1
LEE COUNTY SCHOOLS
8th Grade Essential
Science Standards Science
Curriculum
2012-2013
2
8th Grade Pacing Guide (2015-16)
Order
Taught
1
2
Unit
# of Weeks
(dates)
Scientific method/ lab
safety
1 week
Microbiology/ viruses/
molecular bio
about 6 weeks
(Aug. 24 - Aug. 28)
(Aug. 31 - Oct. 2)
Standard
No essential standards for this - just good to go
over
(August 31- September 23) 5 weeks Microbio 8.L.1 Understand the structure and hazards
caused by agents of disease that affect living
organisms.
(Sept. 24 - Oct. 2) 1 week Molecular Bio - 8.L.5
Understand the composition of various
substances as it relates to their ability to serve as
a source of energy and building materials for
growth and repair of organisms
(8.L.5.2 is good to stick with microbio because it is
talking about health- what people need to do /
eat to stay healthy)
3
4
Ecosystems/
biotechnology
Earth History/
Evolution & Genetics
4 weeks
(Oct. 5 - Nov. 5)
5 weeks
(Nov 6. - Dec. 18)
****8.L.5.1 I suggest teaching this one with the
ecosystems unit because it is dealing with food
and energy - autotrophs/heterotrophs) so it
blends well with ecosystems
(Oct. 8 - Oct. 21) 2 weeks Ecosystems -8.L.3
Understand how organisms interact with and
respond to the biotic and abiotic components of
their environment.
AND ****8.L.5.1 I suggest teaching this one with
the ecosystems unit because it is dealing with
food and energy - autotrophs/heterotrophs) so it
blends well with ecosystems
(Oct. 22 - Nov. 5) 2 weeks Biotechnology -8.L.2
Understand how biotechnology is used to affect
living organisms.
4 weeks (Nov. 6 - Dec. 8) - Earth history 8.E.2
Understand the history of Earth and its life forms
based on evidence of change recorded in fossil
records and landforms.
1 week Evolution and Genetics (Dec. 9 -17-
3
*18th = ½ day) 8.L.4 Understand the evolution of
organisms and landforms based on evidence,
theories and processes that impact the Earth over
time.
5
6
Energy Conservation
and Transfer
2 weeks
Hydrosphere
7 weeks
(Jan 4 - Jan. 15)
(Jan 20 - March 9)
7
Matter: Properties and 7 weeks
(March 10- May 11)
Change
8
Review
2 weeks
( May 12 - May 25)
8.P.2 Explain the environmental implications
associated with the various methods of obtaining,
managing and using energy resources.
8.E.1 Understand the hydrosphere and the impact
of humans on local systems and the effects of the
hydrosphere on humans.
8.P.1 Understand the properties of matter and
changes that occur when matter interacts in an
open and closed container.
Review ALL units/ standards for 8th grade science
EOG (end of grade) test.
**Dates are subject to change (the current dates are for the 2015-16 Calendar)
4
Grade: 8
Essential Standard #: 8.E.1
Understand the hydrosphere and the
impact of humans on local systems
and the effects of the hydrosphere on
humans.
Course: Science
Clarifying Objectives:
8.E.1.1 Explain the structure of
the hydrosphere including: water
distribution on earth, local river
basin and water availability.
Learning Targets: (The Learner Will)
 Describe the qualities of the three
states of water (solid, liquid and gas)
and the energy transfers that coincide
with the state changes.
 Recognize the phases of the
hydrosphere.
 Recognize areas of the hydrosphere
where fresh water is available to
humans.
 Analyze the total percentage of the
Earth’s water including both salt
water and the different fresh water
locations.
 Analyze the percentages of fresh
water found in ice, the ground, and
the atmosphere and river systems.
 Recognize where salt water resources
are located.
 Recognize the North Carolina River
Basins on a map.
 Explain the parts of a major river
system.
 Explain the uses of water
underground.
 Assess how the structure of the
hydrosphere supports life on Earth.
 Recognize where the Lee County
water supply comes from.
Essential Terminology:
Hydrosphere, river basin, iceberg, glacier,
ground water, artesian well, water shed,
cohesion, aquifer, tributary, headwater, run
off, Universal Solvent.
Unit: Earth Science
Instructional Days:
3
Recommended Resources:
Chapter 2
Prentice Hall Science Explorer 8th Grade Online Textbook
https://www.pearsonsuccessnet.com/
Online (only links specific to this standard):
DPI Support Activities (for Goal 3):
http://www.ncpublicschools.org
/docs/curriculum/science/
middlegrades/8thsciencesupport.pdf
United Streaming
Magic School Bus – Wet all over
5
Other Web Resources: http://oceanworld.tamu.edu/
(Teacher info and student activities)
http://h2o.enr.state.nc.us/
(NC division of water quality)
http://nsidc.org/glaciers/ (Info. about glaciers)
http://www.mbgnet.net/fresh/
rivers/index.htm
(Info. about rivers and watersheds)
http://ga.water.usgs.gov/edu/
waterdistribution.html
(Info. on water distribution)
http://h2o.enr.state.nc.us/basinwide/
whichbasin.htm
http://www.soil.ncsu.edu/programs
/septicsystem/septicRiverbasin.html
(NC River Basins)
DPI Support Activities (for Goal 3):
http://www.ncpublicschools.org
/docs/curriculum/science/
middlegrades/8thsciencesupport.pdf
Study Island Review
Essential Readings:
Chapter 2
Prentice Hall Science Explorer 8th Grade Online Textbook
https://www.pearsonsuccessnet.com/
Essential Questions:
Illustrate the hydrologic cycle and explain the processes involved in recycling water throughout the
globe?
