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Grade 8 Science– Curriculum Pacing Guide – 2020-2021

South Carolina Science StandardsSouth Carolina Science Support Documents and Resources

Study IslandDiscovery Ed Techbook

Feedback for 2021-2022 Revisions

Science 8 Pacing

Quarter Unit # Topic # of Days

1 FOUNDATIONS Introduction to Science and Engineering 10

1 Force and Motion 25

2 Waves 262

3 Earth’s Place in the Universe 453

4 Earth’s Systems and Resources 344

5 Earth’s History and Diversity of Life 15

Review

Anderson School District Two 2020-2021

Grade 8 Science– Curriculum Pacing Guide – 2020-2021Unit 1 - Force and Motion (approximately 25 days)

Introduction to Science and Engineering Practices - Standard 5.S.1: The student will use the science and engineering practices, including the processes and skills of scientific inquiry, to develop understandings of science content.

Power Standard 8.P.2 The student will demonstrate an understanding of the effects of forces on the motion and stability of an object.8.P.2A. Conceptual Understanding: Motion occurs when there is a change in position of an object with respect to a reference point. The final position of an object is determined by measuring the change in position and direction of the segments along a trip. While the speed of the object may vary during the total time it is moving, the average speed is the result of the total distance divided by the total time taken. Forces acting on an object can be balanced or unbalanced. Varying the amount of force or mass will affect the motion of an object. Inertia is the tendency of objects to resist any change in motion.

8.P.2A.1: Plan and conduct controlled scientific investigations to test how varying the amount of force or mass of an object affects the motion (speed and direction), shape, or orientation of an object.8.P.2A.2: Develop and use models to compare and predict the resulting effect of balanced and unbalanced forces on an object’s motion in terms of magnitude and direction.8.P.2A.3: Construct explanations for the relationship between the mass of an object and the concept of inertia (Newton’s First Law of Motion).

8.P.2A.4: Analyze and interpret data to support claims that for every force exerted on an object there is an equal force exerted in the opposite direction (Newton’s Third Law of Motion).8.P.2A.5: Analyze and interpret data to describe and predict the effects of forces (including gravitational and friction) on the speed and direction of an object. 8.P.2A.6: Use mathematical and computational thinking to generate graphs that represent the motion of an object’s position and speed as a function of time.



Unit 1 – Force and Motion (approximately 25 days)

Essential Tasks/Key Concepts

Science and Engineering Practices

and Cross Cutting Concepts

Learning Targets Resources (Suggested Activities) Vocabulary

The Scientific Method and Lab Safety (5 days)

The student will use the SEP’s including the processes and skills of scientific inquiry to develop understandings of science content.

Topic● Scientific Method● Lab Safety● Scientific Tools of

Investigation● Conduct density lab

S.1A.3: Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures.S.1A.4 Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods to (1)reveal patterns and construct meaning or (2) support hypothesis.

Cross Cutting Concepts:Cause and effect; Scale, proportion and quantity; Systems and systems models; Stability and change

I can...understand the processes of scientific investigations - Scientific Method.I can...learn the importance of following directions during scientific investigations and will identify appropriate safety procedures.I can… identify appropriate tools/instruments used to collect qualitative/quantitative data.

● student-created Lab Safety Poems/raps

● “Saving Fred” mind spark for Scientific Method

● mini-lab/instruction using tools of investigation that students will be using throughout the year

● lab on finding density● Quantitative and

Qualitative Analysis Lab

1) Scientific Method

2) Engineering3) Tools of

Investigation - prisms, convex lenses,color filters, plane mirrors, slinky springs



Controlled Investigation (3 days)

8.P.2A.1: Plan and conduct controlled scientific investigations to test how varying the amount of force or mass of an object affects the motion (speed and direction), shape, or orientation of an object.

Topic

Investigation to test how the force or mass of an object affects the motion (speed and direction)

S.1A.3: Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures.

Cross cutting ConceptsScale, Proportion, and

Quantity Stability and Change

I can… plan and conduct a controlled investigation to test how changing the amount of force or the mass of the object affects the motion of the object.

● Paper Airplane Lab

Distance-time Graphs and Speed Problems (4 days)

8.P.2A.6: Use mathematical and computational thinking to generate graphs that represent the motion of an object’s position and speed as a function of time.

8.P.2A.7: Use mathematical and computational thinking to describe the

S.1A.5: Use mathematical and computational thinking to (1) use and manipulate appropriate metric units, (2) collect and analyze data, (3) express relationships between variables for models and investigations, or (4) use grade-level appropriate statistics to analyze data.

Cross cutting Concepts

I can...create graphs that represent the motion of an object’s position and speed as a function of time.

I can...calculate average speed.

● Distance Time Graphs Gizmo

● Force and Motion Unit Important Terms PowerPoint

● real-world speed problems

● worksheets● Science World

Informational Text - Speed Racer

1) Position2) Distance3) Direction4) Reference point5) Displacement6) Rate7) Speed8) Velocity


Grade 8 Science– Curriculum Pacing Guide – 2020-2021relationship between the speed and velocity (including positive and negative expression of direction) of an object in determining average speed (v=d/t).

