Grade 8 Science Alignment

Quarter 1

Big Idea Grade Level Indicator Book Chapter Pages Interventions

Why is it important to choose a stationary object as a reference point?

PS 1:Describe how the change in the position (motion ) of an object is always judged and described in comparison to a reference point .

Prentice Hall Unit Book: Motion,

Forces & Energy1 (sect1) 6-8

http://pals.sri.com/tasks/5-8/Swinging/

Motion can be measured. How are velocity & acceration related to motion?

PS 2:Explain that motion described the change in the position of an object characterized by a speed and direction ) as time changes.

Prentice Hall Unit Book: Motion,

Forces & Energy 1 (sect3)

10-12, 22-27

http://nces.ed.gov/nationsreportcard/itmrls/itemdisplay.asp?NumSearchResults=1&Curr

entQuestions=:2005-8S11%2B5&SearchIndex=1&SearchStartIndex=1&QuestionsPerPage=20&TabPageIndex=0&SearchQuestionSet=0

&

A force is a push or a pull. How do friction & gravity affect motion? (Balanced vs Unbalanced Forces)

PS 3: Explain that an unbalanced force acting on an object changes that object's speed and;/or direction .

Prentice Hall Unit Book: Motion,

Forces & Energy 2(sect 1&2) 36-45 Is The Force With You?

Compare states of matter. Changes from one state to another when thermal energy is absorbed or

released.

PS 7-1:Investigate how matter can change forms but the total amount of matter remains constant.

Prentice Hall Unit Book: Motion,

Forces & Energy

5 (sect 3) 6 (sect 3)

162-163, 190-194

ORC # 472

At what point does a bouncing ball/roller coaster/pendulum... have the greatest

potential/kinetic energy?

PS 7-2:Describe how an object can have potential energy due to its position or chemical composition and can have kinetic energy due to its motion.

Prentice Hall Unit Book: Motion,

Forces & Energy 5 (sect 3) 158-163 ORC #3065

All objects are made up of atoms & molecules. List specific examples of each type of energy.

PS 7-3:Identify different forms of energy (e.g., electrical, mechanical, chemical, thermal, nuclear, radiant and acoustic)

Prentice Hall Unit Book: Motion,

Forces & Energy 5 (sect 2) 151-155 ORC # 1613

How are different forms of energy related? What is the law of conservation of energy?

PS 7-4:Explain how energy can change forms but the total amount of energy remains constant.

Prentice Hall Unit Book: Motion,

Forces & Energy 5 (sect 3) 158-163 ORC # 2326

Describe the changes of energy in a hair dryer? Ceiling fan?... (energy is transformed, not

destroyed)

PS 7-5:Trace energy transformation in a simple closed system (e.g., a flashlight).

Prentice Hall Unit Book: Motion, Force & Energy

5 (sect 3) 158-163 ORC # 3459

2009-2010 Toledo Public Schools, Office of Curriculum 1

Grade 8 Science Alignment

Quarter 1

Big Idea Grade Level Indicator Book Chapter Pages Interventions

Observations require your 5 senses. Inferences are statements (not a fact) based on your observations.

SWK 1: Identify the difference between description (e.g., observation and summary ) and explanation (e.g., inference , prediction , significance and importance ).

Prentice Hall Unit Book: Motion,

Forces & Energy

skills handbook+

212 - 219http://www.indiana.edu/~ensiweb/lessons/palppach.html

Science is always changing; what are advantages/disadvantages of technology?

ST 1: Examine how science and technology have advanced through the contributions of many different people, cultures and times in history.

Glencoe: Earth Science

1 12-15Science and

Technology Makes the World Go Around -

Always learn from your experiments: What worked? What could you do better?

ST 4: Evaluate the overall effectiveness of a product design or solution.

Prentice Hall Unit Book: Motion,

Forces & Energy

skills handbook

218-219Developing

Soundproofing Materials

Why is it important to have an appropriate sample size? Control?

