grade 8 science instructional pacing...
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Grade 8 Science INSTRUCTIONAL PACING GUIDE
(DAYS BASED ON 90 MINUTE BLOCK)
RICHLAND COUNTY SCHOOL DISTRICT ONE © CANNOT BE REPRODUCED WITHOUT PERMISSION CURRICULUM AND INSTRUCTION JUNE 2012
DATES TAUGHT: INDICATORS:
SUGGESTED PACING:
RESOURCES:
FIRST NINE WEEKS
FORCES & MOTION/WAVES
Lesson 1
8-5.1 Use measurement and time-distance graphs to represent the motion of an object in terms of position, direction, or speed.
8-5.2 Use the formula for average
speed, v=d/t, to solve real world problems.
Scientific Inquiry 8-1 The student will demonstrate
an understanding of technological design and scientific inquiry, including process skills, mathematical thinking, controlled investigative design and analysis, and problem solving.
10 Days
McDougal SE/ATE pgs. 329-334; 340-341; 336-339 • Explore p. 336 “How can you measure speed?” • Investigate p. 338 “How does design affect speed?” Interactive Lab Website(s) Snowmobile Race - http://aspire.cosmic-ray.org/javalabs/java12/fnm/act1/lab.htm Labs Speed Challenge http://www.sciencespot.net/Media/speedchall.pdf Speed Machines– Real Life problem solving http://www.sciencespot.net/Media/speedmach.pdf How does mass affect roll speed? (Ramp and marbles : use spheres all 1 inch in diameter (steel, glass, wood, rubber, Styrofoam) or different sized marbles and test if mass affects roll speed.)
ADMINISTER SCHOOL-BASED COMMON ASSESSMENT
Lesson 2
8-5.5 Analyze the resulting effect of balanced and unbalanced forces on an object’s motion in terms of magnitude and direction.
8-5.3 Analyze the effects of
forces(including gravity and friction) on thespeed and direction of an object.
8-5.4 Predict how varying the
amount of force or mass will affect the motion of an object.
8-5.6 Summarize and illustrate the
concept of inertia. Scientific Inquiry 8-1 The student will demonstrate
an understanding of technological design and scientific inquiry, including process skills, mathematical thinking, controlled investigative design and analysis, and problem solving.
15 Days
McDougal SE/ATE pgs. 362-363; 362; 406-407; 370; 366-367 • Investigate p. 366 “Which Ball Has More Inertia?” Interactive Website(s)
Forces and Motion http://www.engineeringinteract.org/resources.htm
Build a Roller Coaster http://www.funderstanding.com/slg/coaster/ Labs - Pendulum – Does mass or length of string affect the rate in which the pendulum swings? - Parachute - Does the shape of a parachute affect air resistance? - Balloon Powered Cars – Can a model car be powered by a balloon? Website Forces and Motion Slide Show -summary/review/examples http://science-class.net/PowerPoints/forceandmotion_files/frame.htm
ADMINISTER SCHOOL-BASED COMMON ASSESSMENT
Grade 8 Science INSTRUCTIONAL PACING GUIDE
(DAYS BASED ON 90 MINUTE BLOCK)
RICHLAND COUNTY SCHOOL DISTRICT ONE © CANNOT BE REPRODUCED WITHOUT PERMISSION CURRICULUM AND INSTRUCTION JUNE 2012
DATES TAUGHT: INDICATORS:
SUGGESTED PACING:
RESOURCES:
FIRST NINE WEEKS (CONTINUED)
Lesson 3
8-6.1 Recall that waves transmit energy but not matter.
8-6.2 Distinguish between
mechanical and electromagnetic waves.
8-6.3. Summarize factors that
influence the basic properties of waves (including frequency, amplitude, wavelength, and speed).
