grade 8 earth science skills assessment tech...

Hershey Middle School

Grade 8 Earth Science Month Content and Essential

Questions Skills Assessment Tech

Strategies/Materials/ResourcesModifications

September Unit: Weather and Water U

Investigation 1: What is Weather? 1. Use weather instruments to measure temperature, atmospheric pressure, humidity, wind direction, and wind speed. 2. Describe weather instruments and the weather factors that they measure. Investigati

NIT ESSENTIAL QUESTIONS 1. How does thsolar heat energy occur in Earth's atmosphere and affect the movement of air 2. How does the sun affect Earth's changes in season, weather, and climate? 3. How do the interactionamong heat, water, and air pressure create varying weather systems?

e transfer of

?

s

PA STATE SCIENCE & TECHNOLOGY STANDARDS

P

on 2: Where's the Air? 1. Designexperiments to show thatair has mass. 2. Use a moto compare a gas at standard pressure and a gasunder increased pressure. 3. Explain how experimental resprovide evidence thathas mass.

A STATE ENVIRONMENTAL & ECOLOGY STANDARDS

UNIT CONTENT

www.curriculummapper.com 1 of 30

and conduct

lecular model

ults air

nvestigation 3: Seasons Iand Sun 1. Graphlength data for a single location to look for a

monthly day-

Investigation 1: What is weather? Formative Assessments:

• Quickwrite: What is weather?

• Teacher observation of weather instrument use and data.

Summative Assessments:

• None (combined with Investigation 2).

Investigation 2: Where's the air? Formative Assessments:

• Air Investigations Lab • Earth's-atmosphere

Questions


• Mid-summative Exam

FOSS Weather & Water Kit FOSS Student Lab Notebook FOSS Weather & Water Resource Book GEMS Reasons for the Seasons Investigation 1: What is weather?

• FOSS Student lab notebook

• Video: Wonders of Weather (parts 2 & 4)

• Resource Book Reading: Naming Hurricanes

Investigation 2: Where's the air?

• FOSS Student lab notebook • FOSS Multimedia

o Gas in a Syringe o Elevator to Space

• FOSS Resource Book Readings

o What's in the Air? o A Thin Blue Veil

Investigation 3: Seasons and Sun

• FOSS Student lab notebook • FOSS Multimedia

o Seasons

Grade 8 Earth Science Hershey Middle School

Month Content and Essential Questions

Skills Assessment Tech Strategies/Materials Reso/ u

Modifications rces

Investigation 1: What is weather? What is weather, how do wobserve/mhow does weather affect humans and the environment? 1. Weather is thof Earth's atmogiven time in a given place. 2. Severe weather has the potential to cause death and destruction in the environment. 3. Meteorology isscience of weameteorologists are the people who study Earth'weather.

e easure it, and

e condition sphere at a

the ther, and

s

on 2: Where's Investigatithe air?

osphere? What

ses surrounding

phere, the layer of the

n Earth globe and

h as a

ion.

What is the composition of Earth's atmare the properties of Earth's atmosphere? 1. The atmosphere is the layers of gaEarth. 2. Weather happens int he tropos

pattern. 2. Use alight bulb to model and explain daily and seasonal variations in day length. 3. Use light sources and surfaces to model and explain beam spreading. 4. Explain how the tilt ofthe Earth's axis and Earth'srevolution around the Sun produce seasons. 5. Discuss seasonal variation in day lengtconsequence of axis tilt, rotation, and revolution. 6. Explain how beam spreading reduces the intensity of solar radiat

1-2

Investigation 3: Seasons and Sun Formative Assessments:

• Quickwrite: What causes seasons? (FOSS)

• Sun-Earth Survey - original and end of investigation self-assessment (Gems)

• What Shape is Earth's Orbit?(Gems)

• Temperatures Around the World (Gems)

• Sunrise/Sunset Lab (FOSS)

• Days and Nights around the World (Gems)

• Seasonal Changes Multimedia (FOSS)

• Tilted Earth (Gems) • The Angle of Sunlight

(Gems)

• FOSS Resource Book Readings

o Wendy and her Worldwide Weather Watchers

o Seasons • GEMS Kit: Reason for the

Seasons o Multimedia: Trip to

the Sun o Activities 3 - 8




Skills Assessment Tech Modifications Strategies/Materials/Resources

atmosphere closest to Earth's surface. 3. The troposphere ismixture of nitrogeoxygen (21%), and other gases (1%), including argon, carbon dioxide, and water vapor. 4. Air is matter; it occupies space, has macompressed.

a n (78%),

ss, and can be

Investigation 3: Seasons and Sun What is the relationship between the Sun and the Earth?Sun have on Earth's seasons? 1. Earth's axis of rotation tilts at an angle of 23degrees andat the North Star. 2. The angle at which lightfrom the Sun strikes the surface of Earth is tangle. 3. Beam spreading is the increase in an area covered by a solar angle decreases. 4. The amount of energy transferred from the Sun t

What effect does the

.5 always points

he solar

beam of light as the

o


• Response Sheet: Why does Earth have seasons?

