Post test
Open Response
8th Grade Science Curriculum Map
Unit/Topic: The Universe
Core Content
Quarter: 4th(if time allows)
SC-HS-2.3.1
Students will:
 explain phenomena (falling objects, planetary motion, satellite motion) related to gravity;
 describe the factors that affect gravitational force.
Gravity is a universal force that each mass exerts on every other mass.
DOK 3
SC-HS-2.3.2
Students will:
 describe the current scientific theory of the formation of the universe (Big Bang) and its evidence;
 explain the role of gravity in the formation of the universe and it’s components.
The current and most widely accepted scientific theory of the mechanism of formation of the universe (Big Bang) places the origin of the
universe at a time between 10 and 20 billion years ago, when the universe began in a hot dense state. According to this theory, the universe has
been expanding since then. Early in the history of the universe, the first atoms to form were mainly hydrogen and helium. Over time, these
elements clump together by gravitational attraction to form trillions of stars.
DOK 2
SC-H-EU-U-1
Students will understand that gravity played an essential role in the formation of the universe and is one of the fundamental forces that
controls the function of the universe and the systems within it.
SC-H-EU-U-2
Students will understand that current estimates of the ages of the Earth (4.6 billion years) and the universe (10+ billion years) are based on a
variety of measurement techniques that have unique strengths and limitations. The same evidence that establishes the extreme age of the
universe also indicates its vastness.
MA-8-NPO-S-NS2
Students will provide examples of, describe and compare irrational and rational numbers (e.g., magnitude, order on a number line, scientific
notation, very large and very small integers, numbers close to zero).
Length: 3 weeks
Essential Questions: How does gravity affect the formation and function of the
universe?
Learning Targets:
1. I can use my knowledge of the scientific method to explain the difference between a belief and a theory.
2. I can explain the formation of the universe by analyzing the supporting evidence for the Big Bang theory.
3. I can explain the role of gravity in the formation and function of the universe.
4. I can use my knowledge of force and motion to describe the interaction of matter and gravity.
5. I can use my knowledge of scientific notation to analyze the supporting evidence for the Big Bang Theory and to
communicate and compare astronomical phenomena.
6. I can explain the real-life implications of current findings in Earth/space research.
7. I can communicate findings in a genuine form by exhibiting the traits of curiosity, honesty, openness and skepticism
Key Vocabulary
Literacy/Math/Tech
Connections:
Formative
Assessments:
Summative Assessments
Essential:
Important:
Procedural:
MA-08-1.1.2
Students will describe
and provide examples of
representations of
numbers (rational,
square roots, and  )
and operations in a
variety of equivalent
forms using models,
diagrams and symbols
(e.g., number lines, 10
by 10 grids, rectangular
arrays, number
sentences) based on
real-world and
mathematical problems.
MA-8-NPO-U-1
Students will understand
that numbers, ways of
representing numbers,
relationships among
numbers and number
systems are means of
representing real-world
quantities.
Activities:
Pre-test,
Bellwork,
Entrance slips,
Exit slips,
Probes,
Class discussion,
Post Test
8th Grade Science Curriculum Map
Unit/Topic: The Life Cycle of Stars
Core Content
Quarter: 4th(if time allows)
SC-HS-2.3.3
Students will explain the origin of the heavy elements in planetary objects (planets, stars).
Some stars explode at the end of their lives, and the heavy elements they have created are blasted out into space to form the next
generation of stars and planets.
DOK 2
SC-HS-2.3.4
Students will understand that stars have life cycles of birth through death that are analogous to those of living organisms. During their lifetimes,
stars generate energy from nuclear fusion reactions that create successively heavier chemical elements.
SC-H-EU-U-3
Students will understand that stars have cycles of birth and death, and the lives of large stars end in explosions that provide the
elements to create new stars and planets. All living things on Earth are also formed from this recycled matter.
SC-H-EU-U-8
Students will understand that curiosity, honesty, openness and skepticism are highly regarded in science, and are incorporated into the
way science is carried out.
Length: 3 weeks
Essential Questions: How is a stars life cycle similar to a human
beings?
Learning Targets:
1.
2.
3.
4.
5.
6.
7.
8.
I can use my knowledge of gravity to analyze the supporting evidence for the nebular theory.
I can use my knowledge of the nebular theory to explain the formation of the solar system.
I can explain how gravity aids in the formation and function of the universe.
I can use my knowledge of force and motion to describe the interaction of matter and gravity.
I can use my knowledge of the nebular theory to describe the life cycle of stars.
I can use my knowledge of the life cycle of stars to describe the products of their birth/death.
I can use my knowledge of gravity and the life cycle of stars to predict the consequences of their deaths.
I can use my knowledge of gravity and the nebular theory to explain real-life implications of current findings in
Earth/Space research.
9. I can communicate findings in a genuine form by exhibiting the traits of curiosity, honesty, openness and
skepticism.
Key Vocabulary
Essential:
Gravitational force
Law of Universal Gravitation
Revolution
Rotation
Spectroscopy
Nebula
Important:
Solar system
Axis
Orbit
Astronomical unit
Planet
Stars
Sun
Galaxy
Light year
Nuclear fusion reaction
Literacy/Math/Tech
Connections:
Formative
Assessments:
Pre-test,
Bellwork,
Entrance slips,
Exit slips,
Probes,
Class discussion,
Summative
Assessments
Post Test
Procedural:
scientific description
data,
interact
Infer
Observation
Analyze
Activities: