Bedford County Schools 8 Grade Science Curriculum Mapimages.pcmac.org/Uploads/BedfordCountySD... · Earth’s crust, mantle, and core. 8.ESS2.3 LI: Describe the relationship between

Bedford County Schools 8th Grade Science Curriculum Map

Grading Period Standards Pacing

1st

Introductory Period, Inquiry, Engineering, And Stem 5 Days

8.LS4.4 Species Survival and genetics 4 Days

8.LS4.3 Natural Selection 4 Days

8.LS4.2 Evidence of common ancestry 4 Days

8.LS4.2 Technology and artificial selection 4 Days

8.ESS2.1 Biogeology 4 Days

8.LS4.1 Fossil Record 4 Days

8.ESS2.3 Rocks 6 Days


2nd

8.ESS2.3 Rocks 2 Days

8.ESS2.2 Seismic waves and Earth’s Structure 7 Days

8.ESS2.5 Processes of Plate Tectonics 5 Days

8.ESS2.4 Plate movement and convection cycles 8 Days

8.ESS3.1 Natural resources 5 Days

8.ESS3.2 Natural Hazards 5 Days

8.PS2.3 Position, Forces, and direction (velocity and acceleration) 8 Days

8.PS2.4 Newton’s Second Law 5 Days

8.PS2.5 Newton’s Third Law 5 Days


3rd

8.ESS1.1 Universe and its stars 5 Days

8.ESS1.2 Earth and the solar system 5 Days

8.ETS1.2 Technology, the solar system, and the universe 5 Days

8.PS2.2 Non-contact forces 5 Days

8.PS2.1 Magnetism and electricity 7 Days

8.ETS1.1 Optimal solution design: electromagnets 8 Days

8.PS4.2 Mechanical waves and Electromagnetic waves 5 Days


4th

8.PS4.1 Basic properties of waves 5 Days

8.PS4.3 Waves and communication systems 5 Days

Review

Testing

End of Year Enrichment


Unit of Study Academic Standards Academic Vocabulary Learning Intentions and

Success Criteria (I Can)

Unit 1

Embedded

Technology,

Engineering, &

Inquiry

&

Biological Change:

Unity and Diversity

Engineering, Technology,

and Applications of Science

8.ETS1.1 Develop a

model to generate data

for ongoing testing and

modification of an

electromagnet, a

generator, and a motor

such that an optimal

design can be achieved.

8.ETS1.2 Research and

communicate

information to describe

how data from

technologies

(telescopes,

spectroscopes,

satellites, and space

probes) provide

information about

objects in the solar

system and universe.

Engineering, Technology, and

Applications of Science

Analyze

infer

compare

similarity

confer

construct

evidence

synthesize

pictorial data

data

chronological

interpret

patterns

explanations

model

map

variables

independent

dependent

engineering design process

prototype

scientific method

hypothesis

experiment

research

communicate

Engineering, Technology, and

Applications of Science

8.ETS1.1 LI: Develop a model to generate data for

ongoing testing and modification of an

electromagnet, generator, and a motor such

that an optimal design can be achieved.

SC:

I can gather and synthesize

information to identify some

characteristics of a magnetic field

produced by a current.

I can conduct an investigation to

explain how electric current is

related to magnetism.

I can apply scientific principles to

explain how electric motors work.


explain how a generator works.


develop a model to demonstrate

how an electromagnet, generator,

and a motor are related.

8.ETS1.2

LI: Research and communicate information

to describe how data from technologies

(telescopes, spectroscopes, satellites, and

space probes) provide information about

objects in the solar system and universe.


information to summarize past and


Biological Change: Unity and

Diversity

8.LS4.2 Construct an

explanation addressing

similarities and

differences of the

anatomical structures

and genetic information

between extinct and

extant organisms using

evidence of common

ancestry and patterns

between taxa.

8.LS4.3 Analyze

evidence from geology,

paleontology, and

comparative anatomy to

support that specific

phenotypes within a

population can increase

the probability of

survival of that species

and lead to adaptation.

8.LS4.4 Develop a

scientific explanation of

how natural selection

plays a role in

determining the

survival of a species in

a changing

environment.

8.LS4.5 Obtain,

evaluate, and

communicate

information about the

Biological Change: Unity and

Diversity

anatomical

evolutionary descent

evolutionary relationships

fossil organisms

modern organisms

embryological development

vestigial structures

homologous structures

species

advantageous

genetic variations

natural selection

organisms

population

predominance

suppression

biotechnologies

artificial selection

natural selection

capacity

characteristics

genes

influence

inheritance

offspring

organisms

parental traits

selective breeding

innate behavior

learned behavior

traits

future uses of space probes in space

exploration.

I can develop and use models to

describe the history of human

spaceflight, including the space

race.


describe modern and future plans

for crewed space exploration.

Biological Change: Unity and Diversity

8.LS4.2

LI: Construct an explanation addressing

similarities and differences of the

anatomical structures and genetic

information between extinct and extant

organisms using evidence of common

ancestry and patterns between taxa. I can compare and contrast anatomical

structures and genetic makeups of

extinct and extant organisms.

I can analyze cladograms to identify

patterns between taxa in terms of

anatomical structures and genetic

makeups. I can analyze data of anatomical

structures and genetic makeups to

identify common ancestries.

8.LS4.3

LI: Analyze evidence from geology,

paleontology, and comparative anatomy to

support that specific phenotypes within a

population can increase the probability of


technologies that have

changed the way

humans use artificial

selection to influence

the inheritance of

desired traits in other

organisms.

survival of that species and lead to

adaptation. I can analyze data to determine which

phenotypes within a population will

increase the chances of survival in a

given environment.

I can develop and use models to explain

of how survival of certain phenotypes

can lead to adaptations and survival of

the species.

I can analyze data from geology,

paleontology, and comparative anatomy

to communicate examples of

phenotypes that have led to adaptations

and survival of a species.

8.LS4.4

LI: Develop a scientific explanation of how

natural selection plays a role in determining

the survival of a species in a changing

environment. I can develop an argument for how

natural selection determines the

survival of a species in a given

environment.

I can analyze data to predict the fate of a

population in a changing environment.

8.LS4.5

LI: Obtain, evaluate, and communicate

information about the technologies that have

changed the way humans use artificial

selection to influence the inheritance of

desired traits in other organisms. I can compare and contrast artificial

selection with natural selection.

I can research and communicate

scientifically how humans use


technology in artificial selection to

obtain desired traits in other organisms.

Unit 2

Earth’s System

Fossil Record

8.LS4.1 Analyze and

interpret data for

patterns in the fossil

record that document

the existence, diversity,

extinction, and change

in life forms throughout

Earth’s history.

Earth’s Systems:

8.ESS2.1 Analyze and

interpret data to support

the assertion that rapid

or gradual geographic

changes lead to drastic

population changes and

extinction events.

8.ESS2.2 Evaluate data

collected from

seismographs to create

a model of Earth's

structure.

8.ESS2.3 Describe the

relationship between

the processes and forces

that create igneous,

sedimentary, and

metamorphic rocks.

8.ESS2.4 Gather and

evaluate evidence that

energy from the earth’s

Fossil Record

diversity

existence

extinction

fossil record

life forms

natural laws

radioactive dating

relative dating

Earth’s Systems:

catastrophic events

geoscience processes

spatial

scales

time scales

chemical change

crystallization

cycling

deformation

melting

cooling

minerals

physical change

sedimentation

magma

stability

weathering

erosion

seismographs

Fossil Record

8.LS4.1

LI: Analyze and interpret data for patterns

in the fossil record that document the

existence, diversity, extinction, and change

in lifeforms throughout Earth’s history.


explain how fossils form.


information to identify the different

kinds of fossils.


information to describe what fossils

tell about organisms and

environments of the past.

I can use mathematical

representations to describe how

geologists determine the relative age

of rocks.


information to explain how

unconformities and folding can alter

the order of rock layers.

I can construct a scientific

explanation based on evidence to

establish how and why the geologic

time scale is used to show Earth’s

history.

Earth’s Systems:

8.ESS2.1


And Human

Activity

interior drives

convection cycles

within the

asthenosphere which

creates changes within

the lithosphere

including plate

movements, plate

boundaries, and sea-

floor spreading.

8.ESS2.5 Construct a

scientific explanation

using data that explains

the gradual process of

plate tectonics

accounting for A) the

distribution of fossils

on different continents,

B) the occurrence of

earthquakes, and C)

continental and ocean

floor features (including

mountains, volcanoes,

faults, and trenches).

Earth & Human Activity:

8.ESS3.1 Interpret data

to explain that earth’s

mineral, fossil fuel, and

groundwater resources

are unevenly distributed

as a result of geologic

processes.

8.ESS3.2 Collect data,

map, and describe

crust

mantle

core

lithosphere

asthenosphere

mesosphere

inner core

outer core

compaction

cementation

heat

pressure

igneous

sedimentary

metamorphic

convection currents

Pangea

Continental Drift

Transform

Seismic waves

convergent

divergent

plate tectonics

faults

trenches

sea-floor spreading

subduction zone

Earth & Human Activity

fossil fuel

groundwater

Earth’s mineral

tectonic plate boundaries

interactions

hotspots

LI: Analyze and interpret data to support

the assertion that rapid or gradual

geographic changes lead to drastic

population changes and extinction events.


explain how fossils form.


information to identify the different

kinds of fossils.


information to describe what fossils

tell about organisms and

environments of the past.


information to discuss the major

events in the Paleozoic Era.



events in the Mesozoic Era.



events in the Cenozoic Era.

8.ESS2.2

LI: Evaluate data collected from

seismographs to create a model of Earth’s

structure.

I can integrate qualitative and

scientific technical information to

describe how the energy of an

earthquake travels through Earth.


patterns in the locations

of volcanoes and

earthquakes related to

tectonic plate

boundaries,

interactions, and

hotspots.

Pacific Ring of Fire

San Andreas Fault Line

New Madrid Fault Line

Marianas Trench


explain how geologists learn about

Earth’s inner structures.

I can develop and use a model to

identify the characteristics of the

Earth’s crust, mantle, and core.

8.ESS2.3

LI: Describe the relationship between the

processes and forces that create igneous,

sedimentary, and metamorphic rocks.


list the characteristics used to

identify rocks, and identify the three

major groups of rocks.


identify the characteristics used to

identify igneous rocks.


describe ways in which igneous

rocks are used.

I can describe how sedimentary

rocks form.


information to list and describe the

three major types of sedimentary

rocks.


explain how sedimentary rocks are

used.



describe the conditions under which

metamorphic rocks form, how

geologists classify metamorphic


rocks, and how metamorphic rocks

are used.


describe the rock cycle.

8.ESS2.4

LI: Gather and evaluate evidence that

energy from the Earth’s interior drives

convection cycles within the asthenosphere

which creates changes within the

lithosphere including plate movements,

boundaries, and sea-floor spreading.

I can construct and explanation from

evidence for the formation of mid-

ocean ridges. I can apply scientific principles to

explain how sea-floor spreading affects

Earth’s crust. I can develop and use models to explain

the existence of deep-ocean trenches

and explain the process of subduction. I can construct an explanation based on

evidence of geoscience processes to

describe the theory of plate tectonics.

I can describe and explain how

temperature and pressure change

inside the earth.

I can apply scientific ideas to

explain how he is transferred.


describe convection currents in

Earth’s mantle.

8.ESS2.5

LI: Construct a scientific explanation using

data that explains the gradual process of


plate tectonics accounting for (A) the

distribution of fossils on different

continents, (B) the occurrence of

earthquakes, and (C) continental and ocean

floor features such as mountains, volcanoes,

faults, and trenches.

I can analyze and interpret data in

the distribution of:

- Fossils and rocks

- Continental shapes

- Seafloor features

to explain Alfred Wegener’s

hypothesis about the movement of

the continents.