Explain how water is distributed throughout the hydrosphere giving the percentages of where fresh
water is held?
What energy source allows water to circulate through the Hydrosphere?
Where are the local rivers and water supplies for Lee County?
Activating Strategy:
Suggested Instructional Tasks:
Have students write an essay/ cartoon as if they were a water molecule traveling through the water cycle.
Water Dance
Literacy Component:
Summarizing Strategy:
6
Support for Differentiation:
ELL
EC
Sample Formative Assessment (aligned to Learning Target):
AIG
7
Grade: 8
Common Core/Essential
Standard #: 8.E.1
Understand the
hydrosphere and the
impact of humans on
local systems and the
effects of the
hydrosphere on humans.
Course: Science
Unit: Earth Science
Clarifying Objective: 8.E.1.2
Instructional Days:
Summarize the evidence that Earth’s
oceans are reservoirs of nutrients,
dissolved gases, and life forms:
 Estuaries
 Marine ecosystems
 Upwelling
 Behavior of gases in the marine
environment
 Deep ocean technology and
understandings gained
Learning Targets:
Recommended Resources:
 Define an estuary.
 Distinguish between the four types of estuaries.
Prentice Hall Online Textbook
 Compare and contrast the characteristics of each
type of estuary.
 Describe the habitats and the organisms found
within the four types of estuaries.
 Evaluate human dependence on estuaries.
 Label the ocean zones.
 Describe the minerals and nutrients in each ocean
zone.
 Compare and contrast the various types of plant and
animal life in each zone.
 Describe the chemical composition of the ocean.
Identify and explain what a coral reef and give an
example.
 Identify and explain the major threats to coral reefs.
 Identify and explain ways coral reefs benefit humans
and other organisms.
 Recognize the concept of upwelling
 Discuss the positive and negative affects of
upwelling on humans and marine organisms.
 Compare and contrast the different types of
technology used to map the ocean floor.
 Analyze and examine the properties of the
hydrosphere and justify the different processes that
occur in Earth’s water to sustain life.
 Summarize evidence that Earth’s oceans are a
reservoir of nutrients, minerals, dissolved gases and
life forms.
5
8
Essential Terminology:
Estuaries, upwelling, downwelling, salinity, nekton, biotic, a
biotic, community, plankton, phytoplankton and zoo
plankton, decomposers, consumers, food web,
bioluminescent, ecology, continental shelf, continental
slope, abyssal plane, trench, mid ocean ridge, benthos,
surface zone, transition zone, water column
Online (only links specific to this
standard):
Other Web Resources:
http://www.epa.gov/owow/estuaries/
(National Estuary Project)
http://www.estuarylive.org/
(Virtual field trips to estuaries)
http://www.pbs.org/oceanrealm/
(Secrets of the Ocean Realm)
http://www.pmel.noaa.gov/vents/
nemo/explorer/concepts/tools.html (Info.
about technology associated with ocean
exploration)
http://www.extremescience.com/
deepcreat5.htm
(Creatures in the deep ocean)
http://museum.gov.ns.ca/mnh/
nature/nhns/t6/t6-3.htm
(Info on the ocean.)
http://www.jason.org/public/home.aspx (A
nonprofit subsidiary of the National
Geographic Society which includes info
about the neritic zone)
http://seawifs.gsfc.nasa.gov/ocean
_planet.html
(Neritic Zone info.)
http://oceanservice.noaa.gov/ (Neritic Zone info.)
http://www.mbgnet.net/
salt/oceans/index.htm
(Info. about marine and freshwater
ecosystems)
http://manta.uvi.edu/coral.reefer/
(Coral reef info.)
DPI Support Activities (for Goal 3):
http://www.ncpublicschools.org
/docs/curriculum/science/
middlegrades/8thsciencesupport.pdf
Essential Readings:
Chapter 5-Prentice Hall Science Explorer 8th Grade Online Textbook
https://www.pearsonsuccessnet.com/
Write to Learn
Essential Question:
How can humans manage and sustain marine resources?
How are the zones of the oceans alike/different and how do they work together?
How does the use of deep ocean technology provide us with a broader understanding of ocean
ecosystems around the world?
9
Activating Strategy:
Suggested Instructional Tasks:
Compare and contrast different marine ecosystems. (Kelp forest, coral reef, neritic zone, nekton, and abyssal plain.)
Ocean Zone Drawing
Design an ocean organism
Finding Nemo (Movie) with Questions
Literacy Component: Reading
Writing
Summarizing Strategy:
Support for Differentiation:
ELL
EC
Sample Formative Assessment (aligned to Learning Target):
AIG
10
Grade: 8
Common Core/Essential
Standard #: 8.E.1
Understand the
hydrosphere and the
impact of humans on
local systems and the
effects of the
hydrosphere on humans.