Topic● Distance-time

graphs● Speed● Motion● Position● Slope ● Velocity

Scales, Proportions, and Quantity

Systems and System Models

Balanced/Unbalanced Forces (2 days)

8.P.2A.2: Develop and use models to compare and predict the resulting effect of balanced and unbalanced forces on an object’s motion in terms of magnitude and direction.

TopicBalanced/Unbalanced forcesNet forceVectorMagnitude

S.1A.2: Develop and use models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others.

Cross cutting ConceptsCause and Effect Systems and System Models

I can...develop and use models to predict the effects of balanced and unbalanced forces.

● BrainPop on Forces ● student-created

demonstrations of net force

● Net force packet● worksheets on

calculating net force

9) Force10) Mass11) Motion12) Distance-time

graph13) Newton’s Laws

of Motion14) Inertia15) Acceleration16) Gravity17) Friction



Inertia (3 days)

8.P.2A.3: Construct explanations for the relationship between the mass of an object and the concept of inertia (Newton’s First Law of Motion).

TopicNewton’s First Law of Motion InertiaMass

S.1A.6: Construct explanations of phenomena using (1) primary or secondary scientific evidence and models, (2) conclusions from scientific investigations, (3) predictions based on observations and measurements, or (4) data communicated in graphs, tables, or diagrams.

Cross cutting ConceptsCause and Effect

I can...explain Newton’s First Law of Motion.

I can... explain the relationship between the mass of an object and its inertia.

● BrainPop on Newton’s Laws of Motion

● Newton’s Laws Discovery education Techbook

● complete Y-chart● Study Island -

Newton’s Laws of Motion

● worksheets● labs● Motion Flocabulary

Newton’s Second and Third Law ( 5 days)

8.P.2A.4: Analyze and interpret data to support claims that for every force exerted on an object there is an equal force exerted in the opposite direction (Newton’s Third Law of Motion).

TopicNewton’s Second Law of MotionNewton’s Third Law of Motion

S.1A.4: Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs.

Cross cutting conceptsCause and EffectStability and Change

I can...demonstrate the effects of forces on the motion and stability of an object.

● Discovery education videos

● Inertia Around a Curve SEPUP Lab

● crossword puzzles/brain teasers

Friction and Gravity Forces (3 days)

8.P.2A.5: Analyze and interpret data to describe and predict the effects of forces (including gravitational and friction) on the speed and direction of an object.

S.1A.4: Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and

I can...analyze and predict the effects of gravity and friction.

● Bill Nye video on Friction

● real-world demos● notes



Topic● Friction forces● Gravitational forces

construct meaning or (2) support hypotheses, explanations, claims, or designs.

Cross cutting conceptsCause and Effect Systems and System

Models

Unit Review and Test


Grade 8 Science– Curriculum Pacing Guide – 2020-2021Unit 2 - Waves (approximately 26 days)

Power Standard 8.P.3 The student will demonstrate an understanding of the properties and behaviors of waves.

8.P.3A. Conceptual Understanding Waves (including sound and seismic waves, waves on water, and light waves) have energy and transfer energy when they interact with matter. Waves are a repeating pattern of motion that transfers energy from place to place without overall displacement of matter. All types of waves have some features in common. When waves interact, they superimpose upon or interfere with each other resulting in changes to the amplitude. Major modern technologies are based on waves and their interactions with matter.

8.P.3A.1: Construct explanations of the relationship between matter and energy based on the characteristics of mechanical and light waves.8.P.3A.2: Develop and use models to exemplify the basic properties of waves (including frequency, amplitude, wavelength, and speed). 8.P.3A.3: Analyze and interpret data to describe the behavior of waves (including refraction, reflection, transmission, and absorption) as they interact with various materials.8.P.3A.4: Analyze and interpret data to describe the behavior of mechanical waves as they intersect. 8.P.3A.5: Construct explanations for how humans see color as a result of the transmission, absorption, and reflection of light waves by various materials. 8.P.3A.6: Obtain and communicate information about how various instruments are used to extend human senses by transmitting and detecting waves (such as radio, television, cell phones, and wireless computer networks) to exemplify how technological advancements and designs meet human needs.



Unit 2 – Waves (approximately 26 days)





Types and Properties of Waves (8 days)

8.P.3A.1: Construct explanations of the relationship between matter and energy based on the characteristics of mechanical and light waves.

Topic

● Mechanical vs. Electromagnetic waves

● Light waves● Matter/energy● Medium


Cross cutting conceptsPatterns

I can...explain the differences between mechanical and electromagnetic (light) waves.I can… explain the relationship between matter and energy based on the characteristics of waves.

● Intro to Waves PPT ● BrainPop on Waves ● “Waves: Energy in Motion”

video ● student-created Quizlet with

important vocabulary● Characteristics and properties

of Waves - Discovery Education Techbook

1) Waves2) Mechanical Waves3) Electromagnetic Waves4) Medium5) Transverse Waves6) Compressional/

Longitudinal Waves 7) Seismic Waves 8) Sound Waves 9) Frequency 10) Amplitude 11) Wavelength 12) Crest 13) Trough

8.P.3A.2: Develop and use models to exemplify the basic properties of waves (including frequency, amplitude, wavelength, and speed).