• Mid-summative Exam 3





tlatitude, tilt of Earth's axisrevolution, and rotation. 5. Earth's orbit follows an elliptical path around the Sun.

he Earth is affected by ,

October UNIT: WEATHER & WATER UNIT ESSENTIAL QUESTIO

Investigation 4: Heat Investigation 4: Heat

NS:

fer of r in

and

1. How does the transsolar heat energy occuEarth's atmosphereaffect the movement of air? 2. How does the sun affectEarth's changes in season, weather, and climate? 3. How do the interactions among heat, water, and air pressure create varying weather systems? PA State Science & Technology Standards

& PA State Environment Ecology Standards UNIT CONTENT

Transfer

measure the rials.

and

nduction

ds.

1. Explain the use thermometers and accurately temperature of mate 2. Measure the heating cooling of earth materials when moved into and out of sunshine. 3. Design and conduct experiments to observe heattransfer by cothrough solids and liqui 4. Explain how radiant energy from the Sun heats solid and liquid materials. 5. Describe heat transfer through multiple materials in terms of molecular activity. 6. Describe how the atmosphere is heated. Investigation 5: Convection

Transfer

Earth-Material

Sum a

• Mid-summativ E

Inve ig

Formative Assessment:

• Temperatures Lab

• Heat Conduction Questions

• Conduction Through

m tive Assessment:

Materials Lab

e xam

st ation 5: Convection

4

ormative Assessment:

• Liquid Layers

Investigation 4: Heat Transfer

F

• Density CalculLab ation

• Layering Hot & ColWater Lab

s d

• Convection Chamber Lab

• FOSS Weather & Water Kit

Investigatio

• FOSS Student Lab Notebook• FOSS Multimedia

o Heat and Energy

o Molecules in solids, d gases liquids, an

o Thermometer o Conduction through

Metals • FOS R

Rea g

o Heating the Atmosphere

S esource Book din s o Thermometer

n 5: Convection

• FOSS Weather Wat

Investig the Air

& er Kit tebook

• FOSS Multimedia o Heat and Energy

• FOSS Student Lab No

o Convection Chamber ok • FOSS Resource Bo

Rea gsdin o Density o Convection

ation : 6 Water in




Skills Assessment Tech Modifications Strategies/Mater /Resourcesials

Investigation 4: Heat Transfer 1. The Sun is the major source of energy that the atmo 2. Heat is kinetic energy of atoms and molecules. 3. Energy moves from one material to another by radiation and conductio 4. Thermometers measure the temperature (kinetic energy) of materials. Investigation 5:

heats sphere.

n.

Convection 1. Density is the rmass to its volume 2. If two solutions have equal volumes but differ in mass, the one with thgreater mass is denser. 3. As matter heats up, it expands, causing the mato become less dense. 4. Convection is the circulation of fluid (liquid or gas) that results fromenergy transfer; warmmasses rise and cool massesink.

atio of a .

e

tter

s

tions to e

s

process ection.

1. Layer salt soludetermine their relativdensity. 2. Use mass and volume data to calculate densities. 3. Observe and explain convection in liquid and gas environments. 4. Explain density as a ratio between a mass and its volume. 5. Describe how materialof different densities interact. 6. Explain how energy transfer drives the of conv Investigation 6: Water inthe Air 1. Use ice water to cool air in order to produce conden 2. Measure changes in temperature due to evaporation. 3. Observe changes in temperature due to changes. 4. Determine dew point by

sation.

pressure

Summative Assessment:

Inve n 6: Water in the

• Response Sheet: Convection

• Mid-summative E5

xam

stigatioAir

Sum at ent:

Inve 7: The Water


• Relative HumidCalculations

ity

• Relative Humidity • Dew Point Lab

Lab

• Dew Point Questions rature • Pressure/Tempe

Demo & questions • Weather Balloon

Simulation Upper-air • sounding/temperatulab

re

• Quickwrite

m ive Assessm

• Response Sheet Water in the Air

-


xam

stigationPlanet

• FOS ter Kit • FOS St oteboo

Investigatio

S Weather & WaS udent Lab N k

• FOSS Multimedia o Cloud in a Bottle o Weather-Balloon

Launch • FOSS Resource Book

Readings o Dragon's Breath o Observing Clouds

Weatheo r Balloand Upper-AiSo

onr

undings

s

n 7: The Water Planet

• FOSS & Water Kit • FOSS Student Lab Notebook

Weather

• FOSS Multimedia o Water Cycle

• Video o Water Works:

Careers in Hydrology• FOSS Resource Book

din s Reao

gEarth: The Water Planet





Investigation 6: Water in the Air

n.

gas

r vapor in o the amount

water vapor.

1. Water changes from liquid to gas (vapor) by evaporatio 2. Water changes from (vapor) to liquid by condensation. 3. Relative humidity is the percentage of wateair compared tof water vapor needed to saturate that air at a specific temperature. 4. Dew point is the temperature at which air is saturated with Investigation 7: The Water Planet 1. Most of Earth's watesalt water in the oceans 2. Earth's fresh water is found in many locations, including the atmosphere, lakes, rivers, groundwateand glaciers. 3. A water molecule might follow many different pathsas it travels in

r is .

r,

the water

ater in a container ensation occurs

w point

n

cooling wuntil condon the container. 5. Use pressure to produce cloud in a bottle. 6. Explain how dew and clouds form when humid air cools to its deand condenses. 7. Predict cloud formatioby analyzing radiosonde sounding data. Investigation 7: The Water Planet 1. Engage in classroomsimulations and use multimedia to idvarious paths a water molecule might follow inEarth's water cycle. 2. Explain with words anddrawing how evaporation, condensation, precipand other processes produce many variations of the water cycle.

entify the

itation,

Sum


• Quickwrite: Water Cycle

• Water Cycle Game

mative Assessment




7 of 30



cycle.