I can construct an explanation from

evidence for the formation of mid-

ocean ridges.


explain how sea-floor spreading

affects Earth’s crust.


explain the existence of deep-ocean

trenches and explain the process of

subduction.

I can construct an explanation based

on evidence to identify where

volcanic regions and hot spot

volcanoes are found on Earth’s

surface and why they are found

there.

I can analyze and interpret data to

explain what happens when a

volcano erupts and the two different

types of eruptions that can occur.



information to describe the stages of

volcanic activity.

Earth & Human Activity

8.ESS3.1

LI: Interpret data to explain that earth’s

mineral, fossil fuel, and groundwater

resources are unevenly distributed as a

result of geologic processes.


on evidence for the geoscience

processes that wear down and build

up Earth’s surfaces.


identify the causes of different types

of mass movements.

I can use graphical displays to

explain how moving water causes

erosion.


on evidence to describe some of the

land features that are formed by

water erosion and deposition.


information to explain how glaciers

form and move.


explain how glaciers cause erosion

and deposition.


describe how ocean waves cause

erosion and deposition.

I can interpret evidence to explain

how wind causes erosion and

deposition.



information about the 3 major fossil

fuels.

8.ESS3.2

LI: Collect data, map, and describe patterns

in the locations of volcanoes and

earthquakes related to tectonic plate

boundaries, interactions and hotspots.


explanation based on evidence for

how stress in the crust changes

Earth’s surface.


describe the three major types of

faults.


compare and contrast the land

features that result from plate

movement.


explain how scientists locate the

epicenter of an earthquake.


explain how seismographs work.


explain the patterns that

seismographic data reveal.


on evidence to identify where

volcanic regions and hot spot

volcanoes are found on Earth’s

surface and why they are found

there.



information to list the landforms

that lava and ash create.


explain how magma that hardens

beneath Earth’s surface creates

landforms.

Unit 3

Forces and

Motion

Motion:

8.PS2.3 Create a

demonstration of an

object in motion and

describe the position,

force, and direction of

the object.

8.PS2.4 Plan and

conduct an

investigation to provide

evidence that the

change in an object’s

motion depends on the

sum of the forces on the

object and the mass of

the object.

8.PS2.5 Evaluate and

interpret that for every

force exerted on an

object there is an equal

force exerted in the

opposite direction.

Motion:

Motion

Position

Force

Direction

Velocity

Sum

Mass

Newton’s Law of

Acceleration

Newton’s Law of Inertia

Newton’s Third Law

Balanced/unbalanced

force

Acceleration

Inertia

Motion:

8.PS2.3

LI: Create a demonstration of an object in

motion and describe the position, force, and

direction of the object.


describe Newton’s 1st law of

motion.


representations to describe

Newton’s 2nd law of motion.


describe Newton’s laws of motion.


representations to explain how

momentum is determined and

conserved.


describe the motion of an object

during free fall.


describe the factors that keep

objects in orbit around the earth.

8.PS2.4

LI: Plan and conduct an investigation to

provide evidence that the change in an

object’s motion depends on the sum of the

forces on the object and its mass.



explain what acceleration is.


information to describe what a force

is.


describe how balanced and

unbalanced forces are related to an

object’s motion.

8.PS2.5

LI: Evaluate and interpret that for every

force exerted on an object there is an equal

force exerted in the opposite direction.


describe Newton’s 1st law of

motion.


representations to describe

Newton’s 2nd law of motion.


describe Newton’s laws of motion.

Earth’s Place in the

Universe:

8.ESS1.1 Research,

analyze, and

communicate that the

universe began with a

period of rapid

expansion using

evidence from the

motion of galaxies and

composition of stars.

Earth’s Place in the Universe:

Galaxies

Gravity

Rotation

Revolution

Planets

Celestial objects

Mass

Distance

Force

Earth’s Place in the Universe

8.ESS1.1

LI: Research, analyze, and communicate

that the universe began with a period of

rapid expansion using evidence from the

motion of galaxies and composition of

stars.


describe how astronomers measure

distances to the stars.


Unit 4

Earth’s Place in

the Universe,

Engineering

Design, and

Electromagnets

8.ESS1.2 Explain the

role of gravity in the

formation of our sun

and planets. Extend this

explanation to address

gravity’s effect on the

motion of celestial

objects in our solar

system and Earth’s

ocean tides.

Engineering Design:

8.ETS1.1 Develop a

model to generate data

for ongoing testing and

modification of an

electromagnet, a

generator, and a motor

such that an optimal

design can be achieved.

(*ACT)

8.ETS1.2 Research and

communicate

information to describe

how data from

technologies

(telescopes,

spectroscopes,

satellites, and space

probes) provide

information about

objects in the solar

system and universe.

(*ACT)

Acceleration

Engineering Design &

Electromagnets and Non-

Contact Forces

Electromagnet

Generator

Motor

Magnetic field

Poles

Induced Magnetism

Solenoid

Iron Core

Power Source

Electric current

Technology

Telescope

Spectroscopes

Satellites

Space probes

Induced Electric Current

I can explain how astronomers use

models to describe the scale of the

universe.


define a star system.


identify the major types of galaxies.

I can construct an argument to

explain what The Big Bang Theory

says about the universe.

8.ESS1.2

LI: Explain the role of gravity in the

formation of our sun and planets while also

extending this explanation to address

gravity’s effect on the motion of celestial

objects in our solar system and Earth’s

ocean tides.


identify what determines the

strength of the force of gravity

between 2 objects.


describe factors that keep the moon

and earth in orbit.


explain what causes tides.


identify the objects that make up the

solar system.


describe the role of gravity the

formation of the solar system.


describe the characteristics that the

inner planets have in common.


Electromagnets & Non-

Contact Forces

8.PS2.1 Design and

conduct investigations

depicting the

relationship between

magnetism and

electricity in

electromagnets,

generators, and

electrical motors,

emphasizing the factors

that increase or

diminish the electric

current and the

magnetic field strength.

8.PS2.2 Conduct an

investigation to provide

evidence that fields

exist between objects

exerting forces on each

other even though the

objects are not in

contact.

I can interpret evidence to identify

the main characteristics that

distinguish each of the inner planets.


describe the characteristics that the

outer planets have in common.

I can interpret evidence to identify

the main characteristics that

distinguish each outer planet.


explain how scientists classify small

bodies in the solar system.

Engineering Design

8.ETS1.1

LI: Develop a model to generate data for

ongoing testing and modification of an

electromagnet, generator, and a motor such

that an optimal design can be achieved.



characteristics of a magnetic field










develop a model to demonstrate

how an electromagnet, generator,

and a motor are related.

8.ETS1.2


LI: Research and communicate information

to describe how data from technologies

(telescopes, spectroscopes, satellites, and

space probes) provide information about

objects in the solar system and universe.


information to summarize past and

future uses of space probes in space

exploration.


describe the history of human

spaceflight, including the space

race.


describe modern and future plans

for crewed space exploration.

Electromagnets & Non-Contact Forces

8.PS2.1

LI: Design and conduct investigations

depicting the relationship between

magnetism and electricity in

electromagnets, generators and electrical

motors, emphasizing the factors that

increase or diminish the electric current and

the magnetic field strength.






characteristics of the magnetic field



compare and contrast the


characteristics of solenoids and

electromagnets.


explain how electrical energy can be

transformed into mechanical energy.



describe how galvanometers work.




explain how electric current can be

produced in a conductor.




information to describe the function

of a transformer.

8.PS2.2

LI: Conduct an investigation to provide

evidence that fields exist between objects

exerting forces on each other even though

the objects are not in contact.


describe a magnetic field.


information to describe the Earth’s

magnetic field.

Waves and Properties

8.PS4.1 Develop and

use models to represent

the basic properties of

waves including

frequency, amplitude,

wavelength, and speed.


Frequency

Amplitude

Wavelength

Speed

Wave height

Crest


8.PS4.1

LI: Develop and use models to represent the

basic properties of waves including

frequency, amplitude, wavelength, and

speed.


Unit 5

Waves and their

properties

8.PS4.2 Compare and

contrast mechanical

waves and

electromagnetic waves

based on refraction,

reflection, transmission,

absorption, and their

behavior through a

vacuum and/or various

media.

8.PS4.3 Evaluate the

role that waves play in

different

communication

systems.

Trough

Compression

Rarefraction

Longitudinal waves

Transverse waves

Mechanical waves

Electromagnetic waves

Refraction

Reflection

Transmission

Absorption

Vacuum

Medium

Electromagnetic Spectrum


explain what causes mechanical

waves.


describe 3 types of mechanical

waves.


describe the basic properties of

waves.


representations to explain how a

waves speed is related to its

wavelength and frequency.

8.PS4.2

LI: Compare and contrast mechanical and

electromagnetic waves based on refraction,

reflection, transmission, absorption, and

their behavior through a vacuum and/or

various media.


describe how reflection, refraction,

and diffraction change a waves

direction.


describe different types of

interference.


information to explain how standing

waves form.

I can gather and make sense of

information about electromagnetic

waves.

I can use models to explain the

behavior of electromagnetic waves.



explain how electromagnetic waves

are alike and how they are different.


describe the waves that make up the

electromagnetic spectrum.

8.PS4.3

LI: Evaluate the role that waves play in

different communication systems.

I can integrate qualitative scientific

and technical information to explain

how radio waves transmit

information.


information to explain how cell

phones work.

I can apply scientific ideas to

explain how communications

satellites work.





Table of Contents

8.PS2: Motion and Stability: Forces and Interactions

Standard 01: 8.PS2.1—Magnetism and electricity

Standard 02: 8.PS2.2—Non-contact forces

Standard 03: 8.PS2.3—Position, forces, and direction (velocity and acceleration)

Standard 04: 8.PS2.4—Newton’s Second Law

Standard 05: 8.PS2.5—Newton’s Third Law

8.PS4: Waves and Their Applications in Technologies for Information Transfer

Standard 06: 8.PS4.1—Basic properties of waves

Standard 07: 8.PS4.2—Mechanical waves and electromagnetic waves

Standard 08: 8.PS4.3—Waves and communication systems

8.LS4: Biological Change: Unity and Diversity

Standard 09: 8.LS4.1—Fossil record

Standard 10: 8.LS4.2—Evidence of common ancestry

Standard 11: 8.LS4.3—Natural selection

Standard 12: 8.LS4.4—Species survival and genetics

Standard 13: 8.LS4.5—Technology and artificial selection

8.ESS1: Earth’s Place in the Universe

Standard 14: 8.ESS1.1—The universe and its stars

Standard 15: 8.ESS1.2—Earth and the solar system

8.ESS2: Earth’s Systems

Standard 16: 8.ESS2.1--Biogeology

Standard 17: 8.ESS2.2—Seismic waves and Earth’s structure

Standard 18: 8.ESS2.3—Rocks

Standard 19: 8.ESS2.4—Plate movement and convection cycles

Standard 20: 8.ESS2.5—Processes of plate tectonics

8.ESS2: Earth and Human Activity

Standard 21: 8.ESS3.1—Natural resources

Standard 22: 8.ESS3.2—Natural hazards


8.ETS1: Engineering Design

Standard 23: 8.ETS1.1—Optimal solution design: electromagnets

Standard 24: 8. ETS1.2—Technology, the solar system, and the universe

Disciplinary Core Idea: 8.PS2: Motion and Stability: Forces and Interactions

Standard: 8.PS2.1 Standard 01 Explanation: Component Idea:

Design and conduct investigations depicting the relationship between magnetism and electricity in electromagnets, generators, and electrical motors, emphasizing the factors that increase or diminish the electric current and the magnetic field strength. Students should develop a basic understanding that electric currents produce magnetic fields as well as understanding a conductor moved through a magnetic field will develop an electric current. The phenomena of induced currents can be observed using a galvanometer attached to the two ends of an unplugged extension cord if the cord is moved in a jump-rope type manner. The reciprocal phenomena of magnetic fields produced by electric currents can be observed with a compass placed around a current carrying wire. Once the reciprocal nature of electric and magnetic fields have been investigated, students can apply their knowledge through investigations into motors, generators and solenoids and the design factors that influence the functioning of these devices. B. Types of Interactions

Science and Engineering Practice Crosscutting Concept Phenomenon

Planning and carrying out controlled investigations Students begin to investigate independently, select appropriate independent variables to explore a dependent variable and recognize the value of failure and revision in the experimental process.

