8th Grade Earth-Physical Science. Curriculum. About the Standards

Transcription

1 8th Grade Earth-Physical Science Curriculum This curricula and accompanying instructional materials have been developed to align with the NJSLS and in accordance with the NJ Department of Education s guidelines to include: Curriculum designed to meet grade level expectations, integrated accommodations and modifications for students with IEPs, 504s, ELLs, and gifted and talented students, assessments including benchmarks, formative, summative, and alternative assessments, a list of core instructional and supplemental materials, pacing guide, interdisciplinary connections, integration of 21 st century skills, integration of technology, and integration of 21 st Century Life and Career standards. About the Standards In 1996, the New Jersey State Board of Education adopted the state's first set of academic standards called the Core Curriculum Content Standards. The standards described what students should know and be able to do upon completion of a thirteen-year public school education. Over the last twenty years, New Jersey's academic standards have laid the foundation for local district curricula that is used by teachers in their daily lesson plans. Revised every five years, the standards provide local school districts with clear and specific benchmarks for student achievement in nine content areas. Developed and reviewed by panels of teachers, administrators, parents, students, and representatives from higher education, business, and the community, the standards are influenced by national standards, research-based practice, and student needs. The standards define a "Thorough and Efficient Education" as guaranteed in 1875 by the New Jersey Constitution. Currently the standards are designed to prepare our students for college and careers by emphasizing high-level skills needed for tomorrow's world. The New Jersey Student Learning Standards include Preschool Teaching and Learning Standards, as well as nine K-12 standards for the following content areas: 21st Century Life and Careers, Comprehensive Health and Physical Education, English Language Arts, Mathematics, Science, Social Studies, Technology, Visual and Performing Arts, World Languages The most recent review and revision of the standards occurred in However, the standards in language arts and math underwent an additional review in 2015 with adoption by the New Jersey State Board of Education in May 2016.

2 8th Grade Earth and Physical Science Curriculum Content Area: Earth and Physical Science Course Title: Earth and Physical Science Grade level: 8 Unit 1: Intro to Earth and Physical Science 4 weeks (Year Long) Unit 2: Properties of Matter 10 Weeks Unit 3: Motion and Forces 4 Weeks Unit 4: Earth, Moon, and Sun 4 Weeks Unit 5: Rocks 2 Weeks Unit 6: Plate Tectonics, Earthquakes, and Volcanoes 4 Weeks Unit 7: Ocean Motions and Ocean Zones 4 Weeks Date Created/Updated: August 30, 2018 Board Approved On: 12/13/18

3 8th Grade Earth and Physical Science Curriculum Unit 1 Overview Content Area: Earth and Physical Science Unit Title: Introduction to Earth and Physical Science Target Course/Grade Level: 8 Unit Summary: Content: What Is Science: Identify the skills and attitudes that scientists use to learn about the world. Explain what Scientific Method involves, and differentiate between a scientific theory and a scientific law. Study of Earth Science: Explain the Big Ideas, or main concepts of Earth Science. Explain the 5 Branches of Earth Science and the main branches of Physical Science. Explain what a model is in Science and why models are important in Earth Science. The Nature of Technology: Describe the goal of technology, Explain how technology differs from Science. Describe how technology affects society. Safety In the Science Lab: Explain why preparation is important when carrying out Scientific Investigations in the lab and in the field. Describe what you should do if an accident occurs. Labs: Good Eye Lab, Educated Guessing Lab, Having a Ball In Science Lab, Observation Fun Lab, Lab Safety Rules Review Rotation Interdisciplinary Connections: Language Arts - reading and writing using skills such as observing, comparing/contrasting, inferring, explaining with evidence, and communicating Math - collecting data, basic mathematical computations (add, subtract, multiply, divide), use of fractions, graphing, metric conversions, problem solving skills, modeling Social Studies - map reading, historical background/perspectives, increasing background knowledge, 21st Century Themes, Skills, and Standards:

4 9.2.8.B.1 Research careers within the 16 Career Clusters and determine attributes of career success B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career 21st Century Life and Career Standard 9.1, including critical thinking, problem solving, creativity, innovation, collaboration, teamwork and leadership, cross-cultural understanding and interpersonal communication and science. Learning Targets CPI # A A A B B B B C C C D.1 Cumulative Progress Indicators (CPI) for Unit Demonstrate understanding and use interrelationships among central scientific concepts to revise explanations and to consider alternative explanations. Use mathematical, physical, and computational tools to build conceptual-based models and to pose theories. Use scientific principles and models to frame and synthesize scientific arguments and pose theories. Design investigations and use scientific instrumentation to collect, analyze, and evaluate evidence as part of building and revising models and explanations Gather, evaluate, and represent evidence using scientific tools, technologies, and computational strategies. Use qualitative and quantitative evidence to develop evidence-based arguments. Use quality controls to examine data sets and to examine evidence as a means of generating and reviewing explanations. Monitor one s own thinking as understandings of scientific concepts are refined. Revise predictions or explanations on the basis of discovering new evidence, learning new information, or using models. Generate new and productive questions to evaluate and refine core explanations. Engage in multiple forms of discussion in order to process, make sense of, and

5 learn from others ideas, observations, and experiences D D D.4 Engage in productive scientific discussion practices during conversations with peers, both face-to-face and virtually, in the context of scientific investigations and model building. Demonstrate how to safely use tools, instruments, and supplies. Handle and treat organisms humanely, responsibly, and ethically. Unit Enduring Questions: What Is Science? What are the skills and attitudes that a scientist uses to learn about the world around them? What is Earth and Physical Science? What are the main concepts and big ideas within Earth and Physical Science? What are the main branches of Earth and Physical Science? Unit Enduring Understandings: How does the nature of technology differ from amongst the sciences? How does technology in science affect society? Why is safety important when carrying out scientific investigations? What would a scientist do in the event of an accident? Unit Objectives: Students will know. Student will know the steps of the scientific method. Student will know how to apply the steps of the scientific method while carrying out labs and in the field. Student will know the differences and similarities between a scientific law and and scientific theory. Student will know the main branches that fall within the Earth Sciences. Students will know the main branches that fall within the Physical Sciences. Students will learn the about the importances of models in science. Students will learn how technology is used in the field of Earth and Physical Science. Students will learn the importance of safety Unit Objectives: Students will be able to... Student will be able to explain the steps scientific method. Student will be able to apply the steps of the scientific method through labs and field work. Student will be able to compare and contrast scientific theory and scientific law. Student will be identify the different careers found within the different field of the Earth Sciences. Student will be identify the different careers found within the different field of the Physical Sciences. Students will be able to create models. Students will be able to read, understand, and form a conclusion based off of scientific models. Students will be able to apply some of the

6 when carrying out scientific investigations. technology used in the sciences to field work and labs. Students will be able to explain and apply proper safety when carrying out scientific investigation in the the lab and out in the field. Students will be able to explain how to respond in the event of an accident in the lab or out in the field. 8th Grade Earth and Physical Science Curriculum Unit 2 Overview Content Area: Earth and Physical Science Unit Title: Properties of Matter Target Course/Grade Level: 8 Unit Summary: Content: What is Physical Science: Explain what physical science involves. Identify skills that scientists use to lean about the natural world. Describing and Measuring Changes in Matter: Identify the properties used to describe matter. Define elements and explain how they relate to compounds. Describe the properties of a mixture. Differentiate between weight and Mass. Identify the units used to express the amount of space occupied by matter. Describe how the density of a material is determined. Describe what a physical change is. Describe what a chemical change is. Explain how changes in matter are related to changes in energy. Atomic Structure: Explain how atomic Theory Developed and changed. Describe the modern model of the Atom. Explain how the reactivity of the elements is related to valance electrons in atoms. Organize the Elements By Properties: State what the Periodic Table tells you about Atoms and the properties of Elements. Explain how Mendeleev discovered the pattern that lead to the Periodic Table. Tell what information about

7 elements is found in the Periodic Table. Explain how elements are created in stars. List the physical properties of Metals. Explain how the reactivity of Metals changes across the Periodic table. Explain how the elements that follow Uranium are produced. Describe the Properties of Nonmetals. Tell how Metalloids are useful. Ionic and Covalent Bonding: Describe Ions and explain how they are form bonds. Explain how the formulas and names of Ionic Compounds are written. Identify the properties of ionic compounds. State what holds Covalently bonded atoms together. Explain how unequal sharing of electrons occurs and how it affects molecules. Chemical Change and Reactions: State how matter and changes in matter can be described. Explain how you can tell when a chemical change has occurred. Labs: Physical Properties of Matter Lab (Cookie ID Lab), Molecules on the Move Lab, Reading the Periodic Table of Elements Lab, Building Molecules Internet Lab, Gummy Molecule Lab, Teach Me How to Lewis Dot Lab, Secret Agent Periodic Table, Balancing Chemical Equations, Element Celebration Lab, Color Coding the Periodic Table Elements Groups. Interdisciplinary Connections: Language Arts - reading and writing using skills such as observing, comparing/contrasting, inferring, explaining with evidence, and communicating Math - collecting data, basic mathematical computations (add, subtract, multiply, divide), use of fractions, graphing, metric conversions, problem solving skills, modeling Social Studies - map reading, historical background/perspectives, increasing background knowledge, 21st Century Themes, Skills, and Standards: B.1 Research careers within the 16 Career Clusters and determine attributes of career success B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career 21st Century Life and Career Standard 9.1, including critical thinking, problem solving, creativity, innovation, collaboration, teamwork and leadership, cross-cultural understanding and interpersonal communication and science.

8 Learning Targets CPI # A A A A A A A B B C C.2 Cumulative Progress Indicators (CPI) for Unit Explain that all matter is made of atoms, and give examples of common elements. Analyze and explain the implications of the statement all substances are composed of elements. Use the kinetic molecular model to predict how solids, liquids, and gases would behave under various physical circumstances, such as heating or cooling. Predict the physical and chemical properties of elements based on their positions on the Periodic Table. Identify unknown substances based on data regarding their physical and chemical properties. Determine whether a substance is a metal or nonmetal through studentdesigned investigations. Determine the relative acidity and reactivity of common acids, such as vinegar or cream of tartar, through a variety of student-designed investigations. Explain, using an understanding of the concept of chemical change, why the mass of reactants and the mass of products remain constant. Compare and contrast the physical properties of reactants with products after a chemical reaction, such as those that occur during photosynthesis and cellular respiration. Structure evidence to explain the relatively high frequency of tornadoes in Tornado Alley. Model and explain current technologies used to capture solar energy for the purposes of converting it to electrical energy.

9 Unit Enduring Questions: What is Physical Science? What is matter and how does matter change? What is the atomic theory and how has it changed throughout history? What is an atom and how do they interact with each other? What is an element? How are element organized physically and chemically? What is ionic bonding? What is covalent bonding? How do you identify properties of of a covalent and ionic bond? How does matter change during a chemical reaction? Unit Objectives: Students will know. The student will know what physical science involves. The student will know how to identify skills that scientists use to lean about the natural world. The student will know how to identify the properties used to describe matter. Students will know the definition of elements and explain how they relate to compounds. Unit Enduring Understandings: Explain what physical science involves and how do scientists use these skills to learn about the natural world? what is matter? What does it take to change matter? What are the properties of matter? What are physical and chemical changes and how do we identify a physical and chemical change? Describe an atom and how they interact. Describe elements, what makes up and element and how to identify their information. Describe properties of metals, metalloids and nonmetals. Compare and contrast ionic and covalent bonding. Describe and write chemical formulas. Identify chemical changes and reactions. Unit Objectives: Students will be able to... describe the different branches that make up the physical sciences. identify skills that scientists use to lean about the natural world. identify the properties used to describe matter. define elements and explain how they relate to compounds. describe the properties of a mixture. Differentiate between weight and Mass. identify the units used to express the amount of space occupied by matter.

10 The student will know the properties of a mixture. The student will know the difference between weight and Mass. The student will know how to identify the units used to express the amount of space occupied by matter. The student will know how the density of a material is determined. The student will know what a physical and and chemical change is and describe what a chemical change is. The student will know how changes in matter are related to changes in energy. The student will know how atomic Theory Developed and changed. The student will know the modern model of the Atom, and how the reactivity of the elements is related to valance electrons in atoms. The student will know what the Periodic Table tells you about Atoms and the properties of Elements. The student will know what information about elements is found in the Periodic Table. The student will know how elements are created in stars. The student will know the physical properties of Metals, how the reactivity of Metals changes across the Periodic table. The student will know how the elements that follow Uranium are produced. The student will know the Properties of Nonmetals and how Metalloids are useful. The student will know about Ions and explain how they are form bonds. The student will know how the formulas and names of Ionic Compounds are describe how the density of a material is determined. describe what a physical change is. describe what a chemical change is. explain how changes in matter are related to changes in energy. explain how atomic Theory Developed and changed. describe the modern model of the Atom. explain how the reactivity of the elements is related to valance electrons in atoms. state what the Periodic Table tells you about Atoms and the properties of Elements. explain how Mendeleev discovered the pattern that lead to the Periodic Table. identify information about elements is found in the Periodic Table. explain how elements are created in stars. list the physical properties of Metals. explain how the reactivity of Metals changes across the Periodic table. explain how the elements that follow Uranium are produced. describe the Properties of Nonmetals. describe how Metalloids are useful. describe Ions and explain how they are form bonds. explain how the formulas and names of Ionic and Covalent Compounds are written. identify the properties of ionic compounds. identify properties of covalent bonds. state what holds Covalently bonded atoms together. explain how unequal sharing of electrons occurs and how it affects molecules. describe how matter and changes in matter occur during a chemical reaction.