5 Days
McDougal SE/ATE pgs. 441-443; 440-446; 448-453 • Explore p. 441 “How will the rope move?” • Explore The Big Idea p. 439 “How can you change a wave?” www.Classzone.com • Investigate p. 452 “How can you change frequency?” Instructional Activities Demonstrations - Slinky Wave (longitudinal) and Rope Wave (transverse) Interactive Websites Applying a Force http://www.classzone.com/books/ml_science_share/vis_sim/wslm05_pg7_force/wslm05_pg7_force.html Defining Parts of a Wave http://zonalandeducation.com/mstm/physics/waves/partsOfAWave/waveParts.htm Science of Sound Animation - Amplitude http://www.educationscotland.gov.uk/resources/s/sound/amplitude.asp?strReferringChannel=search&strReferringPageID=tcm:4-615801-64 Adjusting Frequency and Amplitude http://www.classzone.com/books/ml_science_share/vis_sim/wslm05_pg18_graph/wslm05_pg18_graph.html Waking Waves - Adjusting Frequency and Wavelength http://amazing-space.stsci.edu/resources/explorations/light/makewaves-frames.html Websites Longitudinal and Transverse Waves http://www.acs.psu.edu/drussell/Demos/waves/wavemotion.html Ancillary Resources What is a wave? http://www.teachersdomain.org/ (articles, video shorts, interactives)
ADMINISTER SCHOOL-BASED COMMON ASSESSMENT
LESSON 4
8-6.4 Summarize the behaviors of waves (including refraction, reflection, transmission, and absorption).
8-6.8 Compare the wavelength and
energy of waves in various parts of the electromagnetic spectrum (visible light, infrared, and ultraviolet radiation).
Scientific Inquiry 8-1 The student will demonstrate
an understanding of technological design and scientific inquiry, including process skills, mathematical thinking, controlled investigative design and analysis, and problem solving.
5 days
McDougal SE/ATE pgs. 456-457, 525- ; 505-509, 511-517; • Explore p. 456 “How do ripples reflect?” • Investigate p. 516 “How Can You Detect Invisible Light?” Instructional Activities Light Student Guide and Resource Book - Demonstrate Waves - Using Waves to Model Light 7.1 Interactive Websites Light - Shadows (translucent, opaque and transparent materials) http://www.engineeringinteract.org/resources.htm Websites Refraction of Waves http://www.acs.psu.edu/drussell/Demos/refract/refract.html Lab/Ancillary Resource Light Student Guide and Resource Book
The Hidden Spectrum (pages 99 - 101)
Viewing the Work and Beyond in Infrared (pages 102- 104)
Burning Our Biggest Organ ( pages 105 - 107) Lab Light Kit - Set up in stations
Measuring Different Wavelengths – Inquiry 9.1
Looking at Reflections – Inquiry 14.1
How is Light Reflected – Inquiry 15.1
Introducing Refraction - Inquiry17.1
Getting things into Focus – Inquiry 18.1 (convex lenses)
Grade 8 Science INSTRUCTIONAL PACING GUIDE
(DAYS BASED ON 90 MINUTE BLOCK)
RICHLAND COUNTY SCHOOL DISTRICT ONE © CANNOT BE REPRODUCED WITHOUT PERMISSION CURRICULUM AND INSTRUCTION JUNE 2012
DATES TAUGHT: INDICATORS:
SUGGESTED PACING:
RESOURCES:
FIRST NINE WEEKS (CONTINUED)
8-6.6 Explain sight in terms of the relationship between the eye and the light waves emitted or reflected by an object.
8-6.5 Explain hearing in terms of therelationship between sound waves andthe ear.
Scientific Inquiry 8-1 The student will demonstrate an
understanding of technological design and scientific inquiry, including process skills, mathematical thinking,controlled investigative design and analysis, and problem solving.