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Course: Science
Unit: Earth Science
Clarifying Objective: 8.E.1.3
Instructional Days:
Predict the safety and potability of
water supplies in North Carolina based
on physical and biological factors,
including;
 Temperature
 Dissolved Oxygen
 pH
 Nitrates and phosphates
 Turbidity
 Bio-indicators
Learning Targets:
Recommended Resources:
Infer how consequences of temperature change of
water is important ecologically
Discuss the implication of temperature increasing
and decreasing
Recognize the effect of temperature change in
bodies of water during the change of seasons.
Recognize aquatic organisms need a certain amount
of dissolved oxygen in order to survive.
Recognize how dissolved oxygen is added to water.
Measure the amount of dissolved oxygen in water
samples at different temperatures.
Characterize the components that define freshwater
and marine water.
Make a prediction about the effect of different
oxygen levels on fish, to gather data, and to arrive at
some scientific conclusion.
Examine the effects of light on dissolved oxygen, the
effects of changes in dissolved oxygen on pH, and
difference in pond/aqua-rial water before and after
sterilization.
Recognize the pH of water affects the quality of
water.
Recognize the effects phosphates and nitrates have
on water quality.
Identify how phosphates and nitrates enter into the
water supply.
Discuss the clarity/turbidity of water and how clarity
is important when producing drinking water for
human consumption and in many manufacturing
uses.
Define how turbidity is measured.
Analyze turbidity guidelines for drinking water.
Test water samples for pH, dissolved oxygen,
turbidity, bioindicators, and bacteria populations.
4
11
Essential Terminology:
Turbidity, pH, nitrates, phosphates, point source pollution,
nonpoint source pollution,
Online (only links specific to this
standard):
Other Web Resources:
http://www.k12science.org/realtimeproj.ht ml
(Real Time Data Projects)
DPI Support Activities (for Goal 3):
http://www.ncpublicschools.org
/docs/curriculum/science/
middlegrades/8thsciencesupport.pdf
Study Island Review
Essential Readings:
Chapter 3-Sections 1-3
Chapter 4-Section 3
Prentice Hall Science Explorer 8th Grade Online Textbook
https://www.pearsonsuccessnet.com/
Essential Question:
What is the importance of dissolved oxygen to marine life?
What parameters determine if a body of water is healthy?
How are these parameters tested?
What is pH and how is it tested?
If biological factors are not at a healthy range, what precautions can be implemented to prevent the
destruction of bodies of water?
Activating Strategy:
Suggested Instructional Tasks:
Water Quality Monitoring of NC waterways
Literacy Component: Reading
Write to Learn Summarizing Strategy: Earth’s
Waters: 2. 3 Freshwater Pollution
Writing
12
Summarizing Strategy:
Support for Differentiation:
ELL
EC
Sample Formative Assessment (aligned to Learning Target):
AIG
13
Course: Science
Grade: 8
Essential Standard #: 8.E.1
Understand the hydrosphere and the
impact of humans on local systems and
the effects of the hydrosphere on
humans.
Clarifying Objectives:
Instructional Days:
8.E.1.4 Conclude that the good
health of humans requires:
--Monitoring of the
hydrosphere
-- Water quality standards
-- Methods of water treatment
-- Maintaining safe water
quality
-- Stewardship
Learning Targets: (The Learner Will)
 Understand why the Clean
Water Act was passed in 1972.
 Explain how agriculture and
industrial pollutants get into the
hydrosphere and what can be
done to limit this impact.
 Understand how water is treated
to make it potable.
 Explain how over fishing
negatively impacts the
biodiversity of the ocean eco
system.
Essential Terminology:
Pollutants, point source pollution, non-point
source pollution, potable
Unit: Earth Science
Recommended Resources:
http://www.p2pays.org?
(Technical information and pollution prevention in
NC)
http://h2o.enr.state.nc.us/nps/whatisnps.ht m
(Information on non-point pollution in
NC)
DPI Support Activities (for Goal 3):
http://www.ncpublicschools.org
/docs/curriculum/science/
middlegrades/8thsciencesupport.pdf
Online (only links specific to this standard):
United Streaming
Magic School Bus – Gets Swamped
DPI Support Activities (for Goal 3):
http://www.ncpublicschools.org
/docs/curriculum/science/
middlegrades/8thsciencesupport.pdf
Study Island Review
Essential Readings:
Reading: “What is a Wetland, Anyway?”
Chapter 3-- Sections 1-3
Chapter 4 -- Section 3
Chapter 2-Prentice Hall Science Explorer 8th Grade Online Textbook
https://www.pearsonsuccessnet.com/
3
14
Essential Questions:
How do we monitor the quality of our water?
What are the standards for water quality?
How is water treated to make it usable by humans?
How do pollutants get into the hydrosphere?
How can we be good stewards of our water supply?
Activating Strategy:
Field Trip to Agape Center for Environmental Education Curriculum
Suggested Instructional Tasks:
Use the Internet to research
sources of pollution in a NC
water system.
Pollution, Pollution what’s your solution?