Structure and Function Students design systems, selecting materials for their relevant properties.

Electrical current flowing through a wire forms a magnetic field, and magnets moving through a coiled wire generates electricity.

Formative Assessments

Explain how to manipulate electricity to create a magnetic field and identify which tools produce strong magnetic fields (solenoids and electromagnets).

Draw a model to demonstrate how to use a magnet and coil of wire to produce electricity. Explain how to manipulate these components to create the most electricity.

Develop and label a model to explain the function of the parts of a basic electric generator (permanent magnet, coil of wire, slip rings, and brushes), using the model as supporting evidence for the production of electricity.

Create an electromagnet and relate its strength to the number of coils it contains.

Textbook Connections Standard Connections

Chapter 2: Magnetism and Electromagnetism -Lesson 3: Electromagnetic Forces (page 62) -Lesson 4: Electricity, Magnetism, and Motion (page 68) -Lesson 5: Electricity from Magnetism (page 62)

8.PS2.2—Non-contact forces

Lesson Resources


Video (1 min 27 sec): Magnetism-Induction Video (1 min 54 sec): Understanding Electromagnet Induction Video (1 min 55 sec) How does and electromagnet work? Video (1 min 59 sec) Magnetism-Motors and Generators Lesson: Build and Test an Electromagnet Lessons from the Tennessee Department of Education—Planning and carrying out investigations



Conduct an investigation to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. Students have already been exposed to the idea of gravity in fifth grade and have discussed the mechanisms for storing potential energy in magnetic, gravitational, and electric fields. However, this is the first time where students explore that forces can act on without the objects making contact. These non-contact forces should be incorporated in discussions of Newton’s Laws in other standards. Once a student is competent in diagramming motion maps, and grounded in Newton’s Second Law, a foundation exists to infer that non-contact forces must exist in order for objects in freefall to accelerate. B. Types of Interactions

Science and Engineering Practice Crosscutting Concept Phenomena

Constructing explanations and designing solutions Students form explanations using source (including student developed investigations) which show comprehension of parsimony, utilize quantitative and qualitative models to make predictions, and can support or cause revisions of a particular conclusion.

Systems and System Models Students develop models for systems which include both visible and invisible inputs and outputs for that system.

When you place the same poles of two magnets near each other, the magnets will repel. When you place opposite poles of two magnets near each other, the magnets will attract.


Gravity: Research the varying gravities of other planets and explain the reason behind the changes of gravity. Draw a model to explain how gravity can be affected by changes in mass and distance. Magnetism: Demonstrate the repulsive and attractive forces using small magnets (students should be able to explain how distance and size of magnetic fields controls the forces produced) Gravity and Magnetism: Compare and contrast gravitational forces and magnetic forces using a graphic organizer and developing written piece.


https://www.youtube.com/watch?v=gfJG4M4wi1o&index=3&list=PLgb-s2G8_8K77pujIN_cpXzoPUHj-nnI9

https://www.youtube.com/watch?v=tC6E9J925pY

https://www.youtube.com/watch?v=cxELqN7wjS0

https://www.youtube.com/watch?v=d_aTC0iKO68

http://ngss.nsta.org/Resource.aspx?ResourceID=602

https://drive.google.com/open?id=18EM8kijWvUNj0gLlv0u_h7QpnlnfgTqF


Chapter 2: Magnetism and Electromagnetism -Lesson 1: What is Magnetism (page 52) -Lesson 2: Magnetic Fields (page 56) Chapter 5: Earth, Moon, and Sun -Lesson 2: Gravity and Motion (page 166)

8.PS2.1—Magnetism and electricity 8.PS4.1—Basic properties of waves 8.ESS1.2—Earth and the solar system

Lesson Resources

Video (2:46): Magnets and a copper tube Video (2:30): What is a magnetic field? Video (4:45): Science Behind Magnets Lessons from the Tennessee Department of Education—Constructing explanations and designing solutions



Create a demonstration of an object in motion that describe the position, force, and direction of the object. Position, velocity (motion), acceleration (motion) and force are all examples of vector quantities. Vectors must include both a size/quantity and a direction (e.g. forward, backward, up, down). This standard introduces students to different conventions for representing these vector quantities. Representations of position and motion can be carried out using motion maps or simple graphs of position vs time and velocity vs time. Students should be able to perform qualitative comparisons from multiple representations. Forces can be represented using free-body diagrams. (See 8.PS2.3) (Performing calculations from graphs, such as determining velocity from a position time graph, is beyond the scope of this standard.) A. Forces, Fields, and Motion


Analyzing and interpreting data Students should create and analyze graphical presentations of data to identify linear and non-linear relationships, consider statistical features within data and evaluate multiple data sets for a single phenomenon.

Systems and System Models Students make and evaluate derived/proportional measurements.

To link up a re-supply spacecraft with the International Space Station, NASA must precisely control the position, force, and motion of both objects.


Present students with two identical objects. Then ask students to draw a model that helps explain how there will be a difference in motion between the two objects when the velocity, acceleration, and force exerted on the objects are not the same. Then have them write a prediction about what will happen to the motion of the two objects using the model as supporting evidence.


https://www.youtube.com/watch?annotation_id=annotation_1012319443&feature=iv&src_vid=5BeFoz3Ypo4&v=n9Jja_5sTk4

https://www.youtube.com/watch?v=uj0DFDfQajw

https://www.youtube.com/watch?v=MZtTVsIOA9c

https://drive.google.com/open?id=1nFrHoVHxtedsBbaw7k6M0j3yR9hNPn_Q


Chapter 1: Forces -Lesson 3: Newton’s Laws (page 24) -Lesson 4: Momentum (page 32) -Lesson 5: Free Fall and Circular Motion (page 36)

8.ESS1.1—The universe and its stars 8.ESS1.2—Earth and the solar system

Lesson Resources

Lesson- Newton’s 2nd Law of Motion Usain Bolt Women Pool Players



Plan and conduct an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object. This standard is an introduction to Newton’s Second Law. Correctly stated, this law explains that acceleration is proportional to the sum of the forces acting an object and inversely proportional to the mass of an object. More simply stated, it is harder to change the motion of more massive objects. Free-body diagrams are an excellent tool for students to use to quantitatively represent multiple forces acting on an object. Students can use the free body diagrams to determine total amounts of force acting parallel or perpendicular to the direction of motion of an object. Students should be able to calculate acceleration given a set of forces and the mass of an object. (Objects on inclined planes are beyond the scope of this standard. Forces should act in either the parallel or perpendicular direction, and not at intermediate angles. Forces should cancel such that net forces are either parallel or perpendicular and not at intermediate angles.) A. Forces, Fields, and Motion


Asking questions (for science) and defining problems (for engineering) Questions originate based on experience as well as need to clarify and test other explanations or determine explicit relationships between variables.

Cause and Effect Students use cause and effect relationships to make predictions.

It is more difficult to slow down and stop a train than it is to slow down and stop a car even if they were both traveling at the same speed.


Observe examples of motion and change in motion of an object in terms of the forces acting on the object.

Draw a model to explain the change in an object’s motion and direction due to outside forces in both a parallel and perpendicular directions.


Chapter 1: Forces -Lesson 3: Newton’s Laws of Motion (page 24)

8.PS2.3—Position, forces, and direction 8.PS2.5—Newton’s Third Law

Lesson Resources

https://youtu.be/_vlVvxypZJ4

https://upload.wikimedia.org/wikipedia/commons/thumb/3/3b/Early-1880s-billiards-ladies-JMBB.jpg/800px-Early-1880s-billiards-ladies-JMBB.jpg


Simulation: Bumper Cars Everglades Airboat Simulation Elevator Simulation Airplane Simulation Unicycle Simulation Hot Air Balloon Simulation



Evaluate and interpret that for every force exerted on an object there is an equal force exerted in the opposite direction. This standard provides students with exposure to Newton’s Third Law. This standard provides a complement to 8.PS2.4. When diagramming forces using free-body diagrams, it should be noted that a pair of third law forces will not be found on the same diagram. It will always require two diagrams to show a third law pair. For example, when a person stands of a bathroom scale, they exert a normal force acting downward on the scale which results in an equal, yet opposite normal force being exerted upwards by the scale. One force is exerted by the person, the other by the scale. Even when a force results in motion for only one object, there is an equal and opposite force resulting from the first force. Jumping is accomplished because a person pushes down on the ground, and the ground pushes back up with an equal and opposite force accelerating the person upwards. A. Forces, Fields, and Motion



Cause and Effect Students begin to connect their explanations for cause and effect relationships to specific scientific theory

As you step forward off of a skateboard, the skateboard will move backward with exactly the same amount of force as your forward motion.


Construct an explanation for how forces acting on an object cause changes in the motion of an object. Develop a model showing how forces act on an object to cause changes in the motion of an object.

Produce an explanation about the action of two colliding objects in terms of forces and motion using data from an investigation as evidence.


Chapter 1: Forces -Lesson 3: Newton’s Laws of Motion (page 24)

8.PS2.3—Position, forces, and direction (velocity and acceleration) 8.PS2.4—Newton’s Second Law

https://interactives.ck12.org/simulations/physics/bumper-cars/app/index.html?utm_source=projectphenomena&utm_medium=website&utm_campaign=ngss

https://interactives.ck12.org/simulations/physics/everglades-airboat/app/index.html?utm_source=projectphenomena&utm_medium=website&utm_campaign=ngss

https://interactives.ck12.org/simulations/physics/elevator/app/index.html?utm_source=projectphenomena&utm_medium=website&utm_campaign=ngss

https://interactives.ck12.org/simulations/physics/airplane/app/index.html?hash=8d574796cc6b241b8de9f8de7f603a0e&source=ck12&artifactID=1990344&backUrl=https%3A//www.ck12.org/c/physics/newtons-second-law/%3Fby%3Dck12%26difficulty%3Dall%26modalityGroupName%3DSimulations%26filterReferrer%3Dsource%23simulations&referrer=concept_details

https://interactives.ck12.org/simulations/physics/unicycle/app/index.html?hash=9fbc0214e683d881ca2017c48dc6e439&source=ck12&artifactID=1916738&backUrl=https%3A//www.ck12.org/c/physics/newtons-second-law/%3Fby%3Dck12%26difficulty%3Dall%26modalityGroupName%3DSimulations%26filterReferrer%3Dsource%23simulations&referrer=concept_details

https://interactives.ck12.org/simulations/physics/hot-air-balloon/app/index.html?hash=5b9a709904ced0d761b1c5c98ce21597&source=ck12&artifactID=1742551&backUrl=https%3A//www.ck12.org/c/physics/newtons-second-law/%3Fby%3Dck12%26difficulty%3Dall%26modalityGroupName%3DSimulations%26filterReferrer%3Dsource%23simulations&referrer=concept_details


Lesson Resources

Video (2:56): Newton's 3rd Law-Skateboards Video (20 sec): Artillery Fail Video (4 min 11 sec): Science of Football

Lesson: Air Force Lesson

Disciplinary Core Idea: 8.PS4: Waves and Their Applications in Technologies for Information Transfer


Develop and use models to represent the basic properties of waves including frequency, amplitude, wavelength and speed. The speed of a wave is dependent on properties of the medium that the wave travels through. In a given medium, a specific type of wave will have a set speed. (E.g. the speed of sound is approximately 340m/s) Given that the speed of the wave is set, waves of differing frequencies will have different wavelengths, as these two factors describe the propagation of a wave. The amplitude of a wave is dependent on the amount of energy being transported by the wave. Students have diagrammed waves and labeled parts for both longitudinal and transverse waves in fourth grade while exploring interference patterns when two waves intersect. Students should now be performing quantitative analysis of wave behaviors. A. Wave Properties: Mechanical and Electromagnetic


Developing and using models Students create models which are responsive and incorporate features that are not visible in the natural world but have implications on the behavior of the modeled systems and can identify limitations of their models.