SI 2: Describe the concepts of sample size and control and explain how these affect scientific investigations,

Glencoe: Earth Science

1 & skills handbook

9-11; 803-804

http://pals.sri.com/tasks/9-12/SoapyWater/

Scientists must record ALL data accurately & always be fair.

SWK 2: Explain why it is important to examine data objectively and not let bias affect observations.

Glencoe: Earth Science

1 & skills handbook

20-22; 810-811

http://www.indiana.edu/~ensiweb/lessons/p

alppach.html

Mean=Average Mode= Most Often Median= Middle #

SI 4: Apply appropriate math skills to interpret quantitative data (e.g., mean, median and mode).

Glencoe: Earth Science Prentice Hall Unit Book:

Motion, Forces & Energy

skills handbook

822; 223http://amazing-

space.stsci.edu/

What are constraints? Unavoidable factors? Why is the latest technology not available to everyone?

ST 2: Examine how choices regarding the use of technology are influenced by constraints caused by various unavoidable factors (e.g., geographic locations, limited resources, social, politica l and economic considerations ).

Glencoe: Earth Science Prentice

Hall Unit Book:Motion,

Forces & Energy

1 & Skills Handbook

21-22 218 -219

http://www.sciencenetlinks.com/lessons.cfm

?DocID=71

2009-2010 Toledo Public Schools, Office of Curriculum 2

Grade 8 Science Alignment

Quarter 1

Big Idea Grade Level Indicator Book Chapter Pages Interventions

What are lab safety procedures & tools? Why is it important to follow directions in a lab situation?

ST 1: Choose the appropriate tools or instruments and use relevant safety procedures to complete scientific investigations,

Glencoe: Earth Science

Prentice Hall Unit Book: Motion,

Forces & Energy

Skills Handbook

823; 218-219, 232-

233

http://www.sciencenetlinks.com/lessons.cfm?BenchmarkID=4&Do

cID=153

2009-2010 Toledo Public Schools, Office of Curriculum 3

Grade 8Science Vocabulary

Quarter 1

Content Vocabulary *Includes Weather/Climate Test VocabularyAcoustic energy hurricanes Procedures Apply

Alpine hydrosphere Quantitative Appropriate

Atmosphere Importance Radiant Energy Complete

Balanced Force Inference Reference Point Construct

Bias Instruments Regional weather Data

Biochemical Cycles Investigations Sample (size) Describe

Chemical Energy Kinetic Energy Science Design

Biomes Limited Resources Scientific Investigations Determine

Climatic Zones lithosphere Significance Difference

Closed System (simple) local weather Size Display

Cloud types Materials Social Evaluate

Constraints Matter Solution Examine

Contributions Mean Speed Explain (Explanation)

Control Measurements Station model Identify

Data Median Summary Interpret

Description Mode Technology Objectively

Desert Motion Temperature Predictions

Drought national weather Thermal Energy Quantitative data

Economic Nucleur Energy Tornadoes Read

Effectiveness Objective Transformation ( of energy)

Electrical energy Observation Tundra

Energy Political Unavoidable Factors

Factors Position Unbalanced Force

Floods Potential Energy Vocabulary

2009-2010 Toledo Public Schools, Office of Curriculum

Grade 8Science Vocabulary

Quarter 1

2009-2010 Toledo Public Schools, Office of Curriculum

Forests Precipitation Water cycle

Frontal systems Prediction Weather maps

Geographic locations Product Design Weather observations

Grasslands Weather predictions

Weather related phenomenon

8th Grade Interventions 1st Quarter Physical Sciences

Prentice Hall textbook chapters 1(1,3), 2(1,2), 5(1,2,3) & 6(3) Mastering the OAT consumable workbook pages 83-126 (Unit 3)

Physical Sciences #1: Describing Motion * Page 7 Discuss Figure 1 Reference Points * Page 7 “Instruct” & “Modeling Motion” (teacher’s edition) * http://bbc.co.uk/schools/ks2bitesize/science/physical_processes.shtml Physical Sciences #2: Motion/Velocity/Speed