NCDPI reading test bank:
“ The US no water to waste”
Literacy Component:
Write to Learn Summarizing Strategy: Earth’s Waters: 2. 3
Freshwater Pollution
Summarizing Strategy:
Support for Differentiation:
ELL
EC
Sample Formative Assessment (aligned to Learning Target):
AIG
15
Grade: 8
Common Core/Essential
Standard #: 8.L.1
Understand the structure
and hazards caused by
agents of disease that
effect living organisms
Course: Science
Clarifying Objective: 8.L.1.1
Summarize the basic characteristics of
viruses, bacteria, fungi and parasites
relating to the spread, treatment and
prevention of disease
Learning Targets:
Describe how microbes are classified.
Identify microbes in the body.
Identify microbes that are pathogens.
Compare and contrast viruses and bacteria.
Describe how infectious disease spreads.
Unit: Life Science
Instructional Days:
4
Recommended Resources:
DPI Power Point – Microbes and
Disease http://www.dpi.state.nc.us/
curriculum/science/units/middle/
DPI Support Activities (for Goal 5):
http://www.ncpublicschools.org
/docs/curriculum/science/
middlegrades/8thsciencesupport.pdf
Identify diseases caused by viruses, bacteria and protists.
Compare and contrast vaccines and antibiotics.
Identify ways to reduce the risk of infection.
Investigate products used for anti-microbial purposes.
Essential Terminology:
Active immunity, Algae, Antibiotic, Antibody, Antimicrobial
product, Bacteria, Capsid, Capsule, Carrier, Contagion,
Disease, Eukaryote, Flagellum, Infectious disease, Influenza,
Noninfectious disease, Parasite, Pathogen, Polio,
Prokaryote, Protozoan, Small pox, Vaccine, Virus, AIDS,
Fungi, Lyme Disease, bacterial and viral meningitis, Leprosy,
West Nile, Ebola, spherical, rodlike, spiral, corkscrew,
yellow fever, colonies, Microbiology
Online (only links specific to this
standard):
http://www.cellsalive.com/
(Visual tour of different microbes types)
http://mrscienceut.net/MicroWebQuest. html
(The Good, The Bad, and The Ugly web
quest)
United Streaming: Understanding:
Viruses
16
Essential Readings: Chapter 11(8th Grade Science Book)
Essential Question:
How do viruses differ from living things?
What is the basic structure of a virus?
How do viruses multiply?
How do the cells of bacteria differ from those of Eukaryotes?
What do bacteria need to survive?
Under what conditions do bacteria thrive and reproduce?
What positive roles do bacteria play in people’s lives?
How do infectious diseases spread?
What treatments are effective for bacterial and viral diseases?
How can you prevent yourself against infectious diseases?
What are the characteristics of animal-like, plant-like and funguslike protists?
How does a disease spread?
Activating Strategy:
Suggested Instructional Tasks:
Literacy Component: Reading
Writing
17
Summarizing Strategy:
Support for Differentiation:
ELL
EC
Sample Formative Assessment (aligned to Learning Target):
AIG
18
Grade: 8
Common Core/Essential
Standard #: 8.L.1
Understand the structure
and hazards caused by
agents of disease that
effect living organisms
Course: Science
Clarifying Objective: 8.L.1.2
Explain the difference between
epidemic and pandemic as it relates to
the spread, treatment and prevention
of disease.
Learning Targets:
Compare the major vectors.
Investigate the vectors that caused major epidemics and
pandemics.
Describe the difference between an epidemic and pandemic.
Identify ways to reduce the risk of infection.
Essential Terminology:
Center for Disease Control, Carrier, Contagion, Epidemic,
Pandemic, Vector, Small Pox, Tuberculosis, Influenza, Typhoid
fever, World Health Organization, Microbe, Host, biomedical
research, industrial microbiology
Unit: Life Science
Instructional Days:
2
Recommended Resources:
TASC Lab – Virus Tracker
Movie-“I am Legend”
Online (only links specific to this
standard):
Pandemic 3
Essential Readings: Ch11
Essential Question:
What is a vector?
What is the difference between an epidemic and pandemic?
What are examples of both epidemics and pandemics?
What strategies are being used to reduce the risk of and the treatment of these infections?
What role does the CDC and the WHO play in reducing the risk of these infections?
Activating Strategy:
19
Suggested Instructional Tasks:
Literacy Component: Reading
Writing
Summarizing Strategy:
Support for Differentiation:
ELL
EC
Sample Formative Assessment (aligned to Learning Target):
AIG
20
Grade: 8
Common
Core/Essential
Standard #: 8.L.2
Understand how
biotechnology is
used to affect
living organisms.
Course: Science
Clarifying Objective: 8.L.2.1
Summarize aspects of biotechnology
including:
Specific genetic information available
Careers
Economic benefits to North Carolina
Ethical Issues
Implications for agriculture
Learning Targets:
Describe careers in biotechnology.
Unit: Life Science
Instructional Days:
2
Recommended Resources:
Describe the economic benefits of biotechnology to North
Carolina.
Describe ways that biotechnology is used and how it affects our
daily life.