Scale, Proportion, and Quantity Students develop models to investigate scales that are beyond normal experiences.

When you drop a rock into a pond, you see energy being transmitted through the water in the form of waves. Rock creating waves


Construct a model (diagram) for both longitudinal and transverse waves including frequency, amplitude, wavelength and speed, then ask students to compare the models to identify both common and unique model components, relationships, and mechanisms.

Use mathematical models to describe the relationships between the frequency, amplitude, wavelength, speed, and energy in a wave.


Chapter 3: Characteristics of Waves -Lesson 1: What are Waves? (page 96) -Lesson 2: Properties of Waves (page 102) -Lesson 3: Interactions of Waves (page 108) Chapter 4: Electromagnetic Waves -Lesson 1: Nature of Electromagnet Waves (page 122)

8.PS4.2—Mechanical waves and electromagnetic waves 8.PS4.3—Waves and communication systems

https://www.youtube.com/watch?v=dAKAgtgtzEk

https://www.youtube.com/watch?v=zVoGJb6Dv98

https://science360.gov/obj/video/d0e16d27-05d4-4511-9394-2758aa066981/science-nfl-football-newtons-third-law-motion

https://docs.google.com/document/d/1J2pMdtOaLfKywtvOvRvIE29ZIEt8kvbgMBRJm3QASyM/edit

https://www.youtube.com/watch?v=T9QwiBFN9gI

https://www.youtube.com/watch?v=T9QwiBFN9gI


Lesson Resources

Video: Wave Pendulum Model Video: Pendulum Wave Effect Video: Tacoma Bridge-Wave Effect Lessons from the Tennessee Department of Education—Using mathematics and computational thinking



Compare and contrast mechanical waves and electromagnetic waves based on refraction, reflection, transmission and absorption and their behavior through a vacuum and/or various media. Wave speed is dependent on the properties of the medium. Phenomena such as refraction occur when a wave travels out of one medium and into a different medium, resulting in a change to the wave speed. Regardless of type, waves are a means of transferring energy from one location to another. It is electromagnetic waves that carry energy from the sun to our planet. While sound waves travel through a medium, ultimately transferring energy to ear drums creating the sensation of hearing. The principal difference between wave types is the ability to propagate without a medium in the case of electromagnetic waves. However, even mechanical waves leave the medium undisturbed after passing through. (Students should be exposed to the varying frequencies for EM waves, but memorization of specific frequencies/wavelengths is not expected.) A. Wave Properties: Mechanical and Electromagnetic



Energy and Matter Students track energy changes through transformations in a system.

Inhaling helium changes your voice. Helium changes your voice The sound of a train approaching you changes as the train gets closer. Then it sounds different as it passes you and moves away from you.


Create a graphic organizer to compare and contrast the motion (refraction, reflection, transmission and absorption) of mechanical waves and electromagnetic waves through various mediums. This graphic organizer can be used to create a more formal written piece that explains the phenomena, using the graphic organizer as supporting evidence.

Perform an investigation plan in which the student demonstrates the behavior of light when it is transmitted, reflected, refracted, and absorbed using a flashlight.

https://www.youtube.com/watch?v=yIkyPFLkNCQ&feature=youtu.be

https://www.youtube.com/watch?v=7_AiV12XBbI

https://www.youtube.com/watch?v=3mclp9QmCGs

https://drive.google.com/open?id=1nJh3bNRCCgNgDY33064LlzE5LJNmujiq

https://awesome-table.com/-KHelMz5gz1RHmpuPP9g/view?filterU=Helium%20cha



Chapter 3: Characteristics of Waves -Lesson 1: What Are Waves? (page 96) Chapter 4: Electromagnetic Waves -Lesson 1: Nature of Electromagnet Waves (page 128)

8.PS4.1—Basic properties of waves 8.PS4.3—Waves and communication systems

Lesson Resources

Lesson: Waves and Communication The Original Auto Tune Lessons from the Tennessee Department of Education—Analyzing and interpreting data



Evaluate the role that waves play in different communication systems. Digitizing is the process of converting information into a series of binary ones and zeroes. Once digitized, information can be transmitted as wave pulses and stored reliably so that the information can be recreated at a later time. This process can be demonstrated for students by connecting a solar cell to a small amplified speaker. A laser pointer flashed on and off striking the surface of the solar cell will make an audible popping noise. For a more profound demonstration, the laser pointer can then be connected to the headphone jack of an audio player and music can be played across open spaces. Interrupting the beam will stop the sound. Students should explore similar applications of information transfer in the functioning of radios, televisions, cellphones, and wireless computer networks. C. Information Technologies and Instrumentation


Obtaining, evaluating, and communicating information (Observe) Students can evaluate text, media, and visual displays of information with the intent of clarifying claims and reconciling explanations. Students can communicate scientific information in writing utilizing embedded tables, charts, figures, graphs Students can communicate technical information about proposed design solutions using tables, graphs, and diagrams.

Structure and Function Students design systems, selecting materials for their relevant properties.

Cell phones use waves to send and receive data. Cell Phone – How do they work? You can communicate with a friend using Walkie Talkie radios because wave energy is being transmitted.


Select and research a specific technology communication device focusing on the purpose of the technology, type of wave used, and medium traveled. Construct an explanation of the phenomenon (specific technology), ask questions about the phenomenon based on information found, and communicate findings to a given audience.

Evaluate the properties of a wave as associated with communication systems using data from previous investigation as evidence. (Previous investigation Standard 07- Perform an investigation plan in which the

http://www.ccmr.cornell.edu/wp-content/uploads/sites/2/2015/11/Waves-3-51.pdf

https://docs.google.com/document/d/1OYcIcVNykQAsuFhatKHXL5ZRKzzq40f77CmPkic41dI/edit

https://drive.google.com/open?id=1iGh-PFpMsG3QhnpUF2DJ1aK-pa8tHaqz

https://awesome-table.com/-KHelMz5gz1RHmpuPP9g/view?filterD=PS4.C%20Information%20Technologies%20and%20Instrumentation&filterE=9-12


student demonstrates the behavior of light when it is transmitted, reflected, refracted, and absorbed using a flashlight.)

Radio Wave Activity


Chapter 4: Electromagnetic Waves -Lesson 1: Nature of Electromagnet Waves (page 128) -Lesson 3: Wireless Communication (140)

8.PS4.1—Basic properties of waves 8.PS4.2—Mechanical waves and electromagnetic waves

Lesson Resources

Radio Waves Video: Communication with waves Video: Electromagnetic Spectrum-Radio Waves Lesson: Using Waves to Communicate

Disciplinary Core Idea: 8.LS4: Biological Change: Unity and Diversity

Standard: 8.LS4.1 Standard 09 Explanation: Component Idea:

Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change in life forms throughout Earth’s history. Whether or not an organism becomes fossilized is dictated by factors such as the nature of its body tissues and structures, the behavior and habitat of the organisms, and the manner of the organism’s death and burial. Fossils might also include preserved evidence from organisms interacting with their environment and leaving traces such as footprints. Some organisms (e.g. hard-shelled, sediment-dwelling organisms) are more likely to be found as fossils. A chronological history of life on Earth can be reconstructed using sedimentary evidence and radioactive dating. Students may compare structural similarities and differences of organic evidence in geological cross sections to determine evidence presence and changes in taxa on a geologic time scale. Analyze and interpret data from index fossils and the structure and ordering of rock layers to infer the relative age of rocks and fossils. Construct and analyze scientific arguments to support claims that different types of fossils provide evidence of (1) the progressive diversity of life that has existed in the past, and (2) relationships between past and existing life forms in relation to environmental changes that have occurred during Earth’s history. A. Evidence of Common Ancestry


Analyzing and interpreting data Students form explanations using source (including student developed investigations) which show comprehension of parsimony, utilize quantitative and qualitative models to make predictions, and can support or cause revisions of a particular conclusion.


Reptile fossils have been found in Antarctica even though no reptiles currently live there. Fossil Record Whales, which are marine mammals, have small bones near their pelvis that resemble leg bones in terrestrial mammals. When Whales Had Legs Image When Whales Had Legs Image 2 - Bones

https://image.gsfc.nasa.gov/poetry/workbook/page12.html

https://www.ck12.org/search/?q=Radio%20Waves&referrer=top_nav&autoComplete=true

https://www.youtube.com/watch?v=GZirBwLeUik&start_radio=1&list=RDGZirBwLeUik

https://www.youtube.com/watch?v=al7sFP4C2TY

https://airandspace.si.edu/sites/default/files/media-assets/STEM%20in%2030_Using%20Waves%20to%20Communicate.pdf

https://awesome-table.com/-KHelMz5gz1RHmpuPP9g/view?filterE=6-8&filterU=fossil

https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcQCwaRaDi_GZYrm5VIGydZLZW1mzpDtchjQzJlPI_svbF8HUCCedQ

https://www.pinterest.ie/pin/848365648527535756/



Examining the fossil record for a variety of species, students will create an investigation and generate patterns of evidence for the existence, diversity, extinction, and change in life forms throughout Earth’s history using the fossil record as evidence.

Create a written report and flowchart that analyzes and interprets data for patters in the fossil record.


Chapter 14: A Trip Through Geologic Time -Lesson 1: Fossils (page 504) -Lesson 2: The Relative Age of Fossils (page 510) -Lesson 3: Radioactive Dating (page 516) Chapter 15: Change Over Time -Lesson 1: Darwin’s Theory (page 552) -Lesson 2: Evidence of Evolution (page 562)

8.LS4.2—Evidence of common ancestry 8.LS4.3—Natural selection 8.LS4.4—Species survival and genetics

Lesson Resources

Earth’s History and Clues from Fossils CK-12 Fossil Record CK-12 Far Flung Fossil Activity Fossil Evidence for Plate Tectonics



Construct an explanation addressing the similarities and differences of the anatomical structures and genetic information between extinct and extant organisms using evidence of common ancestry and patterns between taxa. It can be observed that living organisms all share common features, such a genetic information that is passed from parent to offspring. Student explanations should also reconcile that despite this unity, living organisms contain immense biodiversity. Students may compare and contrast examples of the skeletal structure of birds, reptiles and dinosaurs or embryonic forms of mammals compared to other kingdoms. Students may examine cladograms to infer relatedness. Students should recognize patterns seen in anatomical structures and embryonic development between time and taxa. Cladogram dissection as well as construction should be enforced for understanding of hierarchal relationships between the organisms. A. Evidence of Common Ancestry



Pattern Students recognize, classify, and record patterns in data, graphs, and charts.

Humans did not always look the way we do now. Hominin History

https://www.ck12.org/search/?q=Earth%20History%20and%20Clues%20from%20Fossils&referrer=top_nav&autoComplete=true

https://www.ck12.org/search/?q=Fossil%20Record&referrer=top_nav&autoComplete=true

http://www.coventryschools.org/Downloads/far%20flung%20fossil.pdf

http://gk12.asu.edu/fossil+evidence

https://www.nationalgeographic.org/media/hominin-history/



Research species using a variety of cladograms, diagrams, and skeletal structures to find patterns or similarities in the genetic information.

Write and present a report that explains 1.the anatomical similarities and differences among modern organisms between and 2. compares the anatomical similarities and differences between modern organisms and fossils to infer ancestral relationships.