• pH video “Velocity” • page 10 Lab Zone “Calculating” • page 12 Teaching Key Concepts “Speed & Direction” (teacher’s ed) • page 23 Discuss Figure 9 “Acceleration” • page 23 Reading Checkpoint • page 26-27 Discuss Figures 11 & 12 (Graphs) • http://www.fearofphysics.com/Xva/xva.html

Physical Sciences #3: Forces

• Page 37 Discuss Figure 2 Combining Forces • Page 38 Lab Zone “Modeling Unbalanced Forces” (teacher’s ed) • Page 39 Discuss Figure 3 Balanced & Unbalanced Forces • Page 43 Discuss Figure 4 Friction & Smooth Surfaces • Page 43 Types of Friction (teacher’s ed: Teach Key Concepts) • Page 44 Reading Checkpoint • Page 45 Lab Zone Investigating Friction (teacher’s ed) • Page 45 Discuss Figure 6 Types of Friction • OAT released questions #31, 33, 34 (2007) • http://www.bbc.co.uk/schools/ks2bitesize/science/activities/forces_action.shtml • www.engineeringinteract.org/resources/parkworldplot/flash/concepts/balancedand

un.htm Physical Sciences #7-1: Matter

• Active Art “Conserving Matter • Presentation Express videos “Density” & “Chemical Change” • OAT released questions #1, 5, 6 (2007) and #32 (2008) • http://www.bbc.co.uk/schools/scienceclips/ages/9_10/changing_state.shtml

Physical Sciences #7-2: Potential & Kinetic Energy

• Page 146 Lab Zone “How High Does a Ball Bounce?” • Page 147 Differentiated Instruction (teacher’s ed) “Demo Kinetic Energy” • Page 147 Instruct (teacher’s ed) & Discuss Figure 1 “Energy & Power” • Page 148 Discuss Figure 2 & Reading Checkpoint

• Page 148 (teacher ed) Lab Zone “Mass, Velocity & Kinetic Energy” • Page 149 Discuss Figure 3 “Gravitational Potential Energy” • Page 150 Discuss Figure 4 & Reading Checkpoint “Elastic Potential Energy” • Active Art “Energy Transformations” • Presentation Express “Energy” graphic organizer • www.learner.org/interactives/parkphysics/coaster/section1.html • OAT released question #19 (2008)

Physical Sciences #7-3: Forms of Energy

• Page 151 (teacher’s edition) Lab Zone (need flashlight) • OAT released questions #13, 26 (2007) and #14 (2008) • www.think-energy.co.uk/ThinkEnergy/11-14/activities/TypesEnergy.aspx • Page 152 (teacher’s ed) Lab Zone Teacher Demo • Page 152 (teacher’s ed) DI “Observing Energy” • Pages 152-155 Discuss Figures 5-9 (relate vocab to prefix/previous knowledge)

Physical Sciences #7-4 & 7-5: Conservation & Transformation of Energy

• OAT released questions #43 (2007) and #31 (2008) • Page 159 Discuss Figure 10 & Reading Checkpoint • Active Art “Energy Transformations” activity • Page 160-162 Discuss Figures 11-14 • Page 161 (teacher’s ed) Lab Zone “Modeling Pole Vaulting” • http://www.wsanford.com/~wsanford/gr8ps/VA-SOLs/FCPS-SOL-Review-

Booklet/pp117-130_SOL-Review_Student_FINAL_1.18.06.pdf (slide show)

Grade 8 Science Alignment

Quarter 2Big Idea Grade Level Indicator Book Chapter Pages Interventions

Because the sun is so massive, it pulls the

planets into an elliptical orbit.

ES 2:Explain that gravitational force is the dominant force determining motions in the solar system and in particular keeps the planets in orbit around the sun .

Glencoe: Earth Science

24(sect1) 703-706*Gravity Games *Active Art "Solar

System"

Like Earth, comets & asteroids orbit the sun.

How are comets/asteroids different/similar than Earth?

ES 3: Compare the orbits and composition of comets and asteroids with that of Earth.