Essential Terminology:
Biotechnology, DNA , Mutagen, Mutation, RNA, Microbial,
Agriculture, Genetics, Food Science, Microbial Hazard,
Bioremediation, Genetic Modification, Cloning
Online (only links specific to this standard):
http://www.ncbiotech.org/
(The NC Biotechnology
Center)
http://www.duke.edu/web/mm
s190/biotech/resources.html
(NC and the Global Economy
– Biotechnology)
http://chronicle.com/free/v54/i
02/02a00101.htm (Article on
building NC economy with
biotechnology)
Essential Readings: Page 404-405 Science Book
21
Essential Question:
What is the role of DNA in the field of Biotechnology?
How is Biotechnology important for NC?
Activating Strategy:
Suggested Instructional Tasks:
Literacy Component: Reading Writing
Summarizing Strategy:
Support for Differentiation:
ELL
EC
Sample Formative Assessment (aligned to Learning Target):
AIG
22
Grade: 8
Common Core/Essential
Standard #: 8.L.3
Understand how organisms
interact with and respond
to the biotic and abiotic
components of their
environment.
Course: Science
Clarifying Objective: 8.L.3.1
Explain how factors such as food, water,
shelter, and space affect populations in
an ecosystem.
Learning Targets:
Understand that energy can be transferred from one form to
another.
Explain how factors like food, water, shelter, and space affect
populations in an ecosystem.
Understand that all food energy starts with the sun.
Define a habitat.
Understand that each species has an unique role in its
environment.
Essential Terminology:
niche, biotic, abiotic, thermal energy, habitat, Mr.Sun, species,
organism, community
Unit: Life Science
Instructional Days:
Recommended Resources:
Online (only links specific to this
standard):
Essential Readings: Ch. 12 (6th grade textbook)
Essential Question:
Which systems provide the optimal growth under certain conditions?
Why is the interaction of an organism essential for its survival?
What abiotic factors affect growth and survival of organism?
How does habitat destruction affect biodiversity?
What is a niche?
Activating Strategy:
3
23
Suggested Instructional Tasks:
Literacy Component: Reading
Writing
Summarizing Strategy:
Support for Differentiation:
ELL
EC
Sample Formative Assessment (aligned to Learning Target):
AIG
24
Grade: 8
Common Core/Essential
Standard #: 8.L.3
Understand how organisms
interact with and respond
to the biotic and abiotic
components of their
environment.
Course: Science
Unit: Life Science
Clarifying Objective: 8.L.3.2
Instructional Days:
Summarize the relationship among
producers, consumers and decomposers
including the positive and negative
consequences of such interactions
including:
Coexistence and cooperation
Competition (Predator/Prey)
Parasitism
Mutualism
Learning Targets:
Recommended Resources:
Construct a food chain and a food web
Understand that energy flows through ecosystems in one
direction, from the sun through producers to consumers to
decomposers.
Explain how changes in habitat may affect organisms.
Essential Terminology:
Ecosystem, Producer, consumer, decomposer, predator, prey,
mutualism, parasite, parasitalism, commensalism, symbiosis,
photosynthesis, offspring, Nitrogen cycle, food web, aquatic,
terrestrial, coexist
3
Online (only links specific to this
standard):
Essential Readings: Ch. 12 (6th grade textbook)
Essential Question:
What role do the producer, consumer and decomposer play in a food chain and food web?
What is a parasite?
How do relationships like symbiosis, commensalism and mutualism affect the ecosystem?
What happens to an ecosystem when there is a disturbance?
What are the major ecosystems?
How can aquatic and terrestrial ecosystems be connected?
Activating Strategy:
25
Suggested Instructional Tasks:
Literacy Component: Reading
Writing
Summarizing Strategy:
Support for Differentiation:
ELL
EC
Sample Formative Assessment (aligned to Learning Target):
AIG
26
Grade: 8
Common Core/Essential
Standard #: 8.L.3
Understand how organisms
interact with and respond
to the biotic and abiotic
components of their
environment.
Course: Science
Clarifying Objective: 8.L.3.3
Explain how the flow of energy within a
food web is interconnected with the
cycling of matter (including water,
nitrogen, carbon dioxide and oxygen).
Learning Targets:
Evaluate the significance of photosynthesis to other organisms:



Unit: Life Science
Instructional Days:
2
Recommended Resources:
The major source of atmospheric oxygen is
photosynthesis.
Carbon dioxide is removed from the atmosphere and
oxygen is released during photosynthesis.
Green plants are the producers of food that is used
directly or indirectly by consumers.
Understand that not all energy is transferred from one
organism to another.
Understand that water, nitrogen, carbon dioxide, and oxygen
are substances cycled between the living and non-living
environments.
Essential Terminology:
Trophic level, food chain, food web, energy pyramid, nitrogen
cycle, carbon dioxide cycle, oxygen cycle, water cycle,
evaporation, condensation, transpiration, autotroph,
hetertroph, herbivores, omnivore, carnivores, urination
Essential Readings: Ch. 12 (6th grade textbook)
Online (only links specific to this
standard):
27
Essential Question:
How does energy flow through food web/ food chain?
How does water, carbon, and nitrogen move through the environment?
How do decomposers fit in the food chain or food web?
Why is photosynthesis important?
How does photosynthesis compare to respiration?
What types of organisms do photosynthesis?
How do oxygen and carbon dioxide move in & out of plants?
How do plants fit in the food web or food chain?