Topic

● Frequency● Amplitude● Wavelength● Waves speed

S.1A.2: Develop and use models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others

Crosscutting ConceptsSystems and System

Models.

I can...develop and use models to demonstrate the properties of waves.

● Gizmo on Waves ● interpreting diagrams of

waves● Wave Properties Flocabulary



Wave Behaviors (7 days)

8.P.3A.3: Analyze and interpret data to describe the behavior of waves (including refraction, reflection, transmission, and absorption) as they interact with various materials.

Topic

● Reflection● Refraction● Transmission● Absorption● Light● Sound


Cross cutting conceptsCause and EffectStructure and Function

I can...analyze and interpret data to describe the behaviors of waves as they travel through different mediums.

● Wave Behaviors PPT ● Bill Nye video - Waves● Wave Concept Map● Exploring Light Lab● Instructional video on Light

Absorption, Reflection, and Transmission

● Light Energy - Discovery Education Techbook

● Study Island - Wave Behaviors

● Sound and Pitch PPT ● Sound Lab

14) Reflection 15) Refraction 16) Transmission 17) Absorption 18) Diffraction 19) Light 20) Pitch

Human Perception of Color and Light (5 days)

8.P.3A.5: Construct explanations for how humans see color as a result of the transmission, absorption, and reflection of light waves by various materials.

Topic● Color● Light● Reflection● Transmission● Absorption● Opaque● Translucent


Crosscutting conceptsStructure and Function

I can...explain how we see certain colors because of the reflection, transmission, and absorption of light.

● Color Graphic Organizer● BrainPop on Light ● BrainPop on Color ● Informational text ● - “How do our eyes work?” ● Eye Diagram● Newton’s Eye Poke experiment

video● Sheep’s Eye Dissection●

21) Cornea 22) Iris 23) Pupil 24) Retina 25) Lens 26) Optic nerve


Grade 8 Science– Curriculum Pacing Guide – 2020-2021Electromagnetic Spectrum (4 days)

8.P.3A.6: Obtain and communicate information about how various instruments are used to extend human senses by transmitting and detecting waves (such as radio, television, cell phones, and wireless computer networks) to exemplify how technological advancements and designs meet human needs.

Topic● Electromagnetic

Spectrum (radio, microwave, infrared, visible light, ultraviolet, x ray, gamma radiation)

● Frequencies● Wavelengths● Energy

S.1A.8: Obtain and evaluate scientific information to (1) answer questions, (2) explain or describe phenomena, (3) develop models, (4) evaluate hypotheses, explanations, claims, or designs or (5) identify and/or fill gaps in knowledge. Communicate using the conventions and expectations of scientific writing or oral presentations by (1) evaluating grade-appropriate primary or secondary scientific literature, or (2) reporting the results of student experimental investigations.

Crosscutting conceptsCause and effect

I can...communicate how instruments (such as radios, televisions, cell phones, wireless computer networks) are used by transmitting and detecting waves to meet human needs.

● Color and the Electromagnetic Spectrum - Discovery Education Techbook

● student created Electromagnetic Radiation Chart

● Electromagnetic Spectrum song

● Discovery education video clips

● Google Expedition with Electromagnetic Spectrum

● Electromagnetic Spectrum Flocabulary

27) Radio waves28) Microwaves29) Infrared radiation30) Visible light31) Ultraviolet radiation32) X rays33) Gamma radiation

Wave Interference (2 days)

8.P.3A.4: Analyze and interpret data to describe the behavior of mechanical waves as they intersect.

TopicConstructive InterferenceDestructive Interference

S.1A.4: Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support

I can...analyze and interpret the result of the intersection of mechanical waves.

● Wave Interference worksheet● Wave Interference video from

Discovery Education● “How Do Waves Interact with

Each Other?”


Grade 8 Science– Curriculum Pacing Guide – 2020-2021hypotheses, explanations, claims, or designs.

Crosscutting conceptsPatterns Cause and Effect Structure and Function


END OF FIRST NINE WEEKS


Grade 8 Science– Curriculum Pacing Guide – 2020-2021Unit 3 - Earth’s Place in the Universe (approximately 45 days)

Power Standard 8.E.4: The student will demonstrate an understanding of the universe and the predictable patterns caused by Earth’s movement in the solar system.8.E.4A Conceptual Understanding: Earth’s solar system is part of the Milky Way Galaxy, which is one of many galaxies in the universe. The planet Earth is a tiny part of a vast universe that has developed over a span of time beginning with a period of extreme and rapid expansion.8.E.4A.1: Obtain and communicate information to model the position of the Sun in the universe, the shapes and composition of galaxies, and the measurement unit needed to identify star and galaxy locations.8.E.4A.2 Construct and analyze scientific arguments to support claims that the universe began with a period of extreme and rapid expansion using evidence from the composition of stars and gases and the motion of galaxies in the universe.

8.E.4B Conceptual Understanding: Earth’s solar system consists of the Sun and other objects that are held in orbit around the Sun by its gravitational pull on them. Motions within the Earth-Moon-Sun system have effects that can be observed on Earth. 8.E.4B.1: Obtain and communicate information to model and compare the characteristics and movements of objects in the solar system (including planets, moons, asteroids, comets, and meteors).8.E.4B.2: Construct explanations for how gravity affects the motion of objects in the solar system and tides on Earth. 8.E.4B.3: Develop and use models to explain how seasons, caused by the tilt of Earth’s axis as it orbits the Sun, affects the length of the day and the amount of heating on Earth’s surface.