November

& WATER UNIT: WEATHER

UNIT ESSENTIAL QUESTIONS: 1. How does the transsolar heat energy occuEarth's atmosphereaffect the movement of air? 2. How does the sun affectEarth's changes in season, weather, and climate? 3. How do the interactions among heat, water, and air pressure create varying weather systems? PA State Science & Technology Standa

fer of r in

and

rds

PA State Environment Ecology Standards

&

UNIT CONTENT Investigation 8: Air Pressure and Wind

a gas

Investigation 8: Air

1. Pressure exerted on

Pressure and Wind

on of

a for mapping and

the

l n

local winds.

1. Apply pressure to asystem, and observe &explain the compressia gas. 2. Build an anemometer and use it to gather wind-speed datanalyzing. 3. Interpret a pressure map. 4. Describerelationship between changing air pressure and wind. 5. Explain how differentiaheating of Earth by the Sucreates Investigation 9: Weather and Climate 1. Experiment with a solar-heated bag to model and explain the forair mass. 2. Observe and explain the interaction of two liquids of different demodel for frontal

mation of an

nsities as a

Investigation 8: Air Pressure and Wind

Sum at

Inves ig


• Pressure in a Jar Lab • Quickwrite: What is

wind? What causes wind?

• Local Winds Activity • Anemometer Lab

U.S. Pressure Maps •

m ive Assessment:

• Response Sheet: Air Pressure & Wind

• Mid-summative Exam8

t ation 9: Weather and Climate

Investigation 8: Air Pressure and


• Solar Balloon Observations

• Reading Weather Maps Activity

Wind

Investigatio

• FOSS Weather & Water kit • FOSS Student Lab Notebook• FOSS Multimedia

o Gas in a Syringe

o Atmospheric Data: alloon Weather-b

launch and Elevator to Space

o Climate Factors: Local Wind

esource Book • FOS RRea g

Pressure? o Where the Wi

S din s o What is Air

ld

Day

Wind Blows o Laura's Big

n 9: Weather and Climate

• FOSS Weather & Water kit • FOSS Student Lab Notebook• FOSS Multimedia

o Video: Solar

Balloon actors: o Climate F

Weather and Landforms

www.curriculummapper.com




reduces its volume anincreases its density. 2. Differential heating of Earth's surface by the Sucan create high- anpressure areas. 3. Wind is a movement of air from an area of high pressure to an pressure. 4. Local winds, called sea breezes, land breezes, mountain bvalley breezes, blow in predictable ways determined by local differential heating. 5. Wind speed is mewith an instrument canemometer. 6. Air pressure is represented on a map by contour lin Investigation 9: Weather

d

n d low-

area of low

reezes, and

asured alled an

es called isobars.

and Climate 1. Air masses are large bodies of air that are uniform in temhumidity. 2. The boundary between two air masses that meet is

perature and

on asses in

eir densities.

d

Sum at

boundaries. 3. Explain the interactibetween two air mterms of th 4. Explain how a global temperature increase could affect the water cycle anEarth's climate.

• er Activities

Severe Weath

m ive Assessment

• Response SheeWeather and Cl

t - imate

• Global Warming Discussion/Blog

er • Weather and WatFinal Exam

o Climate Factors: Climate Regions Cycles: Wateo r Cycle

S esource Book din s

• FOS RRea g

o Is Earth GettiWarmer?

Clas oo

o Severe Weather ng

• Blog

sr m Discussion & o Global Warming





c 3. Weather conditions usually change as a front passes by. 4. Weather is the conditioof the atmosphere at a specific timclimate is the average weather condition over a long period of time in a region. 5. Global warming may have an effect on Earth's weathe UNIT: A (Note: Assuch as the seasons, orbit around the sun, rotation, revolution, solar angle, and daylight variations are covered in Weather & Water, Investigation 3, Reasons fothe Seasons) UNIT ESSENTIAL

alled a front.

n

e and location;

r and climate.

STRONOMY

tronomy topics Earth's

r

QUESTIONS PA State Science &

stronomy Skills

A

explain the phases

Astr nomy Formative

1. Identify and

oAssessment

rd

tifying Phases of the

onal

Astronomy Materials & ResourcesLunar Observation RecoChart Lab: IdenMoon Lab: Moonrise, Moonnoon, Moonset Lab: Characteristics of Elliptical Orbits Lab: Models of Eclipses Lab: Relating Gravitati

GEMS Reasons for the Seasons,

Cycles Comic Book, The 99


GEMS Living with a Star,

Years That Changed Astronomy




Technology Standards

UNIT CONTENT

Earth rotates very 24

es around

rth

of an object an be

ps other; planets,

ove 9.

)

1.(counterclockwise) ehours, causing day andnight, and revolvthe Sun once every 365.25 days, causing our year. 2. The moon’s appearance changes predictably over the course of a 28-day period due to its revolution around the Earth. The moon revolves around Eaand rotates on its axis; half of the Moon is lit by the Sun at all times. 3. Scale is the size relationship between a representation and the object. It cexpressed as a ratio andused to help people understand the relationshipsand distance in the Sun-Earth-Moon system and beyond. 4. In the heavens, stars maintain their relationshito one ancomets, and asteroids mwith respect to the stars.

of the moon by drawing or modeling the process. Explain how twork of past

2. he

astronomers has influenced our current astronomical theories. Compare and contrast absol

3. ute

magnitude and apparent magnitude. Create an H-R diagram in o

4. rder

to determine the distance and temperature of a star. Explain a star’s possible life cycle.