Glencoe: Earth Science

24(sect 4) 722-725*PE: The Solar System-Comets, Asteroids & Meteors (target reading skill)

Compare meteor (showers), meteroites &

meteroids.

ES 4: Describe the effect that asteroids or meteoroids have when moving through space and sometimes entering planetary atmospheres (e.g., meteor-"shooting star" and meteorite).

Glencoe: Earth Science

24(sect 4) 722-725 http://media.nasaexplores.com/lessons/01-074/5-8_1.pdf

What causes the tides? Seasons? Day/Night?

Phases of Moon?Eclipses?

ES 1: Describe how objects in the solar system are in regular and predictable motions that explain such phenomena as days, years, seasons, eclipses, tides and moon cycles.

Glencoe: Earth Science

18 (sect 3), 22, 23

535-538, 673-

682

Earth's Revolution and Rotation

Earth is part of the Milky Way (spiral) galaxy.

ES 5: Explain that the universe consists of billions of galaxies that are classified by shape.

Glencoe: Earth Science

25 752-753 http://amazing-space.stsci.edu/

Because space is so vast, we measure distances

between stars & galaxies in light years.

ES 6: Explain interstellar distances are measured in light years (e.g., the nearest star beyond the sun is 4.3 light years away).

Glencoe: Earth Science

25 739-761Tight-Rope to the

Stars

Stars evolve & color indicates temperature.

Nebula--Main sequence--Giant--Dwarf

ES 7: Examine the life cycle of a star and predict the next likely stage of a star .

Glencoe: Earth Science

25(sect 3) 748-757http://insideout.rigb.org/ri/space/our_space/index.html

Many telescopes are in observatories, some are

satellites. Compare manned (ISS) to

unmanned (probes) spacecraft.

ES 8: Name and describe tools used to study the universe (e.g., telescopes, probes, satellites and spacecraft ).

Glencoe: Earth Science

22, 25642-665,

760http://www.sciencenetlinks.com/lessons.cfm?BenchmarkID=3&DocID=307

2009-2010 Toledo Public Schools, Office of Curriculum 1

Grade 8 Science Alignment

Quarter 2Big Idea Grade Level Indicator Book Chapter Pages Interventions

Describe the cooperative international effort of

space exploration.

ST 1: Examine how science and technology have advanced through the contributions of many different people, cultures and times in history.

Glencoe: Earth Science

22655-657;

661

Science and Technology Makes

the World Go Around -

2009-2010 Toledo Public Schools, Office of Curriculum 2

ScienceGrade 8

Science VocabularyQuarter 2

Content Vocabulary Test VocabularyAsteroids Planetary atmospheres Choose

Axis (Earth's is tilted) Planets Classified

Classify by shape Probes (unmanned) Compare

Comets Red Giant Describe

Composition Regular and predictable motions Examine

Days Revolution Explain

Dominant force Rotation Name

Earth Satellites Predict

Eclipses (lunar/solar) Seasons Read

Elliptical Shooting star

Galaxies (spiral) Solar system

Gravitational force Space

Interstellar distance Spacecraft

Life cycle of star Stage of a star (color=temp)

Light year Sun

Meteor (shower) Telescopes (radio, optical)

Meteroite Tides (neap, spring)

Meteoroids Universe

Milky Way White Dwarf

Moon cycles (new/full) Years

Nebula

Observatory

Orbit (elliptical)

2009-2010 Toledo Public Schools, Office of Curriculum 1

ScienceGrade 8

Science VocabularyQuarter 2

2009-2010 Toledo Public Schools, Office of Curriculum 2

8th Grade Interventions 2nd Quarter Astronomy

Glencoe textbook chapters 18(3), 22(all), 23(1,2), 24(1,4) & 25(all) Mastering the OAT consumable workbook pages 175-191 (Chapter 13: The

Universe) Earth & Space Sciences #1 Ocean Tides

• www.sunshine.chpc.utah.edu/labs/tides/tides_main.html • www.amazing-space.stsci.edu • OAT released question #42 (2007) • “Tides” at www.phschool.com