8.E.4B.4: Develop and use models to explain how motions within the Sun-Earth-Moon system cause Earth phenomena (including day and year, Moon phases, solar and lunar eclipses, and tides). 8.E.4B.5: Obtain and communicate information to describe how data from technologies (including telescopes, spectroscopes, satellites, space probes) provide information about objects in the solar system and the universe. 8.E.4B.6: Analyze and interpret data from the surface features of the Sun (including photosphere, corona, sunspots, prominences, and solar flares) to predict how these features may affect Earth.

Unit 3 – Earth’s Place in the Universe (approximately 45 days)





Why We Have Seasons (5 days)

8.E.4B.3: Develop and use models to explain how seasons, caused by the tilt of Earth’s axis as it orbits the Sun, affects the length of the day and the amount of heating on Earth’s surface.

S.1A.2: Develop and use models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to

I can...develop and use models to explain how and why we have different seasons.

● Seasons in 3D Gizmo

● BrainPop on Seasons

● BrainPop on Solstice and Equinox

● Discovery education

1) Seasons2) Tilt of Earth3) Rotation4) Revolution5) Axis6) Solstice7) Equinox



Topic● Seasons● Solstice● Equinox● Equator● Axis● Tilt

others.

Crosscutting conceptsPatterns Cause and Effect

video clip - The Seasons

● Seasons PPT ● “Complete the

Story” cloze● student-created

diagram showing Earth and Sun location throughout year

● “How Does Earth Move in Space?”

Sun-Earth-Moon System (13 days)

8.E.4B.4: Develop and use models to explain how motions within the Sun-Earth-Moon system cause Earth phenomena (including day and year, Moon phases, solar and lunar eclipses, and tides).

Topic

● Day and Year● Solar Eclipse/Lunar

eclipse● Tides - Spring/Neap● Gravity● Moon phases -

waxing/waning, crescent. gibbous, quarter

● Sun-Earth-Moon system



I can...develop and use models to explain why we have different moon phases, tides, and eclipses.

● “A Closer Look at the Moon” -Discovery education

● Our Moon PPT ● Phases of the Moon

Gizmo● “What Moon Phase

is It?” - interactive whiteboard activity

● Tide Diagrams/Eclipse Diagrams

● Informational text on Tides

● Exploring the Science of Tides - Discovery Education Techbook

● Study Island - Moon phases

● Moon Phase Flocabulary

● The Inconstant Moon Interactive

8) Moon phases9) Waxing/ Waning10) Quarter moons11) Gibbous moons12) Full moon13) New moon14) Maria15) Impact craters16) Spring tide17) Neap tide18) Solar eclipse19) Lunar eclipse

Solar System (10 days)

8.E.4B.1: Obtain and communicate information to model and compare the characteristics and movements of objects in the solar system (including planets, moons, asteroids, comets, and meteors).

S.1A.8: Obtain and evaluate scientific information to (1) answer questions, (2) explain or describe phenomena, (3) develop models, (4) evaluate hypotheses, explanations, claims, or designs or (5) identify

I can...make models and compare the characteristics and movements of objects in the solar system.

● Planets PPT ● Research lab -

Finding Information About the Planets

● BrainPop on Asteroids

● BrainPop on Comets

● Graphic

20) Planets21) Asteroids/Asteroid Belt22) Comets23)Meteors/Meteorites



Topic

● Planets● Moons● Asteroids● Comets● Meteors/meteorites

and/or fill gaps in knowledge. Communicate using the conventions and expectations of scientific writing or oral presentations by (1) evaluating grade-appropriate primary or secondary scientific literature, or (2) reporting the results of student experimental investigations.

Crosscutting conceptsSystems and System Models

organizer//Venn Diagram

● Solar System PPT ● Solar System

Flocabulary● Study Island -

Review of the Solar System

● Non-Planetary Objects - Discovery Education Techbook

Gravity, Weight and Mass (4 days)

8.E.4B.2: Construct explanations for how gravity affects the motion of objects in the solar system and tides on Earth.

Topic● Gravity● Mass● Tides - spring tides, neap

tides, high tides, low tides


Crosscutting conceptsPatternsCause and Effect

I can...explain how gravity affects the motion of objects in the solar system.

I can...explain how gravity affects the tides on Earth.

● Weight and Mass Gizmo ● Gravity Challenge from

BrainPop● Notes● Gravity Exploration Lab● “Lose Weight Without

Dieting” Interactive

24) Weight25) Mass26) Gravity

The Sun (5 days)

8.E.4B.6: Analyze and interpret data from the surface features of the Sun (including photosphere, corona, sunspots, prominences, and solar flares) to predict how these features may affect Earth.

Topic

S.1A.4: Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and

I can...analyze and interpret the surface features of the Sun to make predictions of how these features may affect the Earth.