5.

6. Evaluate a spectral analysis to determine the composition of a star. Successfully drawor model how bot

7. h

a lunar eclipse and solar eclipse occur. Explain why the stars appear to

8.

move on both a nightly and yearly basis. Explain the

Force and Orbits Lab: Properties of Stars (Hertzsprung-Russel DiagramLab: Spectral Analysis Astronomy Summative Assessment Astronomy Quiz Astronomy Unit Exam





5. Modern astronomy has been developed based on the past work of Copernicus, Tycho Brahe, Kepler, Galileo, Newton, Ptolemy and others. 6. Stars experience and go through different life cycle 7. The distance and temperature of a star can determine its apparent magnitude, where theabsolute magnitude of a stexplains its actual brightness. This can bedisplayed on an H-R Diagram. 8. Scientists can use a spectral analysis to determinof a star. 9. There is a relationship between the time it takes foa planet toits period of revolution, anthe gravitational force pulling on the planet. 10. As the moon and Earth revolve around each otand the sun, they blocsome of the sun’s light, causing either a lunar or solar eclipse.

s.

ar

e the composition

r orbit the sun, or

d

her k

relationship between the time it takes for a planet to orbit the sun, or its period of revolution, and the gravitational force pulling on the planet.





11. The sun, our star, hasmany effects on Earth. 12. We continue to develonew technology to study space in order to better understand our own planet.

p

December EARTH HISTORY UNIT ESSENTIAL QUESTIONS

ses of nd

present

, c

DS

1. How are the procesmaking observations ainferences about the important to geologists in explaining past and future geological events? 2. How are Earth's landforms altered by processes such as weathering, erosiondeposition and tectoniplate activity? PA STATE STANDAR

11

S1S11.A.3.1 S11.A.3.2 S11.A.3.3

S 1.A.1.1 S 1.A.1.3

1.A.2.1

Investigation 1: Pushing the Envelope

ew.

1. Make observations and generate evidence to support and idea. 2. Share study results with others for critical revi 3. Make inferences based on evidence. Investigation 2: Into the Grand Canyon 1. Study photographic and video images of the life, rocks, and landfoGrand Canyon. 2. Study rocks from the Grand Canyon. 3. Generate a list of questions about the GranCanyon that willfurther study. 4. Explain how the Grand Canyon's history invol

rms in the

d guide

ves

Investigation 1: Pushing the FOSS Earth History Kit Materials FOSS Earth History Student Lab BookFOSS Earth History Resource Book

D-FOSS Earth History Multi-media/Crom Investigation 1: Pushing the Envelope

• Earth History Student Lab Book

esti ation 2: Into the Grand

Envelope Formative Assessments

• Observation/ Inreview sheets

ference

m ive AssessmentsSum at

Inv g

• Mid-Summative Exam #1

esti ation 2: Into the

Inv gCanyon

Grand Canyon Formative Assessments

• Notes on the Powell Expedition

• Grand Canyon Field-Trip Guide

• Grand Canyon Questions


• Earth i


• Rock Samples • Video: River Song • Resource Book Readings

o The Journal of JohWesley Powell

o Getting to know th

n

e Grand Canyon

H story Multi-



Skills Assessment Tech S

Modifications tr eat gies a/M terials/Resources

S11.B.3.2 S11.D.1.1 S11.D.1.3 S8.D.1.1 EARTH HISTORY

NTENTUNIT CO

ing Investigation 1: Pushthe Envelope How do the processes of observation and inference contribute to anquestions, both on your oand those asked by geologists? 1. An observation is information gathereddirectly by more of the five sensseeing, touching, heartasting, or smelling. 2. An inference is a logicalconclusion based on observations and pastexperience. Investigation 2: Into

swering wn

using one or

es - ing,

the Grand Canyon

would rs

oth natural phenomena

What does the Grand Canyon look and sound like? In what wayyou describe it to othewho have never seen it?

band human interactions. Investigation 3: Grand Canyon Rocks 1. Compare photographs and rocks representing twlocations in thCanyon. 2. Use acid to test for calcium carbonate in a sample. 3. Identify and name three sedimentary rocks: limestone, sashale. 4. Correlate the rocks fromtwo locations along the Colo 5. Investigate how differential erosion has changed the landsthe Colorado River. 6. Build a three-dimentional conceptual view of the sequencesedimentary rockup the Colorado Plateau.

o e Grand

rock

ndstone, and

rado River.

cape of

of s making

Sum atm ive Assessments

Inv g

• Mid-Summativ e Exam #2

esti ation 3: Grand Ca onny Rocks Formative Assessments

Sum at s

• North Canyon Observaitons and Sketch

• Nankoweap CanyonObservatioand Sketch Grand C

ns

• anyon Rock Line-up Grand Canyon Rock Correlations

•

• Chuar Butte Observations

nm ive Assessme t

Investigatio

• Quick Write - Explain horizontal lines on canyon walls


med C

o AuditoriumRiver Trip

o Exped

ia/ D-rom

- Powell

itions Desk - Grand Canyon Rim, Pima Point

o Auditorium - Grand Canyon

n 3: Grand Canyon Rocks


• Rock Samples • Colorado Plateau Map • Resource Book Readings

o From the Little Colorado to the Foof the Grand Cany

ot on

h History Mulit-dia/ D-rom

-

• Eartme C

o AuditoriumColorado RivColorado

er, Plateau

o Geology Lab - EartProcesses

h





1. John Wesley Powell wthe first investigator to explore the Grand Canyonby river. 2. The Grand Canyon is a natural landform located onthe Colora 3. The Grand Canyon has been home to a number of different peoples overcourse of history. Investigation 3: Grand

as

do River.