Chapter 15: Change Over Time -Lesson 1: Darwin’s Theory (page 552) -Lesson 2: Evidence of Evolution (page 562) -Lesson 3: Rate of Change (page 566) -Lesson 4: Advances in Genetics (page 570)

8.LS4.1—Fossil record 8.LS4.3—Natural selection 8.LS4.4—Species survival and genetics

Lesson Resources

Video (3 min 50 sec): What Evolution is NOT Lessons from the Tennessee Department of Education—Engaging in argument from evidence



Analyze evidence from geology, paleontology, and comparative anatomy to support that specific phenotypes within a population can increase the probability of survival of that species and lead to adaptation. Students should recognize patterns seen in anatomical structures and embryonic development between time and taxa. Cladogram dissection as well as construction should be enforced for understanding of hierarchal relationships between the organisms. Examples may include the anatomical similarities and differences in finches and unique species of the Galapagos Islands. B. Natural Selection


Analyzing and interpreting data Students form explanations using source (including student developed investigations) which show comprehension of parsimony, utilize quantitative and qualitative models to make predictions, and can support or cause revisions of a particular conclusion.

Cause and Effect Students begin to connect their explanations for cause and effect relationships to specific scientific theory.

Some moths fly away from light. Adaptation Chipmunks and other rodents can carry a large quantity of food in their cheeks. Chipmunk Adaptation Phenotype variations in populations increases the chance of individual survival in response to environmental changes.


Predict which organism would best survive the environmental change and identify the adaptation enabling the organism to survive. (Give students a specific scenario to answer the following:

1. Explain the environmental struggle. 2. Predict which species variation (phenotype) will be most successful. 3. Predict how the population will change.)

https://www.opened.com/video/this-is-not-what-evolution-looks-like/9099560

https://drive.google.com/open?id=1-mtlMfMoWL2bpj8FVP8Yj9ahQFD1FlCL

https://awesome-table.com/-KHelMz5gz1RHmpuPP9g/view?filterD=LS4.C%20Adaptation&filterE=6-8&filterU=Smart%20Moths%20Have%20Evolved%20to%20Fly%20Away%20from%20City%20Lights

https://awesome-table.com/-KHelMz5gz1RHmpuPP9g/view?filterD=LS4.C%20Adaptation&filterE=6-8&filterU=Smart%20Moths%20Have%20Evolved%20to%20Fly%20Away%20from%20City%20Lights

https://www.youtube.com/watch?v=28BkwHBdpPY


Construct an explanation, based on evidence, describing how changes in the peppered moth population in 19th century England affected moth survival.



8.LS4.1—Fossil record 8.LS4.2—Evidence of common ancestry 8.LS4.4—Species survival and genetics

Lesson Resources

Video (5:13): Natural Selection-Peppered Moth Video (2:05): Peppered Moth Simulation Game: Peppered Moth (reference and simulation)



Develop a scientific explanation of how natural selection plays a role in determining the survival of a species in a changing environment. In 7.LS3, students develop an understanding of alleles and their relationship to the phenotype of an organism through the expression of a gene (production of a protein). Additionally, students relate changes to chromosomes to their phenotypic manifestations. Natural selection explains that certain of these structural changes may increase the survival and reproduction of the affected individual. These traits will be more likely to exist in the gene pool of a species, and over long periods of time their frequency will increase if reproductive successes continue. Sudden changes to the environment can punctuate this process by creating conditions which strongly favor the survival of some species. Organismal models may include peppered moths in England that existed in two phenotypes and different phenotypes persisted before and after the Industrial Revolution, as well as ornamental design of male birds of paradise and their reproductive success. (Hardy-Weinberg and allele frequency are beyond the scope of this standard.) B. Natural Selection


Engaging in argument from evidence Students critique and consider the degree to which competing arguments are supported by evidence.


Adaptations allow animals and plants survive in changing environments because of their adaptations. Some plants can tolerate droughts. Drought Tolerant Plants Some butterflies and moths have patterns on their wings that imitate eyes. Butterfly Eyes Snakes use camouflage to hide. Snake camouflage

https://www.youtube.com/watch?v=Uf-mOCN7rUU

https://www.youtube.com/watch?v=sVVldxxbWig&list=PLpVSLnEyW17a8a-gb7flQTYGDAE7B7Xee&index=2

http://peppermoths.weebly.com/

https://awesome-table.com/-KHelMz5gz1RHmpuPP9g/view?filterD=LS4.C%20Adaptation&filterE=6-8&filterU=Large%20population%20of%20drought%20tolerant%20plants%20in%20a%20given%20environment

https://awesome-table.com/-KHelMz5gz1RHmpuPP9g/view?filterD=LS4.C%20Adaptation&filterE=6-8&filterU=Large%20population%20of%20drought%20tolerant%20plants%20in%20a%20given%20environment

https://static1.squarespace.com/static/56e316c61bbee06d13210ed6/597615d0d482e9419b219cc0/59b5473c8dd04187fcf12780/1505413031586/butterfly+eye.jpeg?format=300w

https://static1.squarespace.com/static/56e316c61bbee06d13210ed6/597615d0d482e9419b219cc0/59babdc1268b962664d92711/1505413031779/camo.jpg?format=300w



Explain the process of natural selection by giving students a specific scenario. (Students can research extinct/endangered organisms and create an adaptation which would help them survive their environmental struggle.) Describe the struggle/change within the environment. (Give students a specific scenario to identify the environmental change.)

Create a model that uses mathematical representations to explain the influence of natural selection on traits in populations over time.



8.LS4.1—Fossil record 8.LS4.2—Evidence of common ancestry 8.LS4.3—Natural selection

Lesson Resources

Video (4:42): Natural Selection Explained Simply Video (5:33): Natural Selection (Bozeman Science) Video (2:28): What is Natural Selection? Video (5:49): Evidence of Common Ancestry and Diversity



Obtain, evaluate, and communicate information about the technologies that have changed the way humans use artificial selection to influence the inheritance of desired traits in other organisms. Early implementations of artificial selection involved selective breeding where certain organisms were selected for breeding based on characteristics that were favorable. Examples of these processes in agriculture include artificially bred producers such as fruit, vegetables and grains to resist strains of disease and pesticides. Animal examples may include dog breeds selected for hypoallergenic characteristics or cattle and livestock. The focus of these discussions should focus on the use of artificial selection to develop organisms with traits that are advantageous or desired. B. Natural Selection



Cause and Effect Students infer and identify cause and effect relationships from patterns.

In 1985 half of the Papaya crop was destroyed by Papaya Ring Spot Virus however today Papaya is not affected by the virus.

Papacalypse We started off with only a few dog breeds and now we have around 192 breeds. Dog Selective Breeding

https://www.youtube.com/watch?v=X-CL4Mywfkc

https://www.youtube.com/watch?v=3E4XZB6lKOE

https://www.youtube.com/watch?v=JiSuK_Dvdtg

https://www.youtube.com/watch?v=Q9Aa_VsHK3I

https://docs.google.com/document/d/1lHHGxoGLT7J0Az-BcvumGgJTIvr4CtVtsbg4j0Dx6nk/edit

https://awesome-table.com/-KHelMz5gz1RHmpuPP9g/view?filterD=LS4.B%20Natural%20Selection&filterE=6-8&filterU=There%20are%20hundreds%20of%20different%20dog%20breeds.

https://awesome-table.com/-KHelMz5gz1RHmpuPP9g/view?filterD=LS4.B%20Natural%20Selection&filterE=6-8&filterU=There%20are%20hundreds%20of%20different%20dog%20breeds.



Students should research a specific plant or animal species and describe how humans have used technology to alter or improve the species to be better suited for a specific task, location, etc. (Example: genetic modification to increase food production, selective breeding with race horses, etc.)

Research ad report on a topic related to human manipulation of genetic material, identifying positive and negative consequences and issues of scientific debate.


Chapter 15: Change Over Time -Lesson 4: Advances in Genetics

8.LS4.3—Natural selection 8.LS4.4—Species survival and genetics

Lesson Resources

Papacalypse - Students develop questions and research technologies that have changed the way humans influence the inheritance of desired traits in organisms. Students develop and use a model to show the process used to cause organism to be genetically modified. Students construct an explanation for why using technologies to change inheritance of desired traits in organisms is beneficial (environmentally, economically). Lessons from the Tennessee Department of Education—Obtaining, evaluating, and communicating information

Disciplinary Core Idea: 8.ESS1: Earth’s Place in the Universe

Standard: 8.ESS1.1 Standard 14 Explanation: Component Idea:

Research, analyze, and communicate that the universe began with a period of rapid expansion using evidence from the motion of galaxies and composition of stars. In 5.ESS1.1 students learned that there are different types of stars, while 7.PS1 addresses both atomic structure and the variety of elements found in the universe. This standard unifies these separate discussions. Many students struggle to grasp the idea that the mass of the universe could have emanated from a single point. This misconception illuminates a failure to grasp that all mass was once energy, and energy does not occupy space. Stars are regions in space where immense gravitation facilitates the conversion of mass back into energy via nuclear fusion. The energy released in these processes increases the thermal energy of the gaseous atoms making up the star or radiates out into space. This radiant energy (some of which is visible light) can be detected. The exact color of a star depends on its composition since each element releases only specific colors of light. Thus, a star’s composition can be determined by evaluating the color of light that it radiates. Building on grade level discussions of wave properties, student should explore Doppler shift as evidence for the expansion of the universe. A model used to demonstrate Doppler shift can be created by placing a buzzer into a tennis ball and twirling the tennis ball in a circular motion above one’s head. The person twirling the ball will not hear a variation in the tone as the ball is a fixed distance from their head, but observers will experience the Doppler shift in the sound.

A. The Universe and Its Stars

https://docs.google.com/document/d/1lHHGxoGLT7J0Az-BcvumGgJTIvr4CtVtsbg4j0Dx6nk/edit

https://drive.google.com/open?id=1s45KsjHDWD_AxOagNY-0nb9qQCmyFYpx



Asking questions (for science) and defining problems (for engineering) Questions originate based on experience as well as need to clarify and test other explanations, or determine explicit relationships between variables.

Energy and Matter Students track energy changes through transformations in a system.

As we look at the galaxies across the universe, we observe that they are moving away from each other. Galaxies moving


Research to collect data and evidence to create a model which supports the theory that our universe was created from rapid expansion and continues to expand.

Collect and use data to show that the universe began with rapid expansion that can be illustrated using evidence from the motion of galaxies and from the composition of stars.


Chapter 7: Stars, Galaxies, and the Universe -Lesson 4: Characteristics of Stars (page 258) -Lesson 6: The Expanding Universe (page 270)

8.ESS1.2—Earth and the solar system

Lesson Resources

Video (2:12): What is the Big Bang? Video (5:40): Stephen Hawking-The Big Bang Video (5:32): How Do We Know the Universe is Expanding?

Disciplinary Core Idea: 8.ESS1: Earth’s Place in the Universe


Explain the role of gravity in the formation of our sun and planets. Extend this explanation to address gravity’s effect on the motion of celestial objects in our solar system and Earth’s ocean tides. 8.ESS1.1 addresses gravity as the force contributing to the coalescence of gases which eventually forms a star. These same attractive forces explain both the orbit of planets around the sun and the formation of planets. In the collapse of a nebula, dust and gas are drawn together by mutual gravitational attraction. As each particle has some initial velocity, the centrally directed force of gravity causes the particles to begin to swirl, accumulate, and compress into a large flask disk like a spinning disk of pizza dough. Planets accumulate within these spinning protoplanetary disks. This process occurred in our solar system long, long ago. By observing patterns in other distant nebula, we are able to reconstruct the history of our own solar system. We can see the long-range effects of gravitation by observing our own tides. Students should be able to address the changing distribution of water in tidal patterns for spring and neap tides.

B. Earth and the Solar System

https://www.youtube.com/watch?v=Sgjn3sm5PuY

https://www.youtube.com/watch?v=JYwSz5qTfDw

https://www.youtube.com/watch?v=gs-yWMuBNr4

https://www.youtube.com/watch?v=LE_wbOw39Mk


Science and Engineering Practice Crosscutting Concept Phenomenon Obtaining, evaluating, and communicating information Students can evaluate text, media, and visual displays of information with the intent of clarifying claims and reconciling explanations. Students can communicate scientific information in writing utilizing embedded tables, charts, figures, and graphs.