Activating Strategy:
Suggested Instructional Tasks:
Literacy Component: Reading
Writing
Summarizing Strategy:
Support for Differentiation:
ELL
EC
Sample Formative Assessment (aligned to Learning Target):
AIG
28
Grade: 8
Common
Core/Essential
Standard #: 8.L.4
Understand the
evolution of
organisms and
landforms based
on evidence,
theories and
processes that
impact the Earth
over time.
Course: Science
Clarifying Objective: 8.L.4.1
Summarize the use of evidence drawn
from geology, fossils, and comparative
anatomy to form the basis for biological
classification systems and the theory of
evolution.
Learning Targets:
Identify types of fossils.
Understand how to use fossils to
interpret the Earth’s history.
Understand how scientists use index
fossils to interpret geologic history.
Understand the law of
superposition.
Understand how an unconformity is
used.
Interpret ice core data to discover
the Earth’s history.
Understand that living things adapt
and evolve to survive.
Essential Terminology:
Adaptation, Artificial selection,
Biological evolution, Charles Darwin,
Evolution, Fossil, Fossil record,
Fossilized, Index fossil, Law of
Superposition, Mutation, Natural
selection, Species, Speciation,
Theory, Trace fossil, Trilobite,
Geologic Time Scale, Plate Tectonics,
Continental and oceanic plates,
extinct, lithosphere, survival,
taxonomy, Extinction, Extinction
Rate, Mass extinction
Unit: Life Science
Instructional Days:
2
Recommended Resources:
TASC Kit-Fossil Identification
Online (only links specific to this standard):
United Streaming- Earth Science “The Basics” Earth’s Geologic
History
http://www.abc.net.au/beasts/fossilfun/
http://www.fossils-facts-andfinds.com/earth_science_lesson_plans_on_geologic_time.html
http://www.ucmp.berkeley.edu/fossil/open.html
29
Essential Readings:
Essential Question:
How do fossils form?
What are the different kinds of fossils?
What does the fossil record tell about organisms and the environments of the past?
What is the Law of Superposition?
How are index fossils useful to geologists?
What theories are used to explain how organisms have changed over time?
When is a species classified as extinct?
What are the major mass extinctions in Earth’s history?
Activating Strategy:
Suggested Instructional Tasks:
Literacy Component: Reading
Summarizing Strategy:
Writing
30
Support for Differentiation:
ELL
EC
Sample Formative Assessment (aligned to Learning Target):
AIG
31
Grade: 8
Common Core/Essential
Standard #: 8.L.4
Understand the evolution
of organisms and
landforms based on
evidence, theories and
processes that impact the
Earth over time.
Course: Science
Clarifying Objective: 8.L.4.2
Explain the relationship between
genetic variation and an organism’s
ability to adapt to its environment.
Learning Targets:
Analyze fossils, rocks, and ice cores to understand how species
became extinct.
Analyze fossils, rocks, and ice cores to understand major
climatic changes and major catastrophic events.
Essential Terminology:
Unit: Life Science
Instructional Days:
3
Recommended Resources:
Online (only links specific to this
standard):
Genetic variation, genetic diversity, morphological,
biochemical, behavioral evolutionary biology, natural selection
Essential Readings:
Essential Question:
How can changes in the environment affect the survival of individual organisms?
What role does genetic variation play in the existence of an organism?
Activating Strategy:
Suggested Instructional Tasks:
32
Literacy Component: Reading
Writing
Summarizing Strategy:
Support for Differentiation:
ELL
EC
Sample Formative Assessment (aligned to Learning Target):
AIG
33
Grade: 8
Common Core/Essential
Standard #: 8.L.5
Understand the
composition of various
substances as it relates to
their ability to serve as a
source of energy
Course: Science
Clarifying Objective: 8.L.5.1
Summarize how food provides the
energy and the molecules required for
building materials, growth, and survival
of all organisms (to include plants).
Learning Targets:
Understand that cells take in nutrients to make energy for the
work that the cells do.
Understand and describe the process by which cells take in
materials that the cell or organism need.
Understand the process by which cells grow and reproduce.
Essential Terminology:
Cell membrane, Cellular respiration, eukaryotic cell, meiosis,
mitosis, prokaryotic cell, permeable, multicellular, organelle
Essential Readings:
Essential Question:
How is sugar broken down to produce energy?
How do cells grow and divide?
What is the function of the cell membrane?
Activating Strategy:
Suggested Instructional Tasks:
Unit: Life Science
Instructional Days:
3
Recommended Resources:
Online (only links specific to this
standard):
34
Literacy Component: Reading
Writing
Summarizing Strategy:
Support for Differentiation:
ELL
EC
Sample Formative Assessment (aligned to Learning Target):
AIG
35
Grade: 8
Common Core/Essential
Standard #: 8.L.5
Understand the
composition of various
substances as it relates to
their ability to serve as a
source of energy
Course: Science
Clarifying Objective: 8.L.5.2
Explain the relationship among healthy
diet, exercise, and the general health of
the body (emphasis on the relationship
between respiration and digestion.)
Learning Targets:
Explore how activities such as smoking, consumption of
alcohol and the use of drugs lead to a variety of conditions
within the body.
Understand the influence of short-term social and
psychological factors that lead to tobacco use, and the possible
long term effects of smoking and chewing tobacco.