the

Canyon Rocks When comparing two different locations in the Grand Canyon, iup of the rocks and theorder of the rock layers thsame throughout the canyon and have these rock layers changed over time? 1. Rock layers, such as those in the Grand Conyonare three-dimentional features. 2. The sequence of rocks is the same from one loto anothe 3. Some Grand Canyon rocklayers are exposed at other sites on the Colorado Plateau.

s the make-

e

,

cation r along the canyon.





4. Different rates of eror differential erosiocaused properties of the rock layers.

osion n is

by differences in the

Unit: Earth History Essen

January

tial Questions

ferences about the about

s altered by rocesses such as

c

1. How are the processes of making observations and inthe present important to geologists in explaining past and future geological events? 2. How are Earth's landformpweathering, erosion,deposition and tectoniplate activity? PA State Standards

Investigation 4: My Sediments Exactly

of d

te to the n

nvestigation 4: My

How do the processes weathering, erosion, andeposition contribuformation of rock layers ithe Grand Canyon? 1. Sandstone and shale are

ISediments Exactly

d er

in

.

nvestigation 4: My

1. Investigate how sancan be made from largrocks. 2. Identify the sediments sandstone and shale. 3. Model the formation of sandstone and shale in an ancient environment. 4. Study and explain the processes of weathering, erosion, and deposition

ISediments Exactly

s: Formative Assessment

odel

nvestigation 4: My Sediments

• Quick Write: Describes creation of rock layer in Grand Canyon.

• Informal notes Sand Observations Multimedia sand

• •

observations • Sand questions

• Stream-table map Grand Canyon M•

IExactly

• FOSS Kits • Student lab • Rock samp• FOSS Earth

journals les

History w ebsite

gy Lab o Sand Types o Earth Processes

o Geolo

• ea gR din Grand Canyon Flood!





examples of sedimerock. 2. Sediments form through the processes of physical and ch 3. Erosion is the wearing away of soil and rock by weathering, mass movement, and actions of streams, glaciers, waves anwind. 4. Eroded sediments can be transported by water, wind, or ice anlocations. 5. Sediments that settle in water form a flat, horizontal layer; eachsediment is distinct. 6. Sediments turn into solid rock through the processlithification, which incementation, compaction, and crystallization. 7. The present is the key to the past; geological processes that we obstoday most likely occurred in the same way throughout Earth's history. Investigation 5:

ntary

emical weathering .

d

d deposited in new

new layer of

of volves

erve

Limestone

5. Determine how the processes of weathering, erosion, and deposition contribute to the formatof sediments, sedimentaryrock, and landforms suchthe Grand Canyon (GC). 6. Make inferences based on evidence about the source of sedimentary roparticles and the environment of deposition. I

ion

as

ck

nvestigation 5: imestoneL

ments in

on of calcium

Sum at

1. Identify the sedilimestone. 2. Investigate how carbon dioxide contributes to the precipitaticarbonate in water. 3. Model the formation oflimestone layers in an

• Self-assessment

m ive Assessments:

• Mid-Summative 4

Exam

nvestigation 5: Limestone

I

Summa

nvestigation 5: Limestone

Formative Assessment

• Informal notes • Seawater

Investigations stions• Basin Que

• Teacher

observation: Inter of ancient

pret evidenceenvironments

tive Assessments

I

website


• FOSS Kits • Student lab journals • FOSS Ea th

o Geo

r History

logy lab o Sedimentary rocks o Limestone

• Reading Where in the World is C iu

• alc m Carbonate?

Reading Coconino Stories



Skills Assessment Tech Strategies/Materials/Resources

Modifications

How do sedimentalayers provide evidancient en 1. Limestone is a sedimentary rock composedmainly of calcium carbonate. 2. Limestone is formed by physical and biologprocesses. 3. Two main sources contribute to the calciumcarbonate inremains of marine organisms and precipitate formed when carbon dioxide is exhaled by marine organisms into watcontaining calcium I

ry rock ence of

vironments?

ical

limestone: the

er

nvestigation 6: It's About Time

e and nes help us

terpret the age of rocks

ends to the

ncient environment.

and

n of a sequence layers.

nvestigation 6: It's

What is geological timhow do timeliinand enable us to infer geological events? 1. Geological time extfrom Earth's origin

a 4. Infer prehistoric environments from evidence from rocksfossils. 5. Infer changes in environments through the interpretatioof sedimentary rock IAbout Time

me

istoric life.

story.

n

nvestigation 6: It's About

1. Create a personal tiline from birth to the present. 2. Construct a time line ofgeological events and preh 3. Apply the concept of time line to Earth hi 4. Describe how rocks cabe given a relative age based on their relationship to other rocks.