11 written. The student will know the properties of ionic and covalent compounds. State what holds Covalently bonded atoms together. Explain how unequal sharing of electrons occurs and how it affects molecules. The student will know how matter and changes in matter can be described. 8th Grade Earth and Physical Science Curriculum Unit 3 Overview Content Area: Earth and Physical Science Unit Title: Motion and Forces Target Course/Grade Level: Unit Summary: Content: Describing and Measuring Motion: Determine when an object is in Motion. Describe how Scientists measure distance. Calculate an object s speed and velocity. Determine how to graph motion. Describe the motion of an object as it accelerates. The Nature of Forces: Describe what a force is. Explain how balanced and unbalanced forces are related to motion. Describe Friction, and identify factors that determine the friction force between two objects. Identify the factors that affect the gravitational force between two objects. Newton s Laws of Motion: State Newton s First law of Motion. State Newton s Second Law of Motion. State Newton s third Law of Motion. Explain how an object s momentum is determined. State the law of Conservation of Momentum. Explain how a rocket lifts off the ground. Describe the forces that keep a satellite in orbit. Labs: Balloon Rocket Lab, Domino Dash lab, Newton s Laws of Motion Rotation Lab, Helicopter Lab, Amusement Park Physics Internet Lab Interdisciplinary Connections:

12 (State primary content area interdisciplinary connections for this unit here.) 21st Century Themes, Skills, and Standards: B.1 Research careers within the 16 Career Clusters and determine attributes of career success B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career 21st Century Life and Career Standard 9.1, including critical thinking, problem solving, creativity, innovation, collaboration, teamwork and leadership, cross-cultural understanding and interpersonal communication and science. Learning Targets CPI # D D E.1 Cumulative Progress Indicators (CPI) for Unit Relate the kinetic and potential energies of a roller coaster at various points on its path. Describe the flow of energy from the Sun to the fuel tank of an automobile. Calculate the speed of an object when given distance and time E.2 Compare the motion of an object acted on by balanced forces with the motion of an object acted on by unbalanced forces in a given specific scenario.

13 Unit Enduring Questions: What is motion? How do we measure motion? What are the nature of forces? What is force? What are Newton s Laws of Motion? Unit Enduring Understandings: Describe motion and how to measure motion. Describe force and how to calculate. Compare and contrast forces. Describe Newton s Laws of Motion. Compare and contrast Newton s Laws of Motion. Unit Objectives: Students will know. when and objection is in motion. how to measure distance. how to calculate an object s speed and velocity. how to graph motion. how the motion of an object as it accelerates. what a force is. how balanced and unbalanced forces are related to motion. what Friction is, and identify factors that determine the friction force between two Unit Objectives: Students will be able to... Determine when an object is in Motion. Describe how Scientists measure distance. Calculate an object s speed and velocity. Determine how to graph motion. Describe the motion of an object as it accelerates. Describe what a force is. Explain how balanced and unbalanced forces are related to motion. Describe Friction, and identify factors that

14 objects. the factors that affect the gravitational force between two objects. Newton s Laws of Motion how an object s momentum is determined. the law of Conservation of Momentum. how a rocket lifts off the ground. the forces that keep a satellite in orbit. determine the friction force between two objects. Identify the factors that affect the gravitational force between two objects. State Newton s First, Second, and Third laws of Motion. Explain how an object s momentum is determined. State the law of Conservation of Momentum. Explain how a rocket lifts off the ground. Describe the forces that keep a satellite in orbit. 8th Grade Earth and Physical Science Curriculum Unit 4 Overview Content Area: Earth and Physical Science Unit Title: Earth, Moon, and Sun Target Course/Grade Level: 8 Unit Summary: Content: Earth In Space: Demonstrate how Earth moves in Space. Explain what causes the cycle of Seasons on Earth. Explain what causes the Cycle of Day and Night on Earth. Gravity and Motion: Identify what determines the strength of the force of gravity between two objects. Describe two factors that keep the moon and Earth in Orbit. Phases, Eclipses, and Tides: Explain what caused the Phases of the Moon. Describe Lunar and Solar Eclipses. Identify what causes the tides. Earth s Moon:

15 Describe features found on the moon s surface. Identify some characteristics of the moon. Explain how the moon formed. Labs: Cape May Sunrise/Sunset Lab, Moon Phase Point of View Lab, Birthday Moon Lab, Eclipses & Tides Point of View Lab, Phases/Tides/Season s Rotation Lab Interdisciplinary Connections: (State primary content area interdisciplinary connections for this unit here.) 21st Century Themes, Skills, and Standards: B.1 Research careers within the 16 Career Clusters and determine attributes of career success B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career 21st Century Life and Career Standard 9.1, including critical thinking, problem solving, creativity, innovation, collaboration, teamwork and leadership, cross-cultural understanding and interpersonal communication and science. Learning Targets CPI # A A A A.4 Cumulative Progress Indicators (CPI) for Unit Analyze moon-phase, eclipse, and tidal data to construct models that explain how the relative positions and motions of the Sun, Earth, and Moon cause these three phenomena. Use evidence of global variations in day length, temperature, and the amount of solar radiation striking Earth s surface to create models that explain these phenomena and seasons. Predict how the gravitational force between two bodies would differ for bodies of different masses or bodies that are different distances apart. Analyze data regarding the motion of comets, planets, and moons to find general patterns of orbital motion.

16 Unit Enduring Questions: How does Earth move through Space and what are the outcomes due to this movement? How are gravity and motion related? What is are phases and eclipses? What causes the tides on Earth. What features are found on the moon and how was it formed? Unit Enduring Understandings: Demonstrate how Earth moves in Space. Explain what causes the cycle of Seasons on Earth. Explain what causes the Cycle of Day and Night on Earth. Identify what determines the strength of the force of gravity between two objects. Describe two factors that keep the moon and Earth in Orbit. Explain what caused the Phases of the Moon.

17 Describe Lunar and Solar Eclipses. Identify what causes the tides. Describe features found on the moon s surface. Identify some characteristics of the moon. Explain how the moon formed. Unit Objectives: Students will know. how the Earth moves through Space and what the outcomes due to this movement (seasons/day/night)? how gravity and motion related. phases and eclipses? what causes the tides on Earth. about the features are found on the moon and how was it formed? Unit Objectives: Students will be able to... Demonstrate how Earth moves in Space. Explain what causes the cycle of Seasons on Earth. Explain what causes the Cycle of Day and Night on Earth. Identify what determines the strength of the force of gravity between two objects. Describe two factors that keep the moon and Earth in Orbit. Explain what caused the Phases of the Moon. Describe Lunar and Solar Eclipses. Identify what causes the tides. Describe features found on the moon s surface. Identify some characteristics of the moon. Explain how the moon formed. 8th Grade Earth and Physical Science Curriculum Unit 5 Overview Content Area: Earth and Physical Science Unit Title: Universe, Galaxies, Solar System Target Course/Grade Level: 8 Unit Summary: Content: Expanding Universe: State the Big Bang Theory. Explain how the solar system formed. Explain what astronomers

18 predict about the future of the Universe. Galaxies: Define a star system. Identify the major types of Galaxies. Explain how astronomers describe the scale of the Universe. Solar System: Identify the Geocentric and Heliocentric systems. Recognize how scientists such as Copernicus, Galileo, and Kepler Contributed to acceptance of the Heliocentric system. Identify the objects that make up the solar system. The Sun: Name the three layers of the Sun s interior. Identify the three layers of the Sun s atmosphere. Describe features that form on or above the Sun s surface. Inner/Outer Planets: Describe the characteristics that the inner planets have in common. Identify the main characteristics that distinguish each of the Inner Planets. Describe characteristics that the Gas Giants have in common. Identify characteristics that distinguish each Outer Planet. Telescopes: Explain what telescopes are and how they work. Identify where most large telescopes are located. Explain the difference between a reflecting and refracting telescope. Labs: Model Expanding Universe Lab, Orbit of Planets Lab, Galaxy Lab Rotation, Count the Stars Random Sampling Lab Interdisciplinary Connections: Language Arts - reading and writing using skills such as observing, comparing/contrasting, inferring, explaining with evidence, and communicating Math - collecting data, basic mathematical computations (add, subtract, multiply, divide), use of fractions, graphing, metric conversions, problem solving skills, modeling Social Studies - map reading, historical background/perspectives, increasing background knowledge 21st Century Themes, Skills, and Standards: B.1 Research careers within the 16 Career Clusters and determine attributes of career success B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career 21st Century Life and Career Standard 9.1, including critical thinking, problem solving, creativity,