10 days
McDougal SE/ATE pgs. 558-560; 471-473; • Explore p. 558 “How does the eye focus an image” • Investigate p. 473 “How does sound transfer energy” Labs Cow Eye Dissection http://www.exploratorium.edu/learning_studio/cow_eye/ Lab write up for Cow Eye Dissection Attachment http://www.biologyjunction.com/Eye%20dissection.htm Ancillary Resource Light Book - Why Objects Look Colored (pages 120-122) Teachers Domain http://www.teachersdomain.org/ (articles, video shorts, interactives) Article - Evolution of the Eye Websites How Hearing Works Short Video http://www.nyee.edu/video-animations-ent.html Science of Sound Animation http://www.educationscotland.gov.uk/resources/s/sound/amplitude.asp?strReferringChannel=search&strReferringPageID=tcm:4-615801-64
ADMINISTER SCHOOL-BASED UNIT ASSESSMENT
ADMINISTER FALL COMMON ASSESSMENT
Grade 8 Science INSTRUCTIONAL PACING GUIDE
(DAYS BASED ON 90 MINUTE BLOCK)
RICHLAND COUNTY SCHOOL DISTRICT ONE © CANNOT BE REPRODUCED WITHOUT PERMISSION CURRICULUM AND INSTRUCTION JUNE 2012
DATES TAUGHT
INDICATORS SUGGESTED
PACING RESOURCES
SECOND NINE WEEKS
ASTRONOMY: EARTH AND SPACE SYSTEMS
Lesson 1
8-4.10 Compare the purposes of the tools and the technology that scientists use to study space (including various types of telescopes, satellites, space probes, and spectroscopes).
8-4.9 Recall the Sun’s position in the
universe, the shapes and composition of galaxies, and the distance measurement unit (light year) needed to identify star and galaxy locations.
8-4.6 Explain how gravitational
forces are influenced by mass and distance.
Scientific Inquiry 8-1 The student will demonstrate
an understanding of technological design and scientific inquiry, including process skills, mathematical thinking, controlled investigative design and analysis, and problem solving.
10 Days
McDougal SE/ATE pgs. 593-594; 598-599; 398-399; 698; 708 • Chapter Investigation pgs. 596-597 “Observing Spectra” • Explore The Big Idea p. 623 “Internet Activity: Gravity” www.Classzone.com
DSM Reader, pp. 16-20
Instructional Activities Lesson 16: Telescopes
http://itv.scetv.org/guides/Eye%20Wonder/16%20Telescopes.pdf
Types of Satellites http://www.telescope.org/nuffield/pas/moon/moon9e.html
Space Probes http://education.nationalgeographic.com/education/multimedia/space-probes/?ar_a=1&ar_r=999
PBL Science! Space Study http://classroom.nbisd.org/webs/vkalkwarf/upload/space_study.pdf
S3 Science Module 8-4.10, Lesson A
S3 Science Module 8-4.9, Lesson A
S3 Science Module 8-4.6, Lesson A
Graphic organizer - Comparison of spiral, elliptical, and irregular galaxies http://amazing-space.stsci.edu/resources/organizers/galaxy.php.p=Astronomy+basics%40%2Ceds%2Castronomy-basics.php&a=%2Ceds
Gravity: It’s GREEEAAATTT! http://www.thirteen.org/edonline/ntti/resources/lessons/gravity/index.html
Delta Science Modules (DSM) Astronomy Kit, Activity 9, Seeing More
DSM Astronomy Kit, Activity 11, Galaxies
STC Light Kit, Lesson 10, Examining Spectra
STC Light Kit, Lesson 22, Combining Lenses
Interactive Website(s)
Amazing Space: Teaching Tools http://amazing-space.stsci.edu/eds/tools/
Our Knowledge of the Universe
http://www.teachersdomain.org/resource/ess05.sci.ess.eiu.lp_universe/
Spectral Analysis http://imagine.gsfc.nasa.gov/docs/science/try_l2/spectral.html
Living With a Star: The Sun-Earth Connection http://ds9.ssl.berkeley.edu/lws_gems/6/secef.htm
Space Weather Center: Living With a Star http://www.spaceweathercenter.org/living_with_a_star/01/01.html
Tools of Astronomers http://www.nrc-cnrc.gc.ca/eng/education/astronomy/topics/tools.html
HubbleSite – The Telescope-Hubble Essentials http://hubblesite.org/the_telescope/hubble_essentials/
ADMINISTER SCHOOL-BASED INTERIM ASSESSMENT Lesson 2
8-4.2 Summarize the characteristics of the surface features of the Sun: photosphere, corona, sunspots, prominences, and solar flares.
8-4.3 Explain how the surface
features of the Sun may affect Earth.
Scientific Inquiry 8-1 The student will demonstrate
an understanding of technological design and scientific inquiry, including process skills, mathematical thinking, controlled investigative design and analysis, and problem solving.