● “The Savage Sun” Part One video from Discovery education

● “The Savage Sun” Part Two from Discovery education

● The Sun - Discovery Education Techbook

● “Why Does the Sun Shine?” song

27) Sunspots28) Solar prominences29) Solar flares30) Corona31) Core



● Photosphere● Corona● Sunspots● Prominences● Solar flares● Earth’ magnetic field● Auroras

construct meaning or (2) support hypotheses, explanations, claims, or designs.

Crosscutting Concepts Patterns Energy and matter Structure and function Cause and effect

● student-created model of the Sun

● complete chart using informational text “Solar Structure”

● Sun’s Features PPT ● The Sun worksheet● Graphing Sunspots

Lab● The Sun

Flocabulary● BrainPop on the

Sun● Study Island - Sun

Review

Galaxies and the Universe (3 days)

8.E.4A.1: Obtain and communicate information to model the position of the Sun in the universe, the shapes and composition of galaxies, and the measurement unit needed to identify star and galaxy locations.

Topic


Crosscutting conceptsPatterns Scale, Proportion and

Quantity

I can...model the position of the Sun in the universe.

I can...communicate information about the shapes and composition of different types of galaxies.

I can… explain what a light year is.

● student-created Quizlet of Vocabulary terms

● Galaxies Graphic organizer

● video clips on types of galaxies from Discovery education

● BrainPop on Galaxies ● Galaxy Match

Interactive● Structure of the

Universe - Discovery Education Techbook

32) Galaxies33) Spiral Galaxies34) Irregular Galaxies35) Elliptical Galaxies36) Universe

Stars and the Big Bang (3 days) S.1A.7: Construct and I can...analyze and construct ● The Life Cycle of 37) StarsAnderson School District Two 2020-2021


8.E.4A.2 Construct and analyze scientific arguments to support claims that the universe began with a period of extreme and rapid expansion using evidence from the composition of stars and gases and the motion of galaxies in the universe.

Topic

● Big Bang theory● stars● nebula● supernova● black hole

analyze scientific arguments to support claims, explanations, or designs using evidence from observations, data, or informational texts.

Crosscutting conceptsStability and Change Scale, Proportion and

Quantity

scientific arguments for the origin of the universe using evidence from the composition of stars and the motion of galaxies

Stars - video from Discovery education

● BrainPop on Big Bang theory with accompanying activities

● Star Lab (reserve in advance with Beth Dabney)

38) Constellations39) Nebula40) Supernova41) Black hole

Space Tools and Technology (2 days)

8.E.4B.5: Obtain and communicate information to describe how data from technologies (including telescopes, spectroscopes, satellites, space probes) provide information about objects in the solar system and the universe.

Topic

● refracting telescopes● reflecting telescopes● spectroscopes● satellites● space probes



I can...communicate information to describe how data from space technologies provide information about the objects in the solar system and the universe.

● Notes on Space Tools/Technology

● research activity on Space exploration

● Vocabulary Match with Space Tools

● BrainPop on telescopes

● Modern Astronomy - Discovery Education Techbook

42) Reflector telescope43) Refractor telescope44) Radio telescope45) Spectroscope46) Space probes47) Satellites




END OF SECOND NINE WEEKS



Unit 4 - Earth’s Systems and Resources (34 days)

Power Standard 8.E.5: The student will demonstrate an understanding of the processes that alter the structure of Earth and provide resources for life on the planet. 8.E.5A Conceptual Understanding : All Earth processes are the result of energy flowing and matter cycling within and among Earth’s systems. Because Earth’s processes are dynamic and interactive in nature, the surface of Earth is constantly changing. Earth’s hot interior is a main source of energy that drives the cycling and moving of materials. Plate tectonics is the unifying theory that explains the past and current crustal movements at the Earth’s surface. This theory provides a framework for understanding geological history. 8.E.5A.1: Develop and use models to explain how the process of weathering, erosion, and deposition change surface features in the environment. 8.E.5A.2: Use the rock cycle model to describe the relationship between the processes and forces that create igneous, sedimentary, and metamorphic rocks. 8.E.5A.3: Obtain and communicate information about the relative position, density, and composition of Earth’s layers to describe the crust, mantle, and core. 8.E.5A.4: Construct explanations for how the theory of plate tectonics accounts for (1) the motion of lithospheric plates, (2) the geologic activities at plate boundaries, and (3) the changes in landform areas over geologic time. 8.E.5A.5: Construct and analyze scientific arguments to support claims that plate tectonics accounts for (1) the distribution of fossils on different continents, (2) the occurrence of earthquakes, and (3) continental and ocean floor features (including mountains, volcanoes, faults and trenches).

8.E.5B Conceptual Understanding: Natural processes can cause sudden or gradual changes to Earth’s systems. Some may adversely affect humans such as volcanic eruptions or earthquakes. Mapping the history of natural hazards in a region, combined with an understanding of related geological forces can help forecast the locations and likelihoods of future events.

8.E.5B.1: Analyze and interpret data to describe patterns in the location of volcanoes and earthquakes related to tectonic plate boundaries, interactions, and hot spots. 8.E.5B.2: Construct explanations of how forces inside Earth result in earthquakes and volcanoes. 8.E.5B.3: Define problems that may be caused by a catastrophic event resulting from plate movements and design possible devices or solutions to minimize the effects of that event on Earth’s surface and/or human structures.