19 innovation, collaboration, teamwork and leadership, cross-cultural understanding and interpersonal communication and science. Learning Targets CPI # A A A A.4 Cumulative Progress Indicators (CPI) for Unit Analyze moon-phase, eclipse, and tidal data to construct models that explain how the relative positions and motions of the Sun, Earth, and Moon cause these three phenomena. Use evidence of global variations in day length, temperature, and the amount of solar radiation striking Earth s surface to create models that explain these phenomena and seasons. Predict how the gravitational force between two bodies would differ for bodies of different masses or bodies that are different distances apart. Analyze data regarding the motion of comets, planets, and moons to find general patterns of orbital motion.

20 Unit Enduring Questions: How has the universe expanded over time? What makes up a galaxy? What makes up our solar system? What are the parts of our sun? How are the inner and outer planets of our solar system alike and different? How does a telescope work (reflecting/refracting)? Unit Objectives: Students will know. the Big Bang Theory - how the solar system formed. the definition of a star system. the major types of Galaxies. how scientist recognized the makeup of our solar system and the objects within it. the three layers of the Sun s interior, the Unit Enduring Understandings: Understand how the universe is ever expanding based on the how the universe formed, Big Bang and studies done on our universe. Understand how a star system makes up different types of galaxies and the scale of the universe. Understand how the sun is the center of our solar system and each part that makes up our solar system from planets to meteors to asteroids. Understand how the sun s interior is made up of three layers and the three layers of its atmosphere. Understand how the features form on or about the sun s surface. Understand the difference between the inner and outer planets. Understand how a telescope works by means of reflecting and refracting. Unit Objectives: Students will be able to... State the Big Bang Theory. Explain how the solar system formed. Explain what astronomers predict about the future of the Universe. Define a star system. Compare and contrast the major types of Galaxies.

21 three layers of the Sun s atmosphere, and features that form on or above the Sun s surface. the characteristics of the inner and outer planets. the difference between a reflecting and refracting telescope based off of the use of a telescope. Explain how astronomers describe the scale of the Universe. Illustrate and defined the objects that make up the solar system. Compare and contrast the three layers of the Sun s interior. Compare and contrast the three layers of the Sun s atmosphere. Describe features that form on or above the Sun s surface. Compare and contrast the inner and outer planets. Identify what characteristics make the inner planets unique. Identify what characteristics make the outer planets unique. Compare and contrast refracting and reflecting. 8th Grade Earth and Physical Science Curriculum Unit 6 Overview Content Area: Earth and Physical Science Unit Title: Rocks Target Course/Grade Level: 8 Unit Summary: Content: Classifying Rocks: List the characteristics used to identify rocks. Identify and describe the three major groups of rocks. Igneous Rocks: Identify the characteristics used to classify Igneous Rocks. Describe ways in which Igneous Rocks are used. Sedimentary Rocks: Describe how Sedimentary Rocks form. List and describe the three major types of

22 sedimentary Rocks. Explain how Sedimentary Rocks are used. Metamorphic Rocks: Describe how Metamorphic Rocks form. Identify the ways in which Geologists classify Metamorphic Rocks. Explain how Metamorphic Rocks are used. The Rock Cycle: Describe the Rock Cycle. Labs: Rock Cycle Processes Lab, Identify Rock Type Lab, Geology Dig Lab Interdisciplinary Connections: Language Arts - reading and writing using skills such as observing, comparing/contrasting, inferring, explaining with evidence, and communicating Math - collecting data, basic mathematical computations (add, subtract, multiply, divide), use of fractions, graphing, metric conversions, problem solving skills, modeling Social Studies - map reading, historical background/perspectives, increasing background knowledge 21st Century Themes, Skills, and Standards: B.1 Research careers within the 16 Career Clusters and determine attributes of career success B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career 21st Century Life and Career Standard 9.1, including critical thinking, problem solving, creativity, innovation, collaboration, teamwork and leadership, cross-cultural understanding and interpersonal communication and science. Learning Targets CPI # C C C.3 Cumulative Progress Indicators (CPI) for Unit Determine the chemical properties of soil samples in order to select an appropriate location for a community garden. Explain how chemical and physical mechanisms (changes) are responsible for creating a variety of landforms. Model the vertical structure of the atmosphere using information from active and passive remote-sensing tools (e.g., satellites, balloons, and/or ground-