5 Days
McDougal SE/ATE pgs. 692-694; pgs. 692-695 • Develop Critical Thinking (ATE) p. 694
DSM Reader, pp. 6-7
Instructional Activities
Edible Model of the Sun http://solarsystem.nasa.gov/docs/Solar_Cookies.pdf
The Sunion- Paper Sun Model http://www.chabotspace.org/assets/teacher/sunion.pdf
S3 Science Module 8-4.2, Lessons A-B
S3 Science Module 8-4.3, Lesson A Interactive Website(s)
Living With a Star: The Sun’s Secrets http://www.spaceweathercenter.org/living_with_a_star/03/03.html
Characteristics of the Sun http://www-bioc.rice.edu/pblclass/6th%20grade/astronomy/sun%20hw.pdf
ADMINISTER SCHOOL-BASED INTERIM ASSESSMENT
Grade 8 Science INSTRUCTIONAL PACING GUIDE
(DAYS BASED ON 90 MINUTE BLOCK)
RICHLAND COUNTY SCHOOL DISTRICT ONE © CANNOT BE REPRODUCED WITHOUT PERMISSION CURRICULUM AND INSTRUCTION JUNE 2012
DATES TAUGHT
INDICATORS SUGGESTED
PACING RESOURCES
SECOND NINE WEEKS (CONTINUED)
Lesson 3
8-4.1 Summarize the characteristics and movements of objects in the solar system (including planets, moons, asteroids, comets, and meteors).
8-4.8 Explain the difference between
mass and weight by using the concept of gravitational force.
8-4.4 Explain the motions of Earth
and the Moon and the effects of these motions as they orbit the Sun (including day, year, phases of the Moon, eclipses, and tides).
8-4.7 Explain the effects of gravity on
tides and planetary orbits. Scientific Inquiry 8-1 The student will demonstrate
an understanding oftechnological design and scientific inquiry, including process skills, mathematical thinking, controlled investigative design and analysis, and problem solving.
20 Days
McDougal SE/ATE McDougal SE/ATE pgs. 629-633; 399-400; 679-681; 635-642; 641-642 • Investigate p. 638 “Why Does The Moon Seem To Change Shape?”
DSM Reader, pp. 3, 21-23, 5, 8-9, 14-15, 18-19, 16-17
Instructional Activities
Voyage: A Journey Through Our Solar System (Lesson 1: Our Solar System) http://journeythroughtheuniverse.org/downloads/Content/Voyage_G58_L1.pdf
Glossopedia: Solar System Learning Activity Guide http://www.globio.org/info/educators/lag/GLOBIO_LAG_Solar_System.pdf
S3 Science Module, 8-4.1, Part A & B
S3 Science Module, 8-4.8, Lesson A
Activity 1: Mass & Weight http://www.nps.gov/brca/forteachers/earthsystemactivity1.htm
Mass vs. Weight Educator Guide http://www.nasa.gov/audience/foreducators/topnav/materials/listbytype/Mass_vs_Weight.html
S3 Science Module, 8-4.4, Lesson A
The Earth-Moon System https://joannavincenti.wikispaces.com/file/view/ec_u5ch1act2_e14.pdf
Day & Night http://www.science-class.net/Astronomy/Day_and_Night.htm
Moon Phases http://www.science-class.net/Astronomy/MoonPhases.htm
Oreo Moon Phases http://www.leosciencelab.com/educators/lesson-plans/oreo_moon_phases.php
Lab Activity on the Moon’s Phases and Eclipses http://www.csuchico.edu/~abykerk-kauffman/courses/geos142/packet/pdf/51LabOnPhases&Eclipses.pdf
Modeling Solar and Lunar Eclipses http://oyp.asu.edu/science/starlab/grade7/EclipsesTeacherGuide.pdf
S3 Science Module, 8-4.7, Lesson A
The King of Tides http://www.internet4classrooms.com/tide.htm
DSM Astronomy Kit, Activity 6, Planet Watch DSM Astronomy Kit, Activity 2, As the Earth Turns
STC Light Kit
Interactive Website(s)
Solar System Activities http://starchild.gsfc.nasa.gov/docs/StarChild/solar_system_level1/activity.html
ADMINISTER SCHOOL-BASED INTERIM ASSESSMENT
Lesson 4
8-4.5 Explain how the tilt of Earth’s axis affects the length of the day and the amount of heating on Earth’s surface, thus causingthe seasons of the year.