Particles of matter (atoms) are drawn towards each other in space to form celestial objects such as stars, planets, and moons. Star Formation

Formative Assessments Draw/Create a model to demonstrate how gravity attracts matter and how the attraction creates a common spherical shape.

Describe the relationship between gravity and inertia and write an evidence-based account of how this relationship forms the obit of all objects in space. (Kepler’s Laws)

Create a diagram to show the relationship between gravity and the motion of Earth’s moon to create the Earth’s tides. (High tides vs. Low tides)

Create a model to show that proportionality reflects a comet’s orbit. The students should then use this model to explain the role of gravity in the formation of plants and our sun.

1. The models should include the following in their model: 1. One elliptical orbit of a comet 2. Placement of the sun and one of the planet’s orbit 3. Labels for the perihelion and aphelion points in the comet’s orbit and distances from the sun at those points. 4. Identification as long-period or short-period comet 5. Parts of the comet: coma, nucleus, and tail

2. The students should include the following in their report: 1. A summary of how gravity affects the motion of comets and other celestial objects 2. A summary of how gravity helps form celestial bodies

Textbook Connections Standard Connections Chapter 5: Earth, Moon, and the Sun -Lesson 2: Gravity and Motion (page 166) Chapter 6: The Solar System -Lesson 2: Introducing the Solar System (page 192)

8.ESS1.1—The universe and its stars

Lesson Resources Simulation: Planets Orbit Simulator Phet Online Reference: High tide vs Low tide Video (3:05): The Nebular Theory)

Video (2:15): Birth of Our Solar System Video (1:30): Newton's Universal Law of Gravitation

Disciplinary Core Idea: 8.ESS2: Earth’s Systems


Analyze and interpret data to support the assertion that rapid or gradual geographic changes lead to drastic population changes and extinction events. Grade level discussion of biological change will include examinations of common ancestry and natural selection. 8.ESS2.1 facilitates a connection between geologic events and biological change. The principles of uniformitarianism, gradualism, and catastrophism should be explored. Rapid geographic changes such as meteor impacts have resulted in mass extinctions. Disturbances both sudden and gradual have resulted in the formation of a variety of ecological niches contributing to diversity seen on Earth. Data may be drawn from rock strata, formation and erosion of Hawaiian Islands, glacial retreat, historic sea levels and elsewhere. Catastrophic events include meteor impacts, massive volcanic eruptions, tsunamis, and/or earthquakes. Gradual changes may include ice ages, warming periods, and or tectonic movements. E. Biogeology

https://www.space.com/25434-star-formation-recipe-revealed.html

https://phet.colorado.edu/sims/html/gravity-and-orbits/latest/gravity-and-orbits_en.html

https://scijinks.gov/tides/

https://www.youtube.com/watch?v=PL3YNQK960Y

https://www.youtube.com/watch?v=qfdDWdZcpOw&feature=related

https://www.youtube.com/watch?v=Jk5E-CrE1zg



Engaging in argument from evidence Students critique and consider the degree to which competing arguments are supported by evidence.

Scale, Proportion, and Quantity Students recognize that phenomena are not necessarily observable at all scales.

Marine fossils are routinely found in mountain ranges. Video (2 min 31 sec): Marine Fossils Dinosaur fossils have been found in Antarctica. Video (3 min 14 sec): Antarctica Fossils


Select and research a specific natural disaster which caused a population shift or extinction event. Students should describe how the natural disaster changes the population through the use of data as a way to support their research.

The students will collect and use data to support the theory that geographical changes to the Earth can have an effect on the population of a specific organism. They will then present their findings. The student should include:

1. A visual display 2. A written summary of their research 3. A bibliography


Chapter 14: A Trip Through Geologic Time -Lesson 6: Eras of Earth’s History (page 528)

8.ESS2.2—Seismic waves and Earth’s structure 8.ESS2.3—Rocks 8.ESS2.4—Plate movement and convection cycles 8.ESS2.5—Processes of plate tectonics

Lesson Resources

Video (1:45): Tectonic Plate Movement and Mass Extinctions Video (2:59): Permian Extinction (The Great Dying) Video (2:02): Siberian Traps-Permian Extinction


Standard: 8.ESS2.2 Standard 17 Explanation:

Evaluate data collected from seismographs to create a model of Earth’s structure. 8.PS4.2 addresses the medium dependent properties of waves. Seismic waves obey these same properties. For example, seismic waves traveling through the Earth’s mantle will be refracted as the density of the material changes due to heating from Earth’s core. Additionally, earthquakes produce two different waves visible on seismographs: pressure waves (P-waves) and shear waves (S-waves). These two waves travel at different speeds, so will be separated by increasing distance at points of increasing distance from the epicenter of an earthquake. Likewise, only P-waves travel efficiently through solids, so a S-wave shadow at seismograph stations on the opposite side of the earth is evidence for Earth’s solid core. A four-layer structure for Earth is developed in fourth grade. To support 8.ESS2.4, further detail is required at this grade level.

https://www.youtube.com/watch?v=GJmsA0YXFPQ

https://www.youtube.com/watch?v=FUBVyjybh6U

https://www.youtube.com/watch?v=gOqx_8hgsL8

https://www.youtube.com/watch?v=z2sN8O5E_mQ

https://www.youtube.com/watch?v=PNs9U4qVOII&index=2&list=RDeRbmyA2Pgrc


Component Idea: B. Plate Tectonics and Large-Scale Systems Interactions


Developing and using models Students create models which are responsive and incorporate features that are not visible in the natural world, but have implications on the behavior of the modeled systems and can identify limitations of their models.


Mud flies as gas from deep underground fissures escapes through geothermal mud pots, or mud volcanoes, over the southern San Andreas earthquake fault illustrating the release of gas pressure and geothermal activity. Mud Volcanos A volcano eruption viewed from the international space station shows how satellites are used to monitor the planet’s climate and other large-scale processes. Volcano from Space


Create a diagram which illustrates the different speeds of seismic waves and shows the change in motion as a wave travels through the different Earth’s layers.

Write an explanation which relates the speed of the seismic wave to the composition (state of matter and density) of the Earth’s layers using a model as supporting evidence. o Collect and use seismic data to develop a model of the structure of the Earth. The students should be sure

to include: 1. Examples and diagrams of different types of waves 2. Examples of seismographs and that were used in their research 3. Accurately summarize their research


Chapter 8: Introducing Earth and Its Resources -Lesson 2: Earth’s Interior (page 292)

8.ESS2.1--Biogeology 8.ESS2.3—Rocks 8.ESS2.4—Plate movement and convection cycles 8.ESS2.5—Processes of plate tectonics

Lesson Resources

Video (1:04): How A Seismograph Works Video (2:59): Seismic Imaging Video (3:27): The Mystery of Earth's Core Explained Video (3:44): Earth's Interior Lessons from the Tennessee Department of Education—Developing and using models


Standard: 8.ESS2.3 Standard 18 Explanation:

Describe the relationship between the processes and forces that create igneous, sedimentary, and metamorphic rocks. The forces and processes and forces influencing the rock cycle are respectively enormous and gradual. This is an excellent opportunity to elaborate on this crosscutting concept. Tectonic movements and convection within the earth’s interior act as the engine for change.

https://www.ngssphenomena.com/mud-volcanoes/?rq=earthquake

https://www.ngssphenomena.com/volcano-from-space/2016/10/5/jc9qfc9qkcjaxn6ol1bcwass53jey4

https://www.youtube.com/watch?v=Gbd1FcuLJLQ

https://www.youtube.com/watch?v=22m27MhzSQs

https://www.youtube.com/watch?v=XXTEWQdu3aE

https://www.youtube.com/watch?v=IWZky7mXoO0

https://drive.google.com/open?id=1JXkneQfDybS8QMbITH7oFEFmzjOulcm7


Component Idea: B. Plate Tectonics and Large-Scale Systems Interactions


Asking questions (for science) and defining problems (for engineering) Questions originate based on experience as well as need to clarify and test other explanations, or determine explicit relationships between variables.


A wave-like geologic structure that forms when rocks deform by bending instead of breaking under compressional stress. Geological Folds Sedimentary rock landforms in the Grand Canyon. Grand Canyon Phenomenon As the magma cooled, it condensed into columns and most of the columns that make up Devils Tower are hexagonal (six-sided). Devils Tower


Given one example of each rock type (igneous, sedimentary, and metamorphic) students should write an evidence-based account of the location the rock would have formed, characteristic properties of that rock type, and the processes of the Earth that created the rock. Student can create a model as evidence for their explanation.

The student will create a presentation or model that can be used to show the processes and forces that create a specific type of rocks. Their model/presentation should summarize: o The information about the rock type (characteristics, etc.) o The rock classification o The processes involved


Chapter 9: Minerals and Rocks -Lesson 2: Classifying Rocks (page 336) -Lesson 3: Igneous Rocks (page 340) -Lesson 4: Sedimentary Rocks (page 344) -Lesson 5: Metamorphic Rocks (page 350) -Lesson 6: The Rock Cycle (page 354)

8.ESS2.1--Biogeology 8.ESS2.2—Seismic waves and Earth’s structure 8.ESS2.4—Plate movement and convection cycles 8.ESS2.5—Processes of plate tectonics

Lesson Resources

Igneous Butte Lessons from the Tennessee Department of Education—Asking questions and defining problems

http://www.geologypage.com/2015/12/geological-folds.html

https://www.losal.org/cms/lib7/CA01000497/Centricity/Domain/1284/8-3%20Rock%20Cycle.pdf

https://www.nationalgeographic.org/media/devils-tower-geology/

https://docs.google.com/document/d/1OQIXsqni3537M8pvOYAk1IHOJt28IUS17pZo5iFkh3w/edit

https://drive.google.com/open?id=1cz8pAFMpCn6u8CGiZtZ9FQr3avTS7Z3C




Gather and evaluate evidence that energy from the earth’s interior drives convection cycles within the asthenosphere which create changes within the lithosphere including plate movements, plate boundaries, and sea-floor spreading. Earth is heated by the sun at the surface, but also from its own interior. Having investigated cycles of convection, students should be prepared to understand the way that heat is released from the core would drive convection cycles. Students have been exposed to the structure of atoms in seventh grade, so the concept of neutrons and isotopes will be familiar. The decay of these isotopes within the earth’s solid core is the source of heat. A. Earth Materials and Systems


Developing and using models Students create models which are responsive and incorporate features that are not visible in the natural world, but have implications on the behavior of the modeled systems and can identify limitations of their models.


Home demonstration of convection currents using a candle carousel. Convection Current The rising of hot air exerts force is demonstrated in the relationship between the number of lit candles under a candle carousel, and how fast the carousel spins shows. Make a Candle Carousel The power to manipulate the tectonic plates under the planet's crust. Sub-power of Earth


Students should design and create a flow chart to illustrate the following: 1. Heat within the Earth’s interior drives the convention currents 2. Convection currents in the asthenosphere move the tectonic plates 3. Plate movement in the lithosphere causes plate boundaries and sea floor spread.

Students will develop a model that will demonstrate plate movements caused by the energy from the Earth’s core which causes plates to interact along the boundaries in some areas and create seafloor spreading in other areas.

1. These models should accurately represent patterns of convection cycles in the asthenosphere 2. The student should also be able to describe how seafloor spreading occurs and impact seafloor spreading

has on plate tectonics.