23 based sensors) in the analysis. Unit Enduring Questions: How does a scientist identify and classify rocks? What are the three main rock types. Unit Enduring Understandings: Understand how rocks are classified based off of their characteristics. Understand how rocks are broken into three

24 How do you identify and classify each of the three main rock types. What is the rock cycle? Unit Objectives: Students will know. how to identify the characteristics of each type of rock: igneous, sedimentary, metamorphic. how to identify each type of rock and the subgroups within each type of rock.\ the ways in which each type of rock can be used. how each type of rock is formed by way of the rock cycle. main groups (igneous, sedimentary, metamorphic). Understand how each of the main rock groups can be further broken down into smaller subgroups. Understand how each rock group can be identified. Understand how each rock group can be used. Understand the rock cycle and how it does not have to follow a specific order. Unit Objectives: Students will be able to... list the characteristics used to identify rocks. identify and describe the three major groups of rocks. Compare and contrast each rock group: igneous, sedimentary and metamorphic. describe ways in which each type of rock can be used. identify the subgroups of each type of rock. illustrate the rock cycle. describe how the Rock Cycle does not need to follow in one particular order for each type of rock to form. 8th Grade Earth and Physical Science Curriculum Unit 7 Overview Content Area: Earth and Physical Science

25 Unit Title: Plate Tectonics, Earthquakes, and Volcanoes Target Course/Grade Level: 8 Unit Summary: Content: Earth s Interiors: Explain how Geologists learn about Earth s Inner Structures. Identify the characteristic of Earth s Crust, Mantle, and Core. Convection In The Mantle: Explain how heat is transferred. Identify what causes Convection Currents. Describe Convection Currents in Earth s Mantle. Drifting Continents: Explain Alfred Wegener s hypothesis about the Continents. List the evidence used by Wegener to support his hypothesis. Explain why scientists of Wegener s time rejected his hypothesis. Sea-Floor Spreading: List the Evidence for Sea-Floor Spreading. Explain the process of Sea-Floor Spreading. Describe the process of subduction. The Theory of Plate Tectonics: Explain the Theory of Plate Tectonics. Describe the three types of Plate Bound. Forces in Earth s Crust: Explain how stress in the Earth s Crust changes Earth s surface. Describe where faults are usually found and why they form. Identify the land features that result from Plate Movement. Earthquakes and Seismic Waves: Describe how energy of an Earthquake travels through Earth. Identify the scales used to measure the strength of an Earthquake. Explain how scientists locate the epicenter of an Earthquake. Volcanoes and Plate Tectonics: Identify where Earth s Volcanic regions are located and explain why they are found there. Explain how Hot Spot Volcanoes form. Properties of Magma: Identify some Physical and Chemical Properties of Matter. Define viscosity. Explain what factors determine the viscosity of Magma. Labs: Scale Model Earth Layers Lab, Rock Cycle Processes Lab, Plate Tectonics Map Lab, Earth s Magnetic Field Lab, Rock Type/Identification Lab, Pangaea Lab, Earthquake Internet Lab, Mapping Earthquake & Volcano Zones Lab, Geode Lab.

26 Interdisciplinary Connections: Language Arts - reading and writing using skills such as observing, comparing/contrasting, inferring, explaining with evidence, and communicating Math - collecting data, basic mathematical computations (add, subtract, multiply, divide), use of fractions, graphing, metric conversions, problem solving skills, modeling Social Studies - map reading, historical background/perspectives, increasing background knowledge 21st Century Themes, Skills, and Standards: B.1 Research careers within the 16 Career Clusters and determine attributes of career success B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career 21st Century Life and Career Standard 9.1, including critical thinking, problem solving, creativity, innovation, collaboration, teamwork and leadership, cross-cultural understanding and interpersonal communication and science. Learning Targets CPI # D D D.3 Cumulative Progress Indicators (CPI) for Unit Model the interactions between the layers of Earth. Present evidence to support arguments for the theory of plate motion. Explain why geomagnetic north and geographic north are at different locations.