8.E.5C Conceptual Understanding: Humans depend upon many Earth resources – some renewable over human lifetimes and some nonrenewable or irreplaceable. Resources are distributed unevenly around the planet as a result of past geological processes. 8E.5C.1: Obtain and communicate information regarding the physical and chemical properties of minerals, ores, and fossil fuels to describe their importance as Earth resources.



Unit 4 – Earth’s Systems and Resources (34 days)





Earth’s Structure (4 days)

8.E.5A.3: Obtain and communicate information about the relative position, density, and composition of Earth’s layers to describe the crust, mantle, and core.

Topic

● crust● mantle● inner core● outer core● density● pressure



I can…communicate the relative position, density, and composition of each of the layers of the Earth.

● Voyage Through the Center of the Earth activity

● Layers of the Earth PPT ● BrainPop on Earth’s

Structure● Four Layers of the Earth’s

Interior video clip from Discovery education

● Earth’s Structure Interactive

1) Crust2) Mantle3) Inner core4) Outer core5) Density6) Pressure

Plate Tectonics/Plate Boundaries (7 days)

8.E.5A.4: Construct explanations for how the theory of plate tectonics accounts for (1) the motion of lithospheric plates, (2) the

S.1A.6: Construct explanations of phenomena using (1) primary or secondary scientific evidence and models, (2) conclusions from scientific investigations, (3) predictions based on

I can...construct explanations for the Theory of Plate Tectonics based on geologic activities and landform changes.

I can...explain what

● Notes on Continental Drift theory

● Continental Drift Theory and Alfred Wegener video clip from Discovery education

● BrainPop on Plate Tectonics ● Vocabulary Match activity● Study Island - Plate

Boundaries

7) Continental Drift 8) Seafloor Spreading9) Plate tectonics10) Convergent boundary11) Divergent boundary12) Transform boundary13) Lithosphere14) Asthenosphere


Grade 8 Science– Curriculum Pacing Guide – 2020-2021geologic activities at plate boundaries, and (3) the changes in landform areas over geologic time.

Topic

● plate tectonics● lithosphere● asthenosphere● convection currents● rift valley● subduction● seafloor spreading● plate boundaries -

convergent, divergent, and transform

observations and measurements, or (4) data communicated in graphs, tables, or diagrams.

Crosscutting conceptsCause and Effect Stability and Change

happens at each type of plate boundary

● Seafloor Spreading activity,video, and worksheet

● Plate Boundaries Exploration ● Graham Cracker Plate

Tectonics Lab● Convection Currents demo● Earth Layers and Plate

Tectonics Flocabulary

15) Convection currents16) Subduction17) Rift valley18) Pangaea

Earthquakes (5 days)

8.E.5A.5: Construct and analyze scientific arguments to support claims that plate tectonics accounts for (1) the distribution of fossils on different continents, (2) the occurrence of earthquakes, and (3) continental and ocean floor features (including mountains, volcanoes, faults and trenches).

Topic

● Pangaea● earthquakes● seismic waves● mountains● volcanoes● faults● trenches

S.1A.7: Construct and analyze scientific arguments to support claims, explanations, or designs using evidence from observations, data, or informational texts.


I can...explain how plate tectonics accounts for the distribution of the same fossils on different continents.

I can...explain how plate tectonics accounts for the occurrence of earthquakes.

I can...explain how plate tectonics accounts for continental and ocean floor features (mountains, volcanoes, faults and trenches).

● Earthquakes Graphic Organizer

● Notes on Seismic Waves● “Why Earthquakes Occur” -

Discovery Education Techbook

● Earthquakes Webquest ● Earthquake PPT ● Earthquake Features sheet● BrainPop on Earthquakes ● Students build and test

earthquake-proof Structures

19) Seismic waves20) Primary waves21) Secondary waves22) Surface waves



How Earthquakes and Volcanoes form (3 days)

8.E.5B.2: Construct explanations of how forces inside Earth result in earthquakes and volcanoes.

Topic

● tension, compression, shearing forces

● normal, reverse, strike-slip faults


Crosscutting concepts PatternsCause and Effect Stability and Change

I can...explain how the forces inside of the Earth cause earthquakes and volcanoes.

● Name It, Claim It, Draw it - faults activity

● Types of Faults lab● Parts and Types of

Volcanoes PPT● “Where Volcanoes Form” -


● Notes on Volcanoes and Mountains

● Mountains Informational text

23) Faults24) Tension25) Compression26) Shearing27) Normal fault28) Reverse fault29) Strike-slip fault

Determining the Location of Earthquakes and Volcanoes (5 days)

8.E.5B.1: Analyze and interpret data to describe patterns in the location of volcanoes and earthquakes related to tectonic plate boundaries, interactions, and hot spots. Topic

● earthquakes● epicenter● focus


I can...use triangulation to determine the location of the epicenter of an earthquake.

● How to Find the Epicenter of an Earthquake - GizmoEarthquakes 1 - Recording stationEarthquakes 2 - Determination of Epicenter

● Ring of Fire activity

30) Epicenter31) Focus32) Triangulation33) Hot spots34) Pacific Ring of Fire


Grade 8 Science– Curriculum Pacing Guide – 2020-2021● triangulation● San Andreas fault● hot spots● volcanoes● Pacific Ring of Fire

Crosscutting conceptsPatterns Cause and effect

Rocks and Minerals (4 days)

8E.5C.1: Obtain and communicate information regarding the physical and chemical properties of minerals, ores, and fossil fuels to describe their importance as Earth resources.