Earth’s revolution, rotation, seasons, elliptical orbit

• “Seasons” active art & graphic organizer (presentation express) • “Tilted Earth” lab at www.science-class.net • OAT released question #44 (2007) and #29 (2008) • Use physical models in classroom to demonstrate phenomena • http://daphne.palomar.edu/jthorngren/tutorial.htm • http://esminfo.prenhall.com/science/geoanimations/animations/01_EarthSun_E2.h

tml Moon Phases & Eclipse

• Active Art “Eclipses & Moon Phases” • www.scilinks.org/retrieveasp • OAT released question #30 (2007)

Earth & Space Sciences #2: Solar System

• Active Art “Solar System” • http://science.nationalgeographic.com/science/space/solar-system • http://www.kidsastronomy.com/solar_system.htm (interactive solar system)

Earth & Space Sciences #3 & #4: Other Objects

• “The Solar System—Comets, Asteroids & Meteors” (Target Reading Skill/Presentation Express)

• www.amazing-space.stsci.edu/resources/explorations/comets/lesson/lab.html • http://www.kidsastronomy.com/comets.htm • OAT released question #22 (2008)

Earth & Space Sciences #5: Universe/Galaxies

• “Galaxies Galore” at www.amazing-space.stsci.edu • OAT released question #15 (2008)

Earth & Space Sciences #6: Light Years • http://starchild.gsfc.nasa.gov/docs/StarChild/questions/question19.html • http://school.discoveryeducation.com/schooladventures/universe/itsawesome/light

years/

Earth & Space Sciences #7: Life Cycle of Stars • Active Art “The Lives of Stars” • “Types of Stars” internet activity at www.phschool.com • http://aspire.cosmic-ray.org/labs/star_life/starlife_main.html

Earth & Space Sciences #8: Tools

• http://coolcosmos.ipac.caltech.edu/cosmic_kids/stories_from_space/tools/ • http://spaceplace.nasa.gov/en/kids/cosmic/index.shtml • www.space.com/shuttlemissions/interactiveshuttle.html • Active Art “Multistage Rocket” • Active Art “Electromagnetic Waves Activity” • Presentation Express “Exploring Space” • Presentation Express “Electromagnetic Spectrum” • Videos (ph express) “Rockets” and “The Race for Space” • http://enterfiringroom.ksc.nasa.gov/index.htm • Unitedstreaming (15 min) “Spin Around the Solar System…” • OAT release questions #37 & #40 (2007)

Grade 8 Science Alignment

Quarter 3

Big Idea Grade Level Indicator Book Chapter Pages Interventions

How has GPS changed our lives? Describe the hypothesis of continental

drift.

ST 1: Examine how science and technology have advanced through the contributions of many different people, cultures and times in history.

Glencoe: Earth Science

6, 10172 (Remote Sensing) 276

(Pangaea)

Science and Technology Makes

the World Go Around -

What is the data telling you? Explain your thinking.

SI 3: Read, construct and interpret data in various forms produced by self and others in both written and oral form (e.g., tables, charts, maps, graphs, diagrams and symbols ).

Glencoe: Earth Science

6+ (integrate consistently)

157, 163…OAT released

questions #38 (2007) and #30 (2008)

Earth is layered inside. Convection currents in the mantle cause the crust

to move.

ESS 9: Describe the interior structure of Earth and Earth's crust as divided into tectonic plates riding on top of the slow moving currents of magma in the mantle .

Glencoe: Earth Science

10 (all)274-293;

313http://www.scotese.com/Default.htm

Lab Opportunity/Extended Response

ST 3: Design and build a product or create a solution to a problem given more than two constraints (e.g., limits of cost and time for design and production, supply of materials and environmental effects ).

Glencoe: Earth Science

11(fig 20) 322Developing

Soundproofing Materials

Weathering wears rock down; Erosion moves sediment; Deposition is where it

settles.