Scientific Inquiry 8-1 The student will demonstrate
an understanding of technological design and scientific inquiry, including process skills, mathematical thinking, controlled investigative design and analysis, and problem solving.
5 Days
McDougal SE/ATE pgs. 620-625 • Teacher Demo (ATE) p. 624 • Explore The Big Idea p. 623 “Internet Activity: Seasons” www.Classzone.com
DSM Reader, pp. 11-12
Instructional Activities
Eyes on the Sky, Feet on the Ground: Chapter 2 – Earth’s Orbit http://hea-www.harvard.edu/ECT/the_book/Chap2/Chapter2.html
The Reasons for the Seasons http://msteacher.org/epubs/science/science7/lessons.aspx
S3 Science Module, 8-4.5, Lesson A
DSM Astronomy Kit, Activity 5, The Sun and Seasons Interactive Website(s)
Seasons Interactive http://highered.mcgraw-hill.com/sites/007299181x/student_view0/chapter2/seasons_interactive.html
Seasons Interactive http://www.sepuplhs.org/students/iaes/simulations/SEPUP_Seasons_Interactive.swf
Seasons http://science-class.net/Astronomy/Seasons.htm
ADMINISTER SCHOOL-BASED INTERIM ASSESSMENT
ADMINISTER DISTRICT WINTER ASSESSMENT
Grade 8 Science INSTRUCTIONAL PACING GUIDE
(DAYS BASED ON 90 MINUTE BLOCK)
RICHLAND COUNTY SCHOOL DISTRICT ONE © CANNOT BE REPRODUCED WITHOUT PERMISSION CURRICULUM AND INSTRUCTION JUNE 2012
DATES TAUGHT
INDICATORS SUGGESTED
PACING RESOURCES
THIRD NINE WEEKS
EARTH’S STRUCTURE AND PROCESSES
Lesson 1
8-3.2 Explain how scientists use seismic
waves – primary, secondary, and surface waves – and Earth’s magnetic fields to determine the internal structure of Earth.
8-3.1 Summarize the three layers of Earth
– crust, mantle, and core – on the basis of relative position, density, and composition.
8-3.6 Explain how the theory of plate
tectonics accounts for the motion of the lithospheric plates, the geologic activities at the plate boundaries, and the changes in landform areas over geologic time.
Scientific Inquiry 8-1 The student will demonstrate an
understanding of technological design and scientific inquiry, including process skills, mathematical thinking, controlled investigative design and analysis, and problem solving.
McDougal SE/ATE pgs pgs. 229-23; 185-189; 191-95; 202-203; 210-212 • Develop Critical Thinking (ATE) p. 230 • Investigate p. 188 “How Can You Model Earth’s Layers” • Explore p. 190 “How Do You Put Together A Giant Continent?” • Investigate p. 209 “How Can You Model Converging Plates?”