• Mid-Summative 5

Exam

ITime

Summat

e Exam

nvestigation 6: It's About Time


• Personal Time • Response sheet

Line :

Recognizes a good model of a geologicaltime line.

• Teacher observation: Accurately sequence events on a time line. Self-Assessm• ent: Understands how to create and read a time line

ive Assessment

• Mid-Summativ6

I

d

Investig on 7: Fossils and Time

• Reading Fossils, Rocks, anTime

• FOSS Earth History website

o Time Room o Colorado Plateau

over Time • Reading Floating on a

Pre o

ati

hist ric Sea

• Reading A Fossil Primer e

o Time Room

• FOSS Earth History websit





Modifications

b 2. The geological time scale is an arbitrary arrangement of geological

as a chart. 3. Earth's history is measured in millions of years. I

eginning of human history.

events, most often presented

nvestigation 7: Fossils and Time

ence for etermining the relative age

ayer.

animals and plants found as

nvestigation 7: Fossils

What is fossil succession and how are index fossils used as eviddof sedimentary rocks overgeological time? 1. Index fossils can be used as indicators for the age of a sedimentary rock l 2. Fossil evidence supports the law of fossil succession: the kinds of

fossils change over geological time.

Iand Time

e anyon and

termining relative

Investig on 7: Fossils and

1. Use index fossils to correlate rock layers in thGC, Bryce CZion National Parks. 2. Compare various events and fossils to derive a sequence of faunal succession over geological time. 3. Use index fossils as evidence for correlating and deage of rock layers at different locations. 4. Make inferences from fossil evidence that contribute to an understanding of fossil succession.

atiTime

Sum at

Formative assessment

• Informal notes• Index-Fossil

Correlation Quest• Thinking about I

Fossils

ions ndex

m ive assessment

• Mid-Summativ7

e Exam

o Time Machine

February EARTH HISTORY UNIT ESSENTIAL

Investigation 8: One Rock to Another

Investigation 8: One Rock to Another

FOSS Earth History Kit Materials FOSS Earth History Student Lab Book





QUESTIONS

ses of nd

present

, c

DS

1. How are the procesmaking observations ainferences about the important to geologists in explaining past and future geological events? 2. How are Earth's landforms altered by processes such as weathering, erosiondeposition and tectoniplate activity? PA STATE STANDAR

EARTH HISTORY UNIT CONTENT Investigation 8: One Rock to Another How does the environment determine the size of igneous rockwhat factors lead to the formation and destruction ofsedimentary, metamorphiand igneous rocks? 1. Igneous rocks form when molten rock solidifies. Extrusive igneous rofrom when lava solidifies

crystals and

c,

cks

d metemorhpic

mental conditions.

nd

Sum at

FOSS Earth History Resource Book D-1. Observe and compare the

properties of sedimentary, igneous, anrocks. 2. Relate crystal size in igneous rocks to environ 3. Explain constructive adestructive forces in the lithosphere.

Formative Assessments

• Crystal-Size Investigation

• Igneous Rock Questions

• Rock Analysis

m ive Assessments


• Earth History Final Summative Exam

FOSS Earth History Multi-media/Crom Investigation 8: One Rock to Another


• Resource Book Readings

o The Story of the Wrightwood Marb

o Crystals, Minerals, le

and Rocks o Destroying and

h Reconstructing Earto Careers in Geology

• Eartme C

Database o Expeditions

h History Multi-dia/ D-rom

o Geology Lab - Rock

Desk - Yosemite National Park, Hawaii Volcanoes National Park, Bright Angel Trail Rock Database o





on the Earth's surface. Intrusive igneous rocks form when magma solidifies within existing rock below Earth's surfa 2. Metamorphic rocks forwhen heat and pressure change existing rocks into new rocks. 3. Igneous, metamorphic, and sedimentary rocks can be changed another over time in a process called the rock cycle.

ce.

m

from one type to

March FORCE AND MOTION ESSENTIAL UNIT

QUESTIONS

d by its n of

1. How can the motion of an object be describeposition, directiomotion, speed, and acceleration? 2. How do forces affemotions of objects? PA State Standards

ct the

FORCE AND MOTION

N CONTENTU IT

Investigation 1: Here

to There 1. Observe and

rms of

se

determine the distance

.

Investigation 1: Here to There

describe an object’s motion in techange of position. 2. Explain how to ua reference point to

moved by an object.

3. Measure distance in standard metric units

4. Use tools to gather data and mathematics


• Flight Distance

Sum at

s an

Graph • Road Races

• Air-Trolley Dist ce

• Moving Along Multimedia

m ive Assessments

• Quickwrite: Wh


Inv g

• FOSS Force & Motion Lab Notebook

• FOSS Student Lab Notebook• FOSS Multimedia • Moving Along

esti ation 2: Speed

at is

• Mid-summative Exam motion?



• FOSS Student Lab Notebook• FOSS Resource Book

Readings

io Time: The Inf nite





What is motion, and how is it represented and measured?

cation of n time.

nt of

ion Xi)

1. Position is the loan object at any give 2. Motion is the act of changing position. 3. Distance is the amouchange in position. 4. A reference point is an arbitrary point on an object, used to determine its position. 5. Calculate distance (d) using the distance equat(d = Xf - Investigation 2: Speed

What is speed? Hows

is peed measured and

calculated?

on of an t)

a

1. Speed is the rate of change of positiobject. (v = d/ ? 2. The slope of a line on

to organize data. Investigation 2: Speed 1. Conduct experiments to acquire distance andand to determine speed.