ESS 13: Describe how landforms are created through a combination of destructive (e.g., weathering and erosion ) and constructive processes (e.g., crustal deformation , volcanic eruptions and deposition of sediment ) .

Glencoe: Earth Science

6(1), 7(1), 8(2,3), 9,

10(3), 12(3)

156-161, 184-188, 212-216, 224-229, 240-260, 290-293, 344-353

Mountains of Work

Why are earthquakes associated with plate boundaries?

ESS 10: Explain that most major geological events (e.g., earthquakes, volcanic eruptions, hot spots and mountain building) result from plate motion .

Glencoe: Earth Science

10(3), 11(1), 12(1)

284-292, 304-307, 334-339

http://pals.sri.com/tasks/5-8/CrustalSink/

2009-2010 Toledo Public Schools, Office of Curriculum 1

Grade 8 Science Alignment

Quarter 3

Big Idea Grade Level Indicator Book Chapter Pages Interventions

Compare & Contrast types of plate boundaries.

ESS 15: Illustrate how the three primary types of plate boundaries ( transform, divergent and convergent ) cause different landforms (e.g., mountains, volcanoes and ocean trenches ) .

Glencoe: Earth Science

10(3), 14(fig 18)

285-292, 411

http://www.pbs.org/wgbh/aso/tryit/tectonics/

Forces act on rock & move it: Tension/Compression/Shear

ESS 14: Explain that folding, faulting and uplifting can rearrange the rock layers so the youngest is not always found on top.

Glencoe: Earth Science

11(1), 13(2)306-307, 376-381

http://pals.sri.com/tasks/5-

8/Faultline/index.html

Heat (convection current) inside Earth's mantle causes plate tectonics.

ESS 12: Explain that some processes involved in the rock cycle are directly related to thermal energy and forces in the mantle that drive plate motions .

Glencoe: Earth Science

4(all), 11(1)91-109, 304-

307Heat Up the Floating

Plates

Earth is a sphere (3D). Contour lines show elevation changes. Satellites

show us images of Earth from space.

ESS 11: Use models to analyze the size and shape of Earth, its surface and its interior (e.g., globes, topographic maps, satellite images ).

Glencoe: Earth Science

6 (2,3), 11(fig 12)

162-175, 311-313

http://www.ucmp.berkeley.edu/fosrec/Metzg

er1.html

2009-2010 Toledo Public Schools, Office of Curriculum 2

Grade 8Science Vocabulary

Quarter 3

2009-2010 Toledo Public Schools, Office of Curriculum

Content Vocabulary Test VocabularyChemical Weathering Latitude Relative age of rock AnalyzeConstructive Forces Lithosphere Rock cycle(igneous,metamorphic,sedimentary) BuildContinental Drift Longitude Satelite images ConstructContour Lines Magma Seafloor spreading DemonstrateConvection Current Mantle Soil DescribeConvergent Boundary Mass Movement Tectonic plates DesignDeposition Mechanical Weathering Thermal energy ExamineDestructive Forces Models Topographic maps ExplainDivergent Boundary Mountains Transform Boundary IllustrateEarth crust Oxidation Uplifting InterpretEarth interior Plain Volcanic erruptions ReadEarth surface Plateau Weathering Related toEarthquake Plate boundaries Use modelsEquator Plate motionErosion Plate tectonicsExtrusive Prime MeridianFaulting ProcessesFolding Geologic eventsGlacier movementGlobesHot spotsIce WedgingInterior structureIntrusive

8th Grade Interventions 3rd Quarter Geology

Glencoe textbook chapters 4(all), 6(all), 7(1), 8(1,3), 9(all), 10(all), 11(1), 12(1,3),