Instructional Activities
• Session 3, Earth’s Interior http://www.learner.org/courses/essential/earthspace/session3/pdf/session3lesson.pdf
• Seismic Waves http://visearth.ucsd.edu/VisE_teach/lessons/seismic_LP.html
• Being P-Waves and S -Waves http://serc.carleton.edu/introgeo/roleplaying/examples/seismic.html
• Lesson 1, Earth’s Interior http://www.designworlds.com/collab/collab-6th/docs/RestlessEarth_MD103.pdf
• Earth’s Interior Structure http://web.ics.purdue.edu/~braile/edumod/earthint/earthint.htm
• The Earth’s Layers Foldable http://www.mdianeharrison.com/EarthLayersFoldable.pdf
• Candy Bar Tectonics http://sciencespot.net/Media/candybartectonics.pdf
• Plate Tectonics: Moving Middle School Science http://msteacher.org/epubs/science/science1/activities.aspx
• Plate Tectonics http://www.science-class.net/Geology/plate_tectonics.htm
• Lawrence Hall of Science (LHS)/GEMS Kit , Plate Tectonics: The Way the Earth Works (Incorporate throughout the unit)
STC Catastrophic Events Kit, Lesson 14
STC Catastrophic Events Kit, Lessons 15-16
S3 Science Module, 8-3.2, Lessons A-C
S3 Science Module, 8-3.1, Lessons A-C
S3 Science Module, 8-3.6, Lesson A
Interactive Website(s)
• Dynamic Earth: Earth’s Structure http://www.learner.org/interactives/dynamicearth/structure.html
• Interior of the Earth http://ircamera.as.arizona.edu/NatSci102/NatSci102/lectures/earth.htm
• Seismic Waves Activity http://www.bbc.co.uk/schools/gcsebitesize/science/21c/earth_universe/seismic_wavesact.shtml
• Earth’s Magnetic Field http://www.windows2universe.org/earth/Magnetosphere/earth_magnetic_field.html
• A Science Odyssey: You Try It! Plate Tectonics http://www.pbs.org/wgbh/aso/tryit/tectonics/
• Plate Tectonic Animations http://earthguide.ucsd.edu/eoc/teachers/t_tectonics/t_tectonics.html
ADMINISTER SCHOOL-BASED INTERIM ASSESSMENT
Grade 8 Science INSTRUCTIONAL PACING GUIDE
(DAYS BASED ON 90 MINUTE BLOCK)
RICHLAND COUNTY SCHOOL DISTRICT ONE © CANNOT BE REPRODUCED WITHOUT PERMISSION CURRICULUM AND INSTRUCTION JUNE 2012
DATES TAUGHT
INDICATORS SUGGESTED
PACING RESOURCES
THIRD NINE WEEKS (CONTINUED)
Lesson 2
8-3.7 Illustrate the creation and changing of landforms that have occurred through geologic processes (including volcanic eruptions and mountain-building forces).
8-3.8 Explain how earthquakes result from
forces inside Earth. 8-3.3 Infer an earthquake’s epicenter
from seismographic data. Scientific Inquiry 8-1 The student will demonstrate an
understanding of technological design and scientific inquiry, including process skills, mathematical thinking, controlled investigative design and analysis, and problem solving.
McDougal SE/ATE pgs. 253-260; 262-265; 232-234
Instructional Activities
• Lawrence Hall of Science (LHS)/GEMS Kit , Plate Tectonics: The Way the Earth Works (Incorporate throughout the unit)
• STC Catastrophic Events Kit, Lessons 18-19 STC Catastrophic Events Kit, Lessons 10-17 S3 Science Module, 8-3.7, Lesson A S3 Science Module, 8-3.8, Lesson A S3 Science Module, 8-3.3, Lessons A-B
Why Do Mountains Look the Way That They Do?
http://www.teachingboxes.org/mountainBuilding/lessons/lesson1.jsp • How to Make a Mountain http://www.teachingboxes.org/mountainBuilding/lessons/lesson2.jsp • Virtual Earthquake http://www.sciencecourseware.com/virtualearthquake/ • Activity 4: Locating an Earthquake Epicenter http://www.geology.ar.gov/pdf/Locating_an_epicenter_activity.pdf
Interactive Website(s)
• Earthquakes and Seismic Waves ftp://ftpdata.dnr.sc.gov/geology/Education/PDF/Earthquakes.pdf
• Plate Tectonic Animations http://earthguide.ucsd.edu/eoc/teachers/t_tectonics/t_tectonics.html
ADMINISTER SCHOOL-BASED INTERIM ASSESSMENT Lesson 3
8-3.9 Identify and illustrate geologic features of South Carolina and other regions of the world through the use of imagery (including aerial photography and satellite imagery) and topographic maps.
Scientific Inquiry 8-1 The student will demonstrate an
understanding of technological design and scientific inquiry, including process skills, mathematical thinking, controlled investigative design and analysis, and problem solving.