Chapter 8: Introducing the Earth and Its Resources -Lesson 2: Earth’s Interior (page 292) Chapter 10: Plate Tectonics -Lesson 1: Drifting Continents (page 370) -Lesson 2: Sea-Floor Spreading (page 374) -Lesson 3: The Theory of Plate Tectonics (page 380)

8.ESS2.1--Biogeology 8.ESS2.2—Seismic waves and Earth’s structure 8.ESS2.3—Rocks 8.ESS2.5—Processes of plate tectonics

Lesson Resources

Lesson- Earth Quake Location

https://youtu.be/LHlD7Cpq1lw

https://www.sciencebuddies.org/science-fair-projects/project-ideas/Aero_p051/aerodynamics-hydrodynamics/make-a-candle-carousel

http://powerlisting.wikia.com/wiki/File:Convection.jpg

https://ago-item-storage.s3-external-1.amazonaws.com/eee721d16332416691ff11020a8b8fab/6_PlateBoundaries_EarthScience_GeoInquiry.pdf?X-Amz-Security-Token=FQoDYXdzEDIaDNOuaCQ9N27bikJfiyK3AxdGRLwmyDP9VD3qwF%2BNEUqekoNlGRwifvwr9HNSQONR5w51f1YyYBBRtMFywync6bX%2BkIfMZVNR7O9SD%2BQMCwNXZE0uhrFY%2Bl%2FqDf%2Bb0FQjQfm5X90v4PL%2Fqw%2BM9nfsYv89mydo8LvV8o%2Fgi6Ph9BHp4DJ8o1s8ZXne9seaRF%2BGRuomH%2BtoWO%2BYH9yX7Db%2FaCafP6Lb0NzB6I1Ayd%2FNLWiniPpbPVwmp3CwUTPGkG4WGMkYaDycBgUhszxMULJxyecVvsI1D2cyr4caeQX2E9K%2FLGg1skubS6hUOQQboxOmagN7H6fCC1Ki8kZ0ISaJLXs84iO9iJnc1%2FdTb1WEyTMqpPSrSpIG9xHmihfS98SXpXrOIzv23HV1g2ONwsQtwQlKPTTrIUKbufCh5FWjpVu16VPaltejGuYk2zG0UKdIIbvfVr7H13XAJrcxp6JsPbm0VXjuLX1lht4yNxGUxfaixg7S91iEGjJHuAtLSJOYrfw57j7ezWuZfF4ONCywqhJLzLzz%2F0Jr6GT7shpkTcjCrp03GSObW0W88K9Cs3MKS5LTbV8sAHw0NLouuiF3MncvQSLFGqcoi9X62AU%3D&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20180611T174531Z&X-Amz-SignedHeaders=host&X-Amz-Expires=300&X-Amz-Credential=ASIAJFGVYHO7AD5Q3ATQ%2F20180611%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Signature=696cdee911e282ccbea4f3e251bbd498a1b73ba1c4b2ca4d90f3b72cdf69cf40




Construct a scientific explanation using data that explains that the gradual processes of plate tectonics accounting for A) the distribution of fossils on different continents, B) the occurrence of earthquakes, and C) continental and ocean floor features (including mountains, volcanoes, faults, and trenches). As early as second grade, students were beginning to make observations about features on the earth’s surface. Prior to eighth grade, the focus of studies regarding geologic history has been on collecting observations which begged for explanation. Students are now prepared to describe a cause for this collection of observations. As this is one of the first scientific theories students will be exposed to by name, it is important properly introduce theories as explanations of observations/patterns in nature. In this case, tectonic theory explains the three components of the standard. Though not part of the standard, it might be interesting to discuss prior explanations for these same observations. B. Plate Tectonics and Large-Scale Systems Interactions




The plate tectonic evolution of the Earth from the time of Pangea, 240 million years ago, to the formation of Pangea Proxima, 250 million years in the future begs the question. Evolution of Plate Tectonics Paleogeographic representation of the Earth during the Early Cretaceous showing the approximate locations of some palaeontinid fossil sites. Palaeontinid Distribution


Research the distribution of a specific fossil on multiple continents and write an explanation which draws connections to the movements of tectonic plates.

Create a model to illustrate the plate boundaries, frequent earthquake locations, mountains, trenches, faults and volcanoes.

The student will create a chart or model showing continental drift over time and then analyze and interpret evidence for the theory of continental drift.

Ask students to label the components, interactions, and mechanisms in the model, and write a description of what is shown in the drawing.


Chapter 10: Plate Tectonics -Lesson 1: Drifting Continents (page 370) -Lesson 2: Sea-Floor Spreading (page 374) Chapter 11: Earthquakes -Lesson 1: Forces in Earth’s Crust (page 400)

8.ESS2.1--Biogeology 8.ESS2.2—Seismic waves and Earth’s structure 8.ESS2.3—Rocks 8.ESS2.4—Plate movement and convection cycles

Lesson Resources

https://youtu.be/uLahVJNnoZ4

https://en.wikipedia.org/wiki/Paleogeography

https://en.wikipedia.org/wiki/Earth

https://en.wikipedia.org/wiki/Early_Cretaceous

https://upload.wikimedia.org/wikipedia/commons/9/95/Palaeontinidae_Distribution_(Late_Jurassic).jpg


Online Reference: Continental Movement by Plate Tectonics

Disciplinary Core Idea: 8.ESS3: Earth and Human Activity


Interpret data to explain that Earth’s mineral, fossil fuel, and groundwater resources are unevenly distributed as a result of tectonic processes. Discussions of natural resources have been developed in kindergarten, fourth, and sixth grade. These discussions have progressed from consideration of the use of nature to meet human needs, to extraction and its effects and onto global distributions of earth’s natural resources. The function of this standard is to finally utilize tectonic theory as an explanation for the apparently random distribution of natural resources. Students can collect data on the locations of minerals, fossil fuel, and groundwater resources. These locations can then be compared to geologic activities to reveal patterns. Examples include the location of groundwater sources related to the presence of permeable in impermeable rock layers and amounts of precipitation or the creation of fossil fuels where geologic heat and pressure acted on biomass covered by sediment. (Rock and mineral identification is useful as enrichment, but beyond the scope of this standard.) A. Natural Resources


Obtaining, evaluating, and communicating information Students can evaluate text, media, and visual displays of information with the intent of clarifying claims and reconciling explanations. Students can communicate scientific information in writing utilizing embedded tables, charts, figures, and graphs.

Cause and Effect Students infer and identify cause and effect relationships from patterns.

Alfred Wegener noted that features of the Appalachian Mountains of the United States and Canada closely resemble mountain belts in southern Greenland, Great Britain, Scandinavia, and northwestern Africa. Continental Drift


Using data from maps develop an argument to explain the causes of the uneven distribution of fossil fuels, minerals, and ground water.

o Plate Movement Map o Plate Movement Map 2 o Earth’s Mineral Resources pg. 335 o Groundwater Map o Earth Fossil Fuel Consumption o Earth Fossil Fuel Exports

Students will research and explain the process that cause a natural resource to form in a specific location. The student should be sure to include the location, the conditions, process, and time needed to form this resource. The student should also include how human activity impacts the distribution and availability of this resource. In addition, the student needs to be able to discuss why this resource is considered nonrenewable.

https://manoa.hawaii.edu/exploringourfluidearth/node/1348

http://geologylearn.blogspot.com/2016/02/wegeners-evidence-for-continental-drift.html

http://www.docbrown.info/page21/GeoSci/WorldMapPlates1.gif

https://spotlight.unavco.org/how-gps-works/gps-and-tectonics/gps-and-tectonics_files/PearsonPrenticeHall.jpg

https://i.pinimg.com/originals/f6/74/28/f674280a8ba6e7fbecf3978700709356.jpg

https://ourworldindata.org/fossil-fuels

https://i0.wp.com/thumbnails.visually.netdna-cdn.com/world-commodities-map_536bebb20436a_w750.png?w=805



Chapter 8: Introducing Earth and Its Resources -Lesson 1: The Earth System (page 286) -Lesson 4: Fossils Fuels (page 304) Chapter 9: Minerals and Rocks -Lesson 1: Properties of Minerals (page 324)

8.ESS2.3—Rocks

Lesson Resources

Copper in Utah

Disciplinary Core Idea: 8.ESS3: Earth and Human Activity


Collect data, map, and describe patterns in the locations of volcanoes and earthquakes related to tectonic plate boundaries, interactions, and hotspots. Such maps have been addressed extensively in 4.ESS2.2 as well as 8.ESS2.5. The focus of this standard is to consider the utilization of such maps and data in decision making processes. For example, structural decisions in building must weigh out cost factors against the likelihood of natural hazards. Unlike forecastable natural disasters, earthquakes and volcanoes are unpredictable with respect to their timing, but predictable with respect to patterns in their locations. B. Natural Hazards


Analyzing and interpreting data Students should create and analyze graphical presentations of data to identify linear and non-linear relationships, consider statistical features within data and evaluate multiple data sets for a single phenomenon.


Patterns in the location of earthquakes and volcano eruptions reflect the movements of Earth’s major tectonic plates and many smaller plates or fragments of plates (including microplates). Earthquake/Volcano Interactive Map A 2011 earthquake in Japan shows that patterns exist in respect to the location of natural hazards. Earthquake in the Ocean Maps have been created of earthquake and volcanic activity near the eastern edge of Japan, New Zealand, and North America. Such maps can be used to inform decisions made about engineering, infrastructure, and ecological systems in those areas. Ring of Fire


From maps of tectonic plates, students determine where earthquakes and/or volcanos are most likely to occur. As an extension, students can design a model home designed that could survive in an earthquake zone such as Japan or a volcanic zone like Hawaii.

Produce a map that outlines the locations of volcanoes and/or recent earthquakes which can be placed over a map of the Earth showing tectonic plate boundaries and then the student will discuss the relationship of the boundaries and the volcanic/earthquake activity.

https://docs.google.com/document/d/1hvrvQHS6uQuQevP2dfgET7CChYvL27MBRV7qUVmpvoU/edit

https://earthquakes.volcanodiscovery.com/

https://www.youtube.com/watch?v=_Bvi44Cptqw

https://upload.wikimedia.org/wikipedia/commons/thumb/5/52/Pacific_Ring_of_Fire.svg/942px-Pacific_Ring_of_Fire.svg.png



Chapter 10: Plate Tectonics -Lesson 3: The Theory of Plate Tectonics (page 380) Chapter 11: Earth Quakes -Lesson 1: Forces in Earth’s Crust (page 400) -Lesson 2: Earthquakes and Seismic Waves (page 408) -Lesson 3: Monitoring Earthquakes (page 416) Chapter 12: Volcanoes -Lesson 1: Volcanoes and Plate Tectonics (page 434) -Lesson 2: Volcanic Eruptions (page 438) -Lesson 3: Volcanic Landforms (page 446)

8.ESS2.3—Rocks

Lesson Resources

Plate boundary activities with maps

Disciplinary Core Idea: 8.ETS1: Engineering Design

Standard: 8.ETS1.1 Standard 23 Explanation: Component Idea:

Develop a model to generate data for ongoing testing and modification of an electromagnet, a generator, and a motor such that optimal design can be achieved. Design plans and specifications may permit evaluation of a solution, but these early plans cannot be subjected to physical tests. Prototypes are models that are developed and that can be subjected to actual testing. Well-designed tests allow for a systematic evaluation of competing solutions. The testing of multiple competing solutions may reveal certain ideas in each different prototype that lead to a completely new prototype that incorporates the strengths of each prior design. Examples of models may include creating, testing, and modifying simple electromagnets, using a coil of wire and a magnet to produce electricity, and creating a simple electric motor with magnets, a battery and paper clips. This can be expanded to include engineering design feats such as junkyard electromagnets or motor strengths for the job required under certain design constraints. C. Optimizing the Solution Design


Developing and using models Students can design tests which determine the effectiveness of a device under varying conditions.


Magnetic fields acting on current-carrying wires can be used to drive an electric motor.

A handheld device with a crank handle can create enough energy that it can charge a cell phone.


First build an electromagnet using a nail, wire, and battery and determine two ways to strengthen the magnetic field around the electromagnet. Graph and analyze the data taken during the investigation to determine the most effective (strongest) electromagnet design.