13(2) Mastering the OAT consumable workbook pages 192-206 (Chapter 14: Earth’s

Interior & Landforms) Earth & Space Sciences #9: Earth’s Interior

• Page 280, Discuss Figure 5 • Page 285 Quick Demo (teacher’s edition) • Hard Boiled Egg to demo/compare layers of Earth • Graham Cracker Tectonic Lab • http://earthquake.usgs.gov/learning/glossary.phpusgs.gov (visual glossary) • http://www.ucmp.berkeley.edu/education/dynamic/session1/sess1_earthcurrents.h

tml • www.97.intel.com/en/ProjectDesign/unitplanidex/EarthUnderMyFeet/earth_mode

l.html • www.teachersdomain.org/resource/ess05.sci.ess.earth.sys.plateintro/ • www.earthquakes-nsta.fema (NSTA puzzles) • www.teachersdomain.org/resource/ess05.sci.ess.earthsys.boatnv/ (seafloor spreading

video) Earth & Space Sciences #10: Plate Tectonics (Earthquakes/Volcanoes)

• Page 304, Figure 1—Use wood sticks & rubber bands • Page 305 Discuss Figure 2 • Mini Lab page 322 “Modeling Seismic-Safe Structures” • Active Art “Composite Volcano Eruptions” • Active Art “Continental Drift” • Active Art “Seismic Waves” • http://quake.usgs.gov/kap • www.nationalgeographic.com/forcesofnature/interactive/?section=v • www.geology.sdsu.edu/how_volcanoes_work/

Earth & Space Sciences #11: Using Models to Analyze Earth

• Use globes, maps as models • Mini Lab page 163 (need maps) “Interpreting Latitude & Longitude” • Mini Lab page 158 “Profiling the United States” • Problem-Solving Activity page 171 • Active Art “Topographic Maps” • Presentation Express: “Mapping Earth’s Surface” /video “Latitude & Longitude” • www.usgs.gov • www.googleearth.com • www.earthkam.ucsd.edu/public/students/activites/landformations (land formations

activity)

• http://tapestry.usgs.gov • www.projectexploration.org/niger2000/activity3.htm (geologic map) • www.fourmilab.ch/cgi-bin/uncqi/Earth/action?opt=-p (www.livingearth.com)

Earth view Earth & Space Sciences #12: Rock Cycle/Convection Current

• Rock kits (hardness, streak, luster…) • Page 89 Organizational Study Fold/students make Rock Flip Book • Mini Lab page 91 “Modeling Rock” • Page 91 Discuss Figure 2 • Active Art “The Rock Cycle” • OAT released questions #12, 24 (2007) • www.rocksforkids.com/RFK/experiments.htm

Earth & Space Sciences #13: Weathering/Erosion/Depostion

• Reinforcement handout page 23 “Weathering” • Active Art “Mass Movement” • Page 241 Physics Integration (teacher’s edition) • Page 248 Lab Demo (teacher’s edition) • Page 249 Mini Lab “Observing Runoff Collection” • Page 252 Mini Lab “Measuring Pore Space” • Unitedstreaming video “Landslide” • www.nationalgeographic.com/forcesofnature/interactive/?section=v • http://www.teachersdomain.org/resource/ess05.sci.ess.earthsys.erosion/

Earth & Space Sciences #14: Relative Ages of Rock

• Page 306 Quick Demo (teacher’s edition)—PB &J (types of faults) • Active Art “Index Fossils” • Presentation express video clip • OAT released question #36, 37, 38 (2008) • Page 376 Discuss Figure 11 (superposition) • Page 378 Reading Check & Quick Demo (teacher’s edition) • Page 380 Reading Check

Earth & Space Sciences #15: Plate Boundaries

• OAT released question #17 (2008) • Page 286 Use Science Words (teacher’s edition) • http://geology.com/plate-tectonics.shtml • http://www.coff.edu/ete/modules/msese/earthsysflr/plates1.html

Grade 8Science Alignment

Quarter 4Big Idea Grade Level Indicator Book Chapter Pages Interventions

Technology has helped us better understand weather & climate

changes. Why is that important?

ST 1: Examine how science and technology have advanced through the contributions of many different people, cultures and times in history.

Glencoe: Earth Science

15 (fig 17 & 18)

449-450Science and

Technology Makes the World Go Around -

How do the air, water & land interact?

ESS 7-1: Explain the biogeochemical cycles which move materials between the lithosphere (land) , hydrosphere (water) and atmosphere (air).