Topic● Minerals● Physical properties

of minerals● Chemical

properties of minerals

● Ores● Fossil Fuels



I can...describe how the physical and chemical properties of minerals, ores, and fossil fuels make them important Earth resources.

● Minerals PPT ● BrainPop on Mineral

Identification● What is a Mineral? sheet● Mineral identification Lab● Notes on Minerals, Ores, and

Fossil Fuels● Rocks and Minerals Quick

Facts/questions● Mineral Identification Gizmo ● Everyday Fossil Fuels Interactive

35) Rocks36) Minerals37) Ores38) Fossil Fuels


Grade 8 Science– Curriculum Pacing Guide – 2020-2021Rock cycle (2 days)

8.E.5A.2: Use the rock cycle model to describe the relationship between the processes and forces that create igneous, sedimentary, and metamorphic rocks.

Topic

● Rock cycle● Igneous rock● Metamorphic rock● Sedimentary rock● Magma● Heat and pressure● Weathering and

erosion● Cementation and

compaction


Crosscutting conceptsPatterns Cause and Effect Stability and Change

I can...describe the relationship between the processes and forces that create igneous, sedimentary, and metamorphic rocks.

I can...explain the rock cycle.

● Rocks and Minerals PPT ● Rock cycle diagrams● Rock Cycle - Discovery

Education Techbook● Rock Cycle Gizmo● Types of Rocks Flocabulary ● Study Island - The Rock

Cycle and Earth’s Resources

39) Rock Cycle 40) Igneous rocks41) Metamorphic rocks42) Sedimentary rocks

Weathering and Erosion (2 days)

8.E.5A.1: Develop and use models to explain how the process of weathering, erosion, and deposition change surface features in the environment.

Topic

● Weathering● Erosion● Deposition



I can...develop and use models to explain how the processes of weathering, erosion, and deposition change the surface features of the environment.

● Shape it Up! interactive● Weathering, Erosion, and

Deposition PPT● Study Island - Weathering,

Erosion and Deposition● Weathering and Erosion -


43) Weathering44) Erosion45) Deposition



Catastrophic Events (2 days)

8.E.5B.3: Define problems that may be caused by a catastrophic event resulting from plate movements and design possible devices or solutions to minimize the effects of that event on Earth’s surface and/or human structures.

Topic

● Earthquake Effects● Volcanic eruption

Effects

S.1B.1: Construct devices or design solutions using scientific knowledge to solve specific problems or needs: (1) ask questions to identify problems or needs, (2) ask questions about the criteria and constraints of the device or solutions, (3) generate and communicate ideas for possible devices or solutions, (4) build and test devices or solutions, (5) determine if the devices or solutions solved the problem and refine the design if needed, and (6) communicate the results.

Crosscutting conceptsCause and Effect Structure and Function

I can...define problems that are the result of catastrophic events, which are caused by plate movements. (earthquakes, volcanic eruptions)

I can...design possible solutions to minimize the effects of catastrophic events.

● Notes on Problems Caused by Catastrophic Events

● Videos of Earthquakes, Volcanic Eruptions

● “Effects of Volcanoes” - Discovery Education Techbook

● “Earthquake Preparation” - Discovery Education Techbook


END OF THIRD NINE WEEKS


Grade 8 Science– Curriculum Pacing Guide – 2020-2021Unit 5 - Earth’s History and Diversity of Life (approximately 15 days)

Power Standard 8.E.6: The student will demonstrate an understanding of Earth’s geologic history and its diversity of life over time. 8.E.6A: Conceptual Understanding: The geologic time scale interpreted from rock strata provides a way to organize major historical events in Earth’s history. Analysis of rock strata and the fossil record, which documents the existence, diversity, extinction, and change of many life forms throughout history, provide only relative dates, not an absolute scale. Changes in life forms are shaped by Earth’s varying geological conditions. 8.E.6A.1: Develop and use models to organize Earth’s history (including era, period, and epoch) according to the geologic time scale using evidence from rock layers. 8.E.6A.2: Analyze and interpret data from index fossil records and the ordering of rock layers to infer the relative age of rocks and fossils. 8.E.6A.3: Construct explanations from evidence for how catastrophic events (including volcanic activities, earthquakes, climatic changes, and the impact of an asteroid/comet) may have affected the conditions on Earth and the diversity of its life forms.8.E.6A.4: Construct and analyze scientific arguments to support claims that different types of fossils provide evidence of (1) the diversity of life that has been present on Earth, (2) relationships between past and existing life forms, and (3) environmental changes that have occurred during Earth’s history. 8.E.6A.5: Construct explanations for why most individual organisms, as well as some entire taxonomic groups of organisms, that lived in the past were never fossilized.