2. Use tools to gatdata and m

time data

her athematics

s of distance and

to organize data.

3. Use mathematics to solve problems involving unknown quantities. 4. Explain speed in termtime. Investigation 3: Comparing Speeds

e a

her anize data and

Inv g

1. Conduct experiments to acquirtime and distance datand to determine speed. 2. Use tools to gatand org

esti ation 2: Speed


• Who Got There • Time Travel

First?

• Speeding Down Slopes ance

•

• Speed & DistPractice

Average Speed Practice

Sum atm ive Assessments

• Response Sheet: Speed

•

ativMid m e Exam 2

ring

-su m

Investigation 3: CompaSpeeds


• Photo Finish Multimedia

• Walk/Run Rac• Walk/Run Sp

es eeds

• Boat Races • Graphing Multim

edia

sment

• Iditarod

Sum atm ive Asses

• Response Sheet: Speed

Lo

ine First in Flight

o How Fast Do ThingGo?

s

n 3: Comparing SpeedsInvestigatio


• FOSS Student Lab Notebook• FOSS Multimedia

o Photo Finish

o Graphing ok • FOSS Resource Bo

Rea gsdin Tho Iditarod: e

GLast Earth

ka Epic

reat Race on• Video: Sled Dogs: An

Alas n





speed graph represpeed; steeper slopesrepresent higher speeds 3. The equation for calculating distance whespeed and time are known is (d = v x t) 4. Average speed is the total distance traveled by and object divitime needed to go that distance. Investigation 3:

sents

n

ded by the total

Comparing Speeds

How can speed beg

raphically represented

and interpreted to solve

a

r

ph an

speed.

to ine head starts.

problems? What is the difference between speed and velocity?

1. The slope of a line ondistance vs. time graph represents speed; steepeslopes represent higher speeds. 2. A distance vs. time gracan be used to determine object's

solve problems involving unknown quantities.

3. Use speed graphs determ

4. Explain speed in terms of distance and time.


xam





April UNIT ESSENTIAL

QUESTIONS

tion

nd

ions of

1. How can the moof an object be described by its position, direction of motion, speed, aacceleration? 2. How do forces affect the motobjects? PA State Standards

ITUN CONTENT

Investigation 4:Representing Motion

sed to represent and

. The difference between an object's

Investigation 4:

How can graphs be uinterpret motion events?

1

Representing Motion ther and

tion events

on graphic

otion

n displacement and

on a speed

1. Use tools to gaorganize data.

2. Transform narrative accounts of mointo graphic representations.

3. Generate motiscenarios from representations of mevents.

4. Explain the difference betweedistance.

5. Explain what a horizontal line graph represents. Investigation 5: Acceleration 1. Use tools (mecand electronic Dotcacollect time and distance data and mathematics to organize and analyze the data.

2. Use equations to

hanical rs) to

calculate acceleration, elocity

Investigation 4: Representing

displacement, and vof rolling objects.

3. Identify and

Motion


• Show Time • Clancey’s Afternoon

lks • Road Trip

vent

• Leisurely Wa

• Graph a Motion Eotion S• Create a M tory

• Motion Stories Multimedia

Summative Assessments

Inv sti ion 5:

• Response Sheet: Representing Motion


e gatAcceleration

ent Formative Assessm

Investigation 4: Representing Motion

Investigation 5: Accelerati

• Comparing racT ks Lab

• Rolling Dot Car Lab • Cars and Loads Lab • X Car and Z Car • Dotmaker

tice • Acceleration Prac


• FOSS Kit • Student Not• Student La

Fo

ebook b Journal

• FOSS rce and Mwebsite

otion

o Motion Stories FOSS Reso

• FOSS Multimedia

• urce BoRea gs

ok din :

Motion Review

Boston TreasureHunt

Riding onSpringer Hill

on

• FOSS Kit • Student Not• Student La

ebook b Journal

• FOSS Force and Mwebsite

o i

• FOSS Multimedia

t on

o Dotmaker o Dotcar soft

• Resource Book Reware ding

o d faster o The Other Great

a Faster an




initial and final positions is displacement. 2. Constant speaverage speed straight lines on distance vs. time graphs. 3. Complex motion event cainto coherent segmecalled legs. Investigation 5:

ed and yield

n be analyzed nts

Acceleration

eration t

pe

e

?X)

of

locity. Summative As ment

What is acceland how is imeasured? How do changes in sloand mass affect the acceleration of a moving object? 1. Acceleration is thchange of velocity (?v-) per unit time, measured in units of change in position (per unit of time.

interpret graphsaccelerating motion and constant ve

Questions

sess

• Response Sheet: Acceleration

• Mid-Summative Exam 5

Race





2. Object rolling down slopes accelerate;acceleration is greater on steeper slopes. 3. The mass of a rollingcar has little effect its acceleration

on

UNIT ESSENTIAL QUESTIONS 1. How can the motion of an object be described by its position, direction of motion, speed, aacceleration? 2. How do forces affect the motiobjects? PA State

May

nd

ons of

Standards

UNIT CONTENT

Investigation 6: Force

ng scales, and multimedia simulations) to

gate n.

estigate force and motion.

f net force.

1. Use tools (pushers, spri

apply force and investifriction and motio

2. Analyze illustrations of forces in motion.

3. Use multimedia simulations to inv

4. Describe change of motion as a result o

Investigation 7: Gravity

rmine the relationship between mass

es.