McDougal SE/ATE pgs. 24-27; 31-32 • South Carolina Essentials p. 724-725 “The Geologic Features Of South Carolina”
Instructional Activities
• Reading Satellite Images and Analyzing Satellite Images http://www.discoveryeducation.com/teachers/free-lesson-plans/reading-satellite-images.cfm and http://home.gwi.net/~monhegan/satelliteimages.pdf
• Building a Topographic Model http://www.ucmp.berkeley.edu/fosrec/Metzger1.html
• Topographic Maps http://www.science-class.net/Lessons/Geology/topomap_activity.pdf S3 Science Module, 8-3.9, Lessons A-B
Interactive Website(s)
• 3D Topographic Map Creator http://www.naturalgfx.com/free_topo_gis.htm
• Satellite Image Map of South Carolina http://geology.com/satellite/south-carolina-satellite-image.shtml
ADMINISTER SCHOOL-BASED INTERIM ASSESSMENT
Grade 8 Science INSTRUCTIONAL PACING GUIDE
(DAYS BASED ON 90 MINUTE BLOCK)
RICHLAND COUNTY SCHOOL DISTRICT ONE © CANNOT BE REPRODUCED WITHOUT PERMISSION CURRICULUM AND INSTRUCTION JUNE 2012
DATES TAUGHT
INDICATORS SUGGESTED
PACING RESOURCES
THIRD NINE WEEKS (CONTINUED)
Lesson 4
8-3.5 Summarize the importance of minerals, ores, and fossil fuels as Earth resources on the basis of their physical and chemical properties.
8-3.4 Explain how igneous, metamorphic,
and sedimentary rocks are interrelated in the rock cycle.
Scientific Inquiry 8-1 The student will demonstrate an
understanding of technological design and scientific inquiry, including process skills, mathematical thinking, controlled investigative design and analysis, and problem solving.
McDougal SE/ATE pgs. 51-57; 61-66; 78-79; 83-87; 90-95; 97-101 • Investigate p. 65 “What Are The Benefits And Costs Of Mining Ores?” • Explore The Big Idea p. 73 “What Causes Rocks To Change?” • Investigate p. 94 “How Do Sedimentary Rocks Form In Layers?”
Instructional Activities
• FOSS Earth History Kit, Investigations 1-5, 8 • LHS/GEMS Kit, Stories in Stone (Sessions 1-8) • STC Catastrophic Events Kit, Lessons 21-22
S3 Science Module, 8-3.5, Lessons A-C (Parts A & B)
S3 Science Module, 8-3.4, Lessons A-B (Parts A & B)
Rock Cycle http://pages.csam.montclair.edu/gk12/pdfs/rock_cycle_Soliman.pdf • Rock Cycle: The Story of a Rock http://www.pbs.org/americanfieldguide/teachers/rocks/rocks_sum.html
Interactive Website(s)
• Interactives: The Rock Cycle http://www.learner.org/interactives/rockcycle/
ADMINISTER SCHOOL-BASED INTERIM ASSESSMENT
ADMINISTER DISTRICT WINTER ASSESSMENT
Grade 8 Science INSTRUCTIONAL PACING GUIDE
(DAYS BASED ON 90 MINUTE BLOCK)
RICHLAND COUNTY SCHOOL DISTRICT ONE © CANNOT BE REPRODUCED WITHOUT PERMISSION CURRICULUM AND INSTRUCTION JUNE 2012
DATES TAUGHT
INDICATORS SUGGESTED PACING
RESOURCES
FOURTH NINE WEEKS
EARTH’S BIOLOGICAL HISTORY
Lesson 1
8-2.6 Infer the relative age of rocks and fossils from index fossils and the ordering of rock layers. 8-2.2 Summarize how scientists study Earth’s past environment and diverse life-forms by examining different types of fossils (including molds, casts, petrified fossils, preserved and carbonized remains of plants and animals, and trace fossils). 8-2.1 Explain how biological adaptations of populations enhance their survival in a particular environment. Scientific Inquiry 8-1 The student will demonstrate an understanding of technological design and scientific inquiry, including process skills, mathematical thinking, controlled investigative design and analysis, and problem solving.