Understand how an addiction can occur.
Essential Terminology:
Alcohol, life expectancy, tobacco
Unit:
Instructional Days:
2
Recommended Resources:
Online (only links specific to this
standard):
Essential Readings:
Essential Question:
How can our choices to smoke, use alcohol, and drugs affect our body systems?
What are the short and long term effects of alcohol, smoking, chewing tobacco and other drugs?
How can changing our dietary habits lead to a longer life?
Activating Strategy:
36
Suggested Instructional Tasks:
Literacy Component: Reading
Writing
Summarizing Strategy:
Support for Differentiation:
ELL
EC
Sample Formative Assessment (aligned to Learning Target):
AIG
37
Grade: 8
Essential Standard #: 8.P.1
Matter, Properties and Change
Understand the properties of matter
and changes that occur when matter
interacts in a closed system.
Course: Science
Clarifying Objectives:
Unit: Physical Science
Instructional Days:
8.P.1.1 Classify matter as
elements, compounds, or
mixtures based on how the
atoms are packed together in
arrangements.
Learning Targets: (The Learner Will)
Define and illustrate the parts of an
atom and what an atom is.
 Recognize that elements are
composed of one type of atom and
are pure substances.
 Recognize that compounds are pure
substances that are composed of two
or more types of elements chemically
combined.
 Explain that compounds can only be
changed into elements by chemical
change.
 Classify matter as an element,
compound or mixture.
 Explain that elements and compounds
are pure substances.
 Recognize that mixtures are
composed of two or more substances
that are physically combined.
 Recognize that mixtures can be
separated by physical means.
 Identify mixtures as heterogeneous or
homogeneous.
Recognize that a solution is a
homogeneous mixture.
Evaluate ways that a mixture can be
separated by various physical means.
5
Recommended Resources:

Essential Terminology:
Chemistry, matter, chemical bond,atom,
element, compound, mixture, heterogeneous,
homogeneous, physical property, chemical
property, solution
Online (only links specific to this standard):
DPI Power Point – Compounds, Mixtures and Reactions
http://www.ncpublicschools.org/
curriculum/science/units/middle/
Other Web Resources: http://www.sciencespot.net/
Pages/kdzchem.html (Lessons on chemistry)
38
Essential Readings:
Chapters 13, 15,16 and 17--Prentice Hall Science Explorer 8th Grade Online Textbook
https://www.pearsonsuccessnet.com/
Essential Questions:
 What is an atom? What are the parts of an atom? (review question)
 Explain the differences between an element, compound and mixture?
 Compare and contrast homogeneous and heterogeneous mixtures.

Activating Strategy:
Suggested Instructional Tasks:
Literacy Component:
Write to Learn: Science 6 14. 3 What are compounds and
Mixtures? Summarizing Activity
Summarizing Strategy:
Support for Differentiation:
ELL
EC
Sample Formative Assessment (aligned to Learning Target):
AIG
39
Support for Differentiation:
ELL
EC
AIG
Sample Formative Assessment (aligned to Learning Target):
Grade: 8
Essential Standard #: 8.P.1
Understand the properties of matter
and changes that occur when matter
interacts in a closed system.
Course: Science
Clarifying Objectives:
Unit: Physical Science
Instructional Days:
8.P.1.2. Explain how the
physical properties of elements
and their reactivity have been
used to produce the current
model of the Periodic Table of
elements.
Learning Targets: (The Learner Will)
 Explain the importance of the work of
Dmitri Mendeleev.
 Explain how the physical properties of
the elements dictates the
arrangement of The Periodic Table.
 Explain the significance of rows
(periods) and columns (groups); metal
s and non-metals and metalloids in
the Periodic Table.
Essential Terminology:
Metals, non-metals, metalloids, periodic,
reactive, period, family, transition elements,
atomic mass, atomic number, elements,
chemical symbol
3
Recommended Resources:
Online (only links specific to this standard):
DPI Power Point –The Periodic Table
http://www.ncpublicschools.org/curricul
um/science/units/middle/
Other Web Resources:
http://www.chemicool.com (Interactive periodic
table)
http://web.buddyproject.org/web017/we b017/
(Lesson on the periodic table)
http://periodic.lanl.gov/
(Interactive site with periodic table and more)
http://www.funbrain.com/periodic/index
.html
(Periodic table game)
www.middleschoolscience.com
(Lesson plan – atomic musical chairs)
DPI Support Activities (for Goal 4):
http://www.ncpublicschools.org
40
/docs/curriculum/science/
middlegrades/8thsciencesupport.pdf
Essential Readings:
Chapters 15--Prentice Hall Science Explorer 8th Grade Online Textbook
https://www.pearsonsuccessnet.com/
Essential Questions:
 Describe how the Periodic Table was developed and who was Dmitri Mendeleev?
 Why are the arrangements of elements on the periodic table important?
 Compare and contrast periods and groups.
 Explain the periodic nature of the Periodic Table based on reactivity and physical properties?

Activating Strategy:
Element Scavenger Hunt
Suggested Instructional Tasks:
Use the periodic table to
discuss various chemicals and how they are arranged.
Research how the chemical names and symbols for newly discovered elements are determined.