1. Dete

and the force of gravity, using spring scal 2. Gather time and


• Pushes and Pull• Force and Sleds

s

• Forces on Carts • Force Bench

Multimedia

Sum at tsm ive Assessmen

Inves g

• Quickwrite: Whcauses things to

at move?

• Response Sheet: Force • Mid-summative Exam

6

ti ation 7: Gravity


• Life-Raft Drop• Calculating Velo

acity


nd Distance

Investig ion 7: Gravity

• FOSS Force & Motion Kit • FOSS Student Lab Noteboo• FOSS Multimedia • Force Bench

k

• FOSS Resource Book

• Aristotle, Galileo, & N• Force Bench: Free

Experime

Readings ewton

ntation

at

• Vid


• FOSS Force & Motion Kit • FOSS Student Lab Noteboo• FOSS Resource Book

Readings

k

o Gravity: It's the Law o How to Get an

od Hold

n to a Moon eo: Galileo: On the



Skills Assessment Tech S

Modifications tr eat gies a/M terials/Resources


What is force? How do forces interact with each

ull.

f all forces acting on an object.

. A net force applied to a

. Friction is a force that

Investigation 7: Gravity

other and affect moving objects?

1. A force is a push or p 2. Net force is the sum o

3mass produces acceleration. 4acts to resist motion.

gravitational forces of

free-falling objects

force depends on the masses of

isplacement data estigate ravity.

celeration

What is gravity? How do

affect the motion

and moving bodies down a hill?

1. Gravity is a force pulling masses toward each other; the strength of the

delectronically to invthe acceleration of g

3. Explain gravity as a universal force.

4. Discuss Galileo’s discovery of acdue to gravity. Investigation 8: Momentum 1. Conduct simpleinvestigations to demonstrate inertiastationary and movmasses.

2. Use a force scale to determin

of both ing

e the force needed

elocity

d

e f force and time

Sum at

to stop cars traveling atdifferent speeds.

3. Use electronic Dotcardata to calculate vand momentum.

4. Explain how inertia anmomentum affectpassenger safety in car crashes.

5. Explain and apply thinterplay o(impulse) and momentumin crashes.

• Velocity and DistancePractice

• Testing Galileo’s Rule

m ive Assessment

• Quickwrite: Wobjects fall?

hy do

• Response Sheet: Gravity

• Mid-summative Ex7

am

t ation 8Inves ig


Sum at

• Runaway Float• Float Moment

um

• Car Crashes

ntm ive Assessme

• Response SheeMomentum

t:

Inves ig

Sho ders

t ation 8: Momentum

ul of Giants


• FOSS Force & Motion Kit • FOSS Student Lab Noteboo• FOSS Resource Book

Readings

k

o How Much Oomph? Car • Video: Understanding

Crashes


27 of 30



the objects. 2. The force of gravity accelerates object in freefaand objects rolling downhill. 3. The acceleration produced by the force of gravity is about 10toward Eart Investigation 8:

ll

m/s2

h.

Momentum

How do chaan object’

nges in s velocity

and mass affect its

an

iform motion; ange in motion.

momentum? Why does a change in impulse affect the safety of moving objects?

1. Inertia is the property ofmatter that tends to keep masses in unit resists ch 2. Inertia is proportional to mass; larger masses have greater inertia. 3. Momentum is inertia in motion; it is the product of an object's velocity and

www.curriculummapper.com




m 4. A net force applied to an object can change its momentum. 5. An impulse is a force applied for a period of time.

ass.

UNIT ESSENTIAL Q

June Investigation 8: UESTIONS

1. How can the motion

position, direction of

f

of an object be described by its

motion, speed, and acceleration? 2. How do forces affect the motions oobjects? PA State Standards

UNIT CONTENT

Inv stigation 8:

e

Momentum 1. Conduct simple investigations to

ia of both oving

nt speeds.

d

me um

.

Investigation 8: Momentum

demonstrate inertstationary and mmasses.

2. Use a force scale to determine the force needed to stop cars traveling at differe

3. Use electronic Dotcar data to calculate velocity and momentum.

4. Explain how inertia anmomentum affect passenger safety in car crashes.

5. Explain and apply the interplay of force and ti(impulse) and momentin crashes


• Runaway Float • Float Moment

Sum at

um

m ive Assessment

• Car Crashes

• Response Sheet: Momentum

Final Fo it

• Egg Drop

rce & Motion UnSummative Assessment

• Final Exam Part 1

Investigation 8: Momentum

• Final Exam Part 2

• FOSS Force & Motion Kit k

Extension Activity: Trajectory Motion (Shoot for your Grade)

• FOSS Student Lab Noteboo• FOSS Resource Book

Readings o How Much Oomph?

• Video: Understanding Car Crashes





Momentum How do changean object’s vel

momentum? Why does a change in impulse affect the safety of moving objects? 1. Inertia is the property of matter that tends to kemasses in uniformotion; it resists change in motion. 2. Inertia is proportional to malarger masses have greater inerti 3. Momentum is inertiin motion; it is the product of an ovelocity and mass. 4. A net force applied to an object can changits momentum.

s in ocity

and mass affect its

ep an m

ss;

a.

a

bject's

e






Modifications

5. An impulse is a force applied for a period of time.

grade 8 earth science skills assessment tech...

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