8.E.6B Conceptual Understanding: Adaptation by natural selection acting over generations is one important process by which species change in response to changes in environmental conditions. The resources of biological communities can be used within sustainable limits, but if the ecosystem becomes unbalanced in ways that prevent the sustainable use of resources, then ecosystem degradation and species extinction can occur. 8.E.6B.1: Construct explanations for how biological adaptations and genetic variations of traits in a population enhance the probability of survival in a particular environment.8.E.6B.2: Obtain and communicate information to support claims that natural and human-made factors can contribute to the extinction of species.



Unit 5 – Earth’s History and Diversity of Life (approximately 15 days)





Geologic Time Scale (3 days)

8.E.6A.1: Develop and use models to organize Earth’s history (including era, period, and epoch) according to the geologic time scale using evidence from rock layers.

Topic

● Geologic Time Scale

● eons, eras, periods, epochs

● Cenozoic, Mesozoic, Paleozoic eras

● fossils● rock layers (strata)


Crosscutting conceptsPatterns

I can...develop and use models to to break down Earth’s history using fossil evidence.

● Geologic Time PPT/notes ● Geologic time video (song)● student-created Quizlet of

important terms● EEPE! sheet● BrainPop on Geologic Time

1) Geologic time scale2) Eons3) Eras4) Periods5) Epochs6) Cenozoic Era7) Mesozoic Era8) Paleozoic Era9) Quaternary period10) Holocene epoch

Law of Superposition (1 day)

8.E.6A.2: Analyze and interpret data from index fossil records and the ordering of rock layers to infer the relative age of rocks and fossils.

Topic

S.1A.4: Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support

I can...analyze and interpret data from index fossils to infer the relative age of rocks and fossils.

I can...analyze and interpret data from the ordering of rock layers to infer the relative age of rocks and fossils.

● “Who Dun It?” activity● Law of Superposition

Challenge● video clips on Relative vs.

Absolute Dating from Discovery education

● Fossils and Relative Dating PPT

11) Law of Superposition12) Index fossils13) Relative dating14) Trilobites



● index fossils● Law of

Superposition● trilobites

hypotheses, explanations, claims, or designs.

Crosscutting conceptsPatterns

Causes of Diversity of Life (1 day)

8.E.6A.3: Construct explanations from evidence for how catastrophic events (including volcanic activities, earthquakes, climatic changes, and the impact of an asteroid/comet) may have affected the conditions on Earth and the diversity of its life forms.

Topic

● Asteroid impact● Climate changes● Volcanic activity


Crosscutting conceptsStability and Change Cause and Effect

I can...explain how catastrophic events and the impact of an asteroid may have affected the environment/conditions of Earth, resulting in the diversity of life forms.

● “The Day the Mesozoic Died” video

Fossils and Their Types (3 days)

8.E.6A.4: Construct and analyze scientific arguments to support claims that different types of fossils provide evidence of (1) the diversity of life that has been present on Earth, (2) relationships between past

S.1A.2: Construct and analyze scientific arguments to support claims, explanations, or designs using evidence from observations, data, or informational texts.


I can…explain how different types of fossils provide evidence of the diversity of life.

I can...explain how different types of fossils provide evidence of the relationships between past and

● students work with fossils/identify types

● Fossils PPT/notes ● Fossils and Studying Earth’s Past

- Discovery Education Techbook

15) Fossils16) Permineralization17) Preserved fossils18) Mold fossils19) Cast fossils20) Carbonized fossils21) Trace fossils


Grade 8 Science– Curriculum Pacing Guide – 2020-2021and existing life forms, and (3) environmental changes that have occurred during Earth’s history.

Topic

● Fossils● Permineralization● Preserved fossils● Cast/mold fossils● Carbonized fossils● Trace fossils

Stability and Change

present life forms.

I can...explain how different types of fossils provide evidence of the environmental changes that have occurred.

How Organisms Fossilize (2 day)

8.E.6A.5: Construct explanations for why most individual organisms, as well as some entire taxonomic groups of organisms, that lived in the past were never fossilized.

Topic

Conditions necessary for fossilization


Crosscutting conceptsCause and Effect Structure and Function

I can...explain why most organisms that lived in the past never fossilized.

● BrainPop on Fossils ● video clips on Fossils● Fossils Flocabulary ● Study Island - Earth’s History

and Fossils



Natural Selection and Animal Adaptations (3 days)

8.E.6B.1: Construct explanations for how biological adaptations and genetic variations of traits in a population enhance the probability of survival in a particular environment.

Topic

● Natural Selection● Adaptation



I can...explain how adaptations and trait variations increase the probability of survival in a particular environment.

● Natural Selection Gizmo ● Adaptations - Discovery

Education Techbook● Designer Animal - Animal

Adaptations Project ● videos of the lyre bird and

mudskipper

22) Natural Selection23) Physical adaptations24) Behavioral adaptations

Causes of Extinction ( 2 days)

8.E.6B.2: Obtain and communicate information to support claims that natural and human-made factors can contribute to the extinction of species.

TopicExtinctionMass Extinction


Crosscutting conceptsCause and Effect

I can... communicate how natural and man-made factors can contribute to the extinction of a species.

● Notes on Extinction● BrainPop on Extinction ● Informational text on

extinction of the White Rhinoceros

● Study Island - Natural Selection, Diversity, and Extinction

● Biodiversity Exploration

25) Extinction26) Mass extinction




END OF FOURTH NINE WEEKS