Adopt an element - Glogster
Design a flow chart or a “travel brochure” to take someone through the periodic table in search of a particular element.
Alien Periodic Table (Skills Lab section 15.4)
Literacy Component:
Summarizing Strategy:
Support for Differentiation:
ELL
EC
AIG
41
42
Grade: 8
Essential Standard #: 8.P.1
Understand the properties of matter
and changes that occur when matter
interacts in a closed system.
Course: Science
Clarifying Objectives:
8.P.1.3. Compare physical
changes such as size, shape
and state to chemical changes
that are the result of a chemical
reaction to include changes in
temperature, color, formation of
a gas or precipitate.
Learning Targets: (The Learner Will)
Identify the four states of matter
Describe the physical properties of matter and
identify the chemical properties of matter.
Identify the changes in matter as an example
of physical or chemical change.
Explain the observations needed to identify a
chemical reaction or change took place.
Describe a chemical reaction using a chemical
equation
Understand that a physical change, such as the
size, shape and state of a substance does not
chemically change the substance.
Understand that a chemical change does
change a substance.
Compare physical changes with the chemical
changes that happen during a chemical
reaction such as temperature, color, formation
of a gas or a precipitate.
Relate a chemical formula to the concept of
whether a physical or chemical change has
occurred.
Essential Terminology:
Physical change, chemical change, precipitate,
chemical reactivity, melting point, boiling
point, density, polarity, gas production,
solubility, specific heat, endothermic and
exothermic reactions
Essential Readings:
Unit: Physical Science
Instructional Days:
5
Recommended Resources:
Online (only links specific to this standard):
43
Essential Questions:
Identify the four states of matter.
What types of observations indicate a physical change?
What types of observations indicate a chemical change?
How are physical changes and chemical changes similar and different?
Activating Strategy:
Suggested Instructional Tasks:
Literacy Component:
Summarizing Strategy:
Sample Formative Assessment (aligned to Learning Target):
44
Grade: 8
Essential Standard #: 8.P.1
Understand the properties of matter
and changes that occur when matter
interacts in a closed system.
Course: Science
Clarifying Objectives:
Unit: Physical Science
Instructional Days:
8.P.1.4. Explain how the idea of
atoms and a balanced chemical
equation support the law of
conservation of mass
3
Learning Targets: (The Learner Will)
 Describe how a chemical equation is
written and balanced to reflect a
chemical reaction in a closed system.
 Explain the law of conservation of
mass.
 Explain the relationship between a
chemical reaction in a closed system
and the law of conservation of mass.
Essential Terminology:
Recommended Resources:
Online (only links specific to this standard):
Closed system, chemical equation, co-efficient,
sub-script, atomic symbol, conservation,
reactants, products, yield
Essential Readings:
Chapters 13, 15,16 and 17
Prentice Hall Science Explorer 8th Grade Online Textbook
https://www.pearsonsuccessnet.com/
Essential Questions:
Label the parts of a chemical equation?
Explain how the law of conservation of mass applies to a chemical reaction in a closed system?
Activating Strategy:
45
Suggested Instructional Tasks:
Literacy Component:
Summarizing Strategy:
Support for Differentiation:
ELL
EC
Sample Formative Assessment (aligned to Learning Target):
AIG
46
Grade: 8
Essential Standard #: 8.P.2
Explain the environmental implications
associated with the various methods of
obtaining, managing and using energy
resources.
Course: Science
Clarifying Objectives:
8.P.2.1
Explain the environmental
consequences of the various
methods of obtaining,
transforming, and distributing
energy.
8.P.2.2
Explain the implications of the
depletion of renewable and
nonrenewable energy
resources and the importance
of conservation.
Learning Targets: (The Learner Will)
 Recognize that different ways of
obtaining, transforming, and
distributing energy have different
environmental consequences.
 Explain the different
environmental impacts of energy
sources such as fossil fuels, solar,
nuclear and alternative energy.
 Recognize that transformations
and transfers of energy within a
system usually result in some
energy escaping into its
surrounding environment.
 Explain the difference between
renewable and non-renewable
resources and give examples of
both.
 Explain the environmental
implications of non-renewable
energy resources.
 Evaluate the pros and cons of
alternative energy sources such
as solar and wind.
 Recognize that the preservation,
management and care of natural
resources should be practiced by
all consumers.

Unit: Physical Science
Instructional Days:
8.P.2.1 (3 Days)
8.P.2.2 (3 Days)
Recommended Resources:
47
Essential Terminology:
Solar power, nuclear power, Photovoltaic cells,
electrical power, transformation, transfer, fossil
fuels, geothermal, wind, tidal energy, hydrogen
fuel, Renewable, non-renewable, implication,
depletion, conservation, pollution
Essential Readings:
Online (only links specific to this standard):
Essential Questions:
What are the environmental consequences of the various methods of obtaining, transforming and
distributing energy?
What are the global implications of the depletion of renewable and nonrenewable energy resources?
Why are the conservation of energy resources so important?
Activating Strategy:
Suggested Instructional Tasks:
Literacy Component:
Summarizing Strategy:
Support for Differentiation:
ELL
EC
Sample Formative Assessment (aligned to Learning Target):
AIG
48