Glencoe: Earth Science

15434-435, 443-445

Unit - Weather and The Water Cycle

The water cycle moves water & energy between the hydrosphere &

atmosphere.

ESS 7-9: Describe the connection between the water cycle and weather-related phenomenon (e.g., tornadoes, floods, droughts, and hurricanes ).

Glencoe: Earth Science

15 (fig 13), 16(2)

445, 470-477

Unit - Weather and The Water Cycle

Weather occurs in patterns; why is national/regional weather important for

us locally?

ESS 7-7: Read a weather map to interpret local, regional and national weather.

Glencoe: Earth Science

16 (fig 19) 480http://www.srh.noaa.gov/jetstream/synoptic/

ll_analyze.htm

Demonstrate how meterologists predict the weather.

ESS 7-5: Make simple weather predictions based on the changing cloud types associated with frontal systems .

Glencoe: Earth Science

16, Field Guide

466-468, 471-472; 786-789

Unit - Weather and The Water Cycle

Shown a station model, explain what is occuring at a given location.

ESS 7-6: Determine how weather observations and measurements are combined to produce weather maps and that data for a specific location at one point in time can be displayed in a station model .

Glencoe: Earth Science

16(3), Reference Handbook

478-480 & 825

Unit - Weather and The Water Cycle

Why are there such different climatic zones on Earth? Explain how

organisms have adapted to survive? Are humans playing any role in climate

change?

ESS 7: Describe how temperature and precipitation determine climatic zones (biomes) e.g., desert, grasslands, forests, tundra and alpine .

Glencoe: Earth Science

17 (all) 492-510 Biomes Puppet Show

2009-2010 Toledo Public Schools, Office of Curriculum 1

Grade 8Science Vocabulary

Quarter 4

Content Vocabulary Test Vocabularyair pressure meteorologist Characterizealpine national weather Describeatmosphere pollution Determinebarometer precipitation Examinebiogeochemical regional Explainbiomes station model Makeclimate temperature Readclimatic zones tornadocloud types tundracondensation water cycledesert weather mapsforests weather predictionsfrontal systems windglobal warminggrasslandhurricanehydrospherelithospherelocal weather

2009-2010 Toledo Public Schools, Office of Curriculum 1

8th Grade Interventions 4th Quarter Atmosphere/Weather/Climate

Glencoe textbook Ch 15, 16, 17 Mastering the OAT consumable workbook pages 207-222 (Ch 15: The Interaction

of Earth’s Systems) Earth & Space Sciences #7-1: Lithosphere/Hydrosphere/Atmosphere

• www.srh.noaa.gov/srh/jetstream/atmos/atmos_intro.htm • Active Art “The Water Cycle” • Presentation Express video “Heat Transfer” • Active Art “Global Winds” • http://epa.gov/climatechange/kids/climateweather.html • Glencoe text page 444 Discuss Figure 12 & Reading Checkpoint • Glencoe text page 445 Discuss Figure 13 The Water Cycle • http://www.cotf.edu/ete/modules/msese/earthsysflr/water.html (water cycle) • http://www.utdallas.edu/~mitterer/GlobalChange/pdfs/GCIntro.pdf (powerpt)

Earth & Space Sciences #7-5, 7-6, 7-7: Weather Predictions/Clouds/Frontal Systems

• www.weather.gov (national weather service) • www.wunderground.com (local/regional/national weather maps) • Active Art “Weather Fronts” • http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/cld/cldtyp/home.rxml • Weather OAT released questions #7-11 (2007) and #18 (2008) • http://ippex.pppl.gov/interactive/fusion/controlatomtemp.html (temp effect on

atomic movement) • Page 786-789 Field Guide “Clouds”

Earth & Space Sciences #7: Climate/Biomes

• http://www.blueplanetbiomes.org/world_biomes.htm • http://ths.sps.lane.edu/biomes/index1.html • http://www.cotf.edu/ete/modules/msese/earthsysflr/summary.html