15 Days
McDougal SE/ATE pgs. 297-298; 290-291; South Carolina Essentials p. 720-722 “Adaptations & Natural Selection & Principles Of Natural Selection” • Teacher Demo (ATE) p. 290
Instructional Activities FOSS Earth History Kit, Investigations 2, 3, 5, 7
S3 Science Module, 8-2.6, Lessons A-C
S3 Science Module, 8-2.2, Lessons A-B
S3 Science Module, 8-2.1, Lessons A-B
Rising Tide Project: Stratigraphy http://kingfish.coastal.edu/marine/risingtide/cores/strat/index.html
What’s Up: A Relative Age Dating Activity http://www.geosociety.org/educate/LessonPlans/Relative_Age.pdf
Determining Age of Rocks and Fossils http://www.ucmp.berkeley.edu/fosrec/McKinney.html
Relative Dating: Telling Time Using Fossils http://www.pbs.org/americanfieldguide/teachers/fossils/fossils_unit.html#
What are the Different Kinds of Fossils http://teachnet-lab.org/glasgold/lesson2.htm
Interactive Website(s)
What Stories Do Rocks Tell http://www.classzone.com/books/earth_science/terc/content/investigations/es2903/es2903page01.cfm
Getting Into the Fossil Record http://www.ucmp.berkeley.edu/education/explorations/tours/fossil/5to8/Intro.html
Life Has a History http://www.ucmp.berkeley.edu/education/explorations/tours/intro/Introkto4/tour7.html
ADMINISTER SCHOOL-BASED INTERIM ASSESSMENT Lesson 2
8-2.4 Recognize the relationship among the units – era, period, and epoch – into which the geologic time scale is divided. 8-2.5 Illustrate the vast diversity of life that has been present on Earth over time by using the geologic time scale. Scientific Inquiry 8-1 The student will demonstrate an understanding of technological design and scientific inquiry, including process skills, mathematical thinking, controlled investigative design and analysis, and problem solving.
10 Days
McDougal SE/ATE pgs. 306-307; 303-309 • Explore p. 303 “How Do You Make A Time Scale Of Your Year?” • Explore The Big Idea p. 285 “Internet Activity: Earth’s History” www.Classzone.com
Instructional Activities FOSS Earth History Kit, Investigation 6
S3 Science Module, 8-2.4, Lessons A-B
S3 Science Module, 8-2.5, Lesson A
Understanding Geologic Time http://www.utexas.edu/tmm/education/resources/pdf/geologic-time.pdf
Interactive Website(s)
Geology Wing http://www.ucmp.berkeley.edu/exhibit/geology.html
Geologic Time Scale http://www.ucmp.berkeley.edu/help/timeform.php
ADMINISTER SCHOOL-BASED INTERIM ASSESSMENT
Grade 8 Science INSTRUCTIONAL PACING GUIDE
(DAYS BASED ON 90 MINUTE BLOCK)
RICHLAND COUNTY SCHOOL DISTRICT ONE © CANNOT BE REPRODUCED WITHOUT PERMISSION CURRICULUM AND INSTRUCTION JUNE 2012
DATES TAUGHT
INDICATORS SUGGESTED
PACING RESOURCES
FOURTH NINE WEEKS
Lesson 3
8-2.3 Explain how Earth’s history has been influenced by catastrophes (including the impact of an asteroid or comet, climatic changes, and volcanic activity) that have affected the conditions on Earth and the diversity of its life- forms. 8-2.7 Summarize the factors, both natural and man-made, that can contribute to the extinction of a species. Scientific Inquiry 8-1 The student will demonstrate an understanding of technological design and scientific inquiry, including process skills, mathematical thinking, controlled investigative design and analysis, and problem solving.
10 Days
McDougal SE/ATE pgs. 272-278; 679-680; South Carolina Essentials p. 723 “Factors That May Lead To Extinction”
Instructional Activities STC Catastrophic Events Kit, Lesson 1, Lessons 18, 19, 24
S3 Science Module, 8-2.3, Lesson A
S3 Science Module, 8-2.7, Lesson A
Science Forum: Extinction Then and Now http://www.nationalgeographic.com/xpeditions/lessons/17/g912/smsciforum.pdf
Interactive Website(s)
Causes of Extinction http://www.uwec.edu/jolhm/EH4/Extinction/CausesLink.html
REVIEW ALL STANDARDS IN PREPARATION FOR PASS TESTING
ADMINISTER SCHOOL-BASED INTERIM ASSESSMENT