Draw a design for an electric motor. Students should label the parts of the motor (wire coil, magnets, power source, direction of electric flow). Use this drawing to build and test a prototype electric motor. Students should manipulate the prototype to determine the most effective motor design.

https://www.nagt.org/files/nagt/jge/abstracts/Sawyer_v53n1.pdf



Chapter 2: Magnetism and Electromagnetism -Lesson 3: Electromagnetic Force (page 62) -Lesson 4: Electricity, Magnetism, and Motion (page 68) -Lesson 5: Electricity from Magnetism (page 74)

8.PS2.1—Magnetism and electricity 8.PS2.2—Non-contact forces

Lesson Resources

Video (4:57): Electromagnets-How Can Electricity Create a Magnet? Video (2:19): How to Make an Electromagnet Video (1:45): How to Make a Simple Motor Video (2 :33): How to Make a Simple Generator Video (1:27): Electromagnetic Induction Activity: Building electromagnets and motors

Disciplinary Core Idea: 8.ETS1: Engineering Design

Standard: 8.ETS1.2 Standard 24 Explanation: Component Idea:

Research and communicate information to describe how data from technologies (telescopes, spectroscopes, satellites, and space probes) provide information about objects in the solar system and universe. The increases in scientific knowledge facilitating technological advances have enabled dynamic views of our universe. Early astronomers were limited to observing patterns in the motion of the cosmos to make measurements using principles of geometry. More sophisticated tools such as spectroscopes allow us to determine the types of elements in distant stars as well as make observations about the relative motion of heavenly bodies. Examples may include the types of data/information that come from each of the various listed technologies and their uses. For example, how the Hubble Space telescope allows for imaging at greater distances than terrestrial-based telescopes. Emphasis is on tool selection and its alignment with function as it embeds with the content standard. Students should discuss the development of each technology and be able to rudimentarily explain how each gathers information. A. Interdependence of Science, Technology, Engineering, and Math


Obtaining, evaluating, and communicating information Students can evaluate text, media, and visual displays of information with the intent of clarifying claims and reconciling explanations. Students can communicate scientific information in writing utilizing embedded tables, charts, figures, and graphs

Structure and Function Students begin to attribute atomic structure and interactions between particles to the properties of a material.

The Hubble Space Telescope’s collects light from stars to help us analyze and better understand our universe. Video (1:55): Hubble Telescope

https://www.youtube.com/watch?v=emlzh9XXWgQ

https://www.youtube.com/watch?v=gH3JoBFyhD8

https://www.youtube.com/watch?v=-xSgw12hfLc

https://www.youtube.com/watch?v=B1bpB3b1PgQ

https://www.youtube.com/watch?v=gfJG4M4wi1o&index=3&list=PLgb-s2G8_8K77pujIN_cpXzoPUHj-nnI9

https://www.uen.org/lessonplan/view/28337

https://www.youtube.com/watch?v=Jv59B58L4FM



Explain the function of each of the following: telescope, spectroscope, satellites, and space probes. Select the correct tool based off a given scenario.

Use data from space technologies to compare and contrast characteristics of Earth and another planet.


Chapter 6: The Solar System -Lesson 2: Introducing the Solar System (page 192) Chapter 7: Stars, Galaxies, and the Universe -Lesson 1: Telescopes (page 238) -Lesson 2: The History of Space Exploration (page 244) -Lesson 4: Characteristics (page 258)

8.PS4.2—Mechanical waves and electromagnetic waves 8.PS4.3—Waves and communication systems 8.ESS1.1—The universe and its stars 8.ESS1.2—Earth and the solar system

Lesson Resources

Video (5:43): Hubble Telescope Observations Video (5:20): Five Space Telescopes You Should Know About Video (1:04): Spectroscopy for Astronomy Video (5:12): How Do We Know What Stars Are Made Of?

https://www.youtube.com/watch?v=O57DyNMRGY8

https://www.youtube.com/watch?v=5f4OijPh9ak

https://www.youtube.com/watch?v=6QmEwMlw3O8

https://www.youtube.com/watch?v=MVqljw_ybfQ


Resources from TDOE

Resources for Speaking and Writing Pearson: Scenario-Based Investigation: Interactive Science – Lab Zone

Chapters with Unit Color Standards Investigation Title Page Numbers

1: Forces 8.PS2.3-5 Please Drop In 169 - 171

2: Magnetism & Electromagnetism 8.PS2.1-2 & 8ETS1.1 Is the North Pole Really the South Pole 172 - 174

3: Characteristics of Waves 8.PS4.1-2 Rogue Wave 193 - 195

4: Electromagnetic Waves 8.PS4.2-3 Catching the Waves 184 - 186

5: Earth, Moon, & Sun 8.ESS1.2 Smearing Causes Seasons 133 - 135

7: Stars, Galaxies, & the Universe 8.ESS1.1 & 8.ETS1.2 The Last Survivors 142 - 144

8: Introducing Earth & Its Resources 8.ESS2.2, 8.ESS2.4-5, 8.ESS3.1 No Shoes in this Box 91 - 93

9: Minerals and Rocks 8.ESS2.3 My Rock Tells a Story 97 - 99

10: Plate Tectonics 8.ESS2.4-5 Flight 7084 to Barcelona 100 - 102

12: Volcanoes 8.ESS2.5 Jane Versus the Volcano 103 - 105

13: Erosion & Deposition 8.ESS3.1 Dunwich is Done 106 - 108

14: A Trip Through Geologic Time 8.LS4.1, 8.ESS2.1, 8.ESS2.3 Goodbye, Columbus 109 - 11

15: Change over Time 8.LS4.2-5 Worms Under Attack 34 - 36

Tennessee Middle School- Grade 8- InteractiveSCIENCE- Teacher Edition & Resource: Volume 1 & 2

21st Century Learning Guide Activities per lesson within Chapters.

Photo Writing

Instruct students to view photos given of academic vocabulary or content. Students will write a brief description of each using concepts and terminology from units of study. Use descriptions of photos to answer the questions given from educator.

Reference: https://app.acceleratelearning.com/scopes?grade_id=744

Lessons from the Tennessee Department of Education: (Follow hyperlink & Select Teacher Training, 8th Grade, select the lesson desired)

1. Asking questions and defining problems (8.ESS2.3)

2. Developing and using models(8.ESS2.2)

3. Planning and carrying out investigations (8.PS2.1)

4. Analyzing and interpreting data (8.PS4.2)

5. Using mathematics and computational thinking (8.PS4.1)

6. Constructing explanations and designing solutions (8.PS2.2)

7. Engaging in argument from evidence (8.LS4.2)

8. Obtaining, evaluating, and communicating information (8.LS4.5)

https://www.goo.gl/hss2EY


Unit or

Lesson Title:

Descent With Modification and Embryonic Development

Grade Level

Standard

8.LS4

DCI: Biological Change: Unity and Diversity

Identify

Disciplinary Core

Idea &/or

Component Idea

(Optional)

DCI: Analyze evidence from geology, paleontology, and comparative anatomy to support that specific

phenotypes within a population can increase the probability of survival of that species and lead to

adaptation.

Component Idea: Natural Selection

Identify

Instructional

Focus

Day 1: Patterns in anatomical structures and embryos.

Day 2:

Day 3:

Identify & Break

down a science &

engineering

practice

IDENTIFY A SCIENCE AND ENGINEERING PRACTICE:

Which science and engineering practices lend themselves to the lesson, activity, or the

disciplinary core idea?

Consider all that apply and select one for this lesson:

1. Asking questions and defining problems

2. Developing and using models

3. Planning and carrying out investigations

4. Analyzing and interpreting data

5. Using mathematics, information and computer technology, and computational thinking

6. Constructing explanations and designing solutions

7. Engaging in argument from evidence

8. Obtaining, evaluating, and communicating information

BREAK DOWN THE SCIENCE AND ENGINEERING PRACTICE:

Brainstorm how you will have students demonstrate their understanding of the

disciplinary core idea through the science and engineering practice. Use the task formats to

guide your brainstorming.


Collect data about the embryonic development of eight different animals. Then use the data

collected to test the theory of descent with modification.

Identify a

Crosscutting

Concept

Which crosscutting concept is related to the disciplinary core idea or science and engineering

practice?

Consider all that apply and select one for this lesson:

1. Patterns 5. Energy and matter

2. Cause and effect 6. Structure and function

3. Scale, proportion, and quantity 7. Stability and change

4. Systems and system models

Break Down the

Crosscutting

Concept

Think through how students can show their understanding of the crosscutting concept. Use the

question prompts to guide your thinking.

Students will need to analyze the data presented to them concerning 8 different embryos to

determine if the assertion of descent with modification is sound.

Write a 3-D

learning

Performance

“Students will

Engage in argument from evidence in order to show

Patterns highlighting that

Similarities in embryonic development exist between taxa.”

Write

Multidimensional

Questions

Write a two-dimensional question(s): This question should demonstrate understanding of the content presented in the lesson

through the use of a science and engineering practice.

What argument can you present that is based upon the similarities and differences you

observed in the embryonic development of different taxa?

Write a two-dimensional question:

This question should demonstrate understanding of the content presented in the lesson and a

crosscutting concept.

What patterns in anatomical structure did you discern in the different embryos you observed?

Bullet Point

Lesson

Use this space to write a bullet point lesson for day to day instruction. Be sure to include an

observation-based introduction, student activity, and opportunity for formative assessment.


I used Argument Driven Life Science from the NSTA for this lesson. Lab 20. Descent with

Modification and Embryonic Development: Does Animal Embryonic Development Support or Refute

the Theory of Descent with Modification?

Activate prior knowledge of natural selection by discussing the Galapagos finches

Provide students with handout of background information

Facilitate a discussion on descent with modification

Have students discuss in their groups the similarities in beaks and bones that is

presented in the background information

Introduce the guiding question -

o Does animal embryonic development support or refute the theory of descent

with modification?

Provide students with the following materials:

o Images of amphibian (frog) embryo development

o Images of bird (fieldfare) embryo development

o Images of bird (quail) embryo development

o Images of fish (zebrafish) embryo development

o Images of mammal (bat) embryo development

o Images of mammal (mouse) embryo development

o Images of reptile (snake) embryo development

o Images of reptile (turtle) embryo development

Allow students time to observe and analyze the images.

The following questions are provided to students -

o To determine what type of data you need to collect, think about the following

questions:

What would you expect the process of embryo development to look like

in these eight different animals if they shared a common ancestor? What

would it look like if they did not share a common ancestor?

Which animals are more closely related to each other?

Which characteristics of the embryo will you examine?

How many different characteristics of the embryos will you need to

examine?

o To determine how you will collect the data, think about the following

questions:

How will you quantify differences and similarities in embryos?

How will you make sure that your data are of high quality?

What will you do with the data you collect?

o To determine how you will analyze your data, think about the following

questions:

How will you compare and contrast the various embryos?

What type of graph or table could you create to help make sense of your

data?

Once the groups have finished collecting and analyzing data, they will need to develop

an initial argument. The argument must include a claim, evidence to support the claim,

and a justification of the evidence. The claim is the group’s answer to the guiding

question.

Have the groups present their arguments to their classmates.

Have the groups meet again and refine their arguments if need be.


Once complete students will write a lab report in which they answer the following

questions:

1. What question were you trying to answer and why?

2. What did you do during your investigation and why did you conduct your

investigation in this way?

3. What is your argument?

Lastly, students will complete checkout questions.

Formative assessment will be done -

Through observation of students while they are organizing and analyzing their data.

During their presentation of their arguments

Checkout questions can be used as formative or summative depending on how the

class is progressing

Summative assessment will be done -

Through the lab report

Checkout questions can be used as formative or summative depending on how the

class is progressing

Documents

Bedford County Schools 8 Grade Science Curriculum Mapimages.pcmac.org/Uploads/BedfordCountySD... · Earth’s crust, mantle, and core. 8.ESS2.3 LI: Describe the relationship between