27 Unit Enduring Questions: What and how do we identify the characteristic of the Earth s inner structures. How is heat transferred through the mantle of the Earth? What is continental drift and what is the evidence scientist use to support this hypothesis? What is Sea-Floor Spreading and how is subduction used in this process?: What is the Theory of Plate Tectonics? What forces exist in the Earth s crust to move our plates? How does energy of an Earthquake Unit Enduring Understandings: Understand the characteristics of the Earth s interiors (crust, mantle, and core). Understand how scientist learn about the features of each layer of Earth. Understand the process of convection, which takes place in mantle: Understand how continents are drifting about based off of the Theory of Plate Tectonics and seafloor spreading. Understand how scientist use evidence to explain the process of seafloor spreading and plate tectonics. Understand the forces that move the plates of the Earth.

28 travels through Earth. How are volcanoes and plate Tectonics related? What are the properties of magma? Unit Objectives: Students will know. the layers of the Earth (crust, mantle, core) and the characteris that make each layer unique. the process of convection and how these currents transfer heat within the mantle of the Earth. the theories behind plate tectonics and seafloor spreading. the process of plate tectonics and how the plates move over the crust of the Earth. the processes of seafloor spreading. the three types of plate boundaries. the forces that change the Earth s surface and features that result due to these forces. that energy of an earthquake travels through the Earth and can be measured. volcanoes and plate tectonics are related. the physical and chemical properties of magma. Understand the cause and effects of plate movement. Understand how energy of an Earthquake travels through Earth. Understand the scales used to measure the strength of an Earthquake. Understand volcanoes and plate tectonics are related. Understand the physical and chemical properties of matter. Unit Objectives: Students will be able to... explain how Geologists learn about Earth s Inner Structures. identify the characteristic of Earth s Crust, Mantle, and Core. Explain how heat is transferred by means of convection currents found within the mantle. I describe and use evidence to show how scientist proved that continents are drifting apart. list the Evidence for Sea-Floor Spreading. explain the process of Sea-Floor Spreading. describe the process of subduction. explain the Theory of Plate Tectonics. Compare and contrast each type of Plate Bound. explain how stress in the Earth s Crust changes Earth s surface. describe where faults are usually found and why they form. identify the land features that result from Plate Movement. describe how energy of an Earthquake travels through Earth. identify the scales used to measure the strength of an Earthquake. explain how scientists locate the epicenter of

29 an Earthquake. identify where Earth s Volcanic regions are located and explain why they are found there. Explain how Hot Spot Volcanoes form. identify Physical and Chemical Properties of Matter. define and explain what factors determine the viscosity of Magma. 8th Grade Earth and Physical Science Curriculum Unit 8 Overview Content Area: Earth and Physical Science Unit Title: Ocean Motions and Ocean Zones Target Course/Grade Level: 8 Unit Summary: Content: Wave Action: Explain how waves form and describe the characteristics of waves. Describe how waves change as they near the shore. Explain how waves affect shorelines and beaches. Tides: Explain what causes Tides. Explain what affects the height of tides. Explain how tides are a source of energy. Ocean Water Chemistry: Describe the Salinity of Ocean Water. Explain how temperature and gas content of Ocean water vary. Describe how conditions in the ocean change with depth. Currents and Climate: Identify what causes surface currents and explain how surface currents affect climate. Identify the causes of deep currents and describe the effects that the currents have. Describe how Upwelling affects the distribution of nutrients in the ocean. Exploring the Ocean: Discuss the reasons that people have studied the Ocean. Identify the features and main sections of the ocean floor. Identify the Zones into which scientists divide the ocean.

30 Ocean Habitats: Describe how marine organisms are classified. Identify the conditions that organisms in the Intertidal Zone must tolerate. Describe the conditions in the Neritic Zone. Describe the conditions in the Open Ocean Zone. Labs: Ocean Floor Feature Lab, 4 Ocean Map Lab, Classification of Ocean Life/Zones Lab, Horseshoe Crab Model Lab, Density Currents Lab, Shell Classification/Identification Lab, Composition of Sand lab, World Ocean Currents Map Lab, Wave Tank Lab, Water Cycle Lab, Where Does Water Come From? Textbook Lab. Interdisciplinary Connections: Language Arts - reading and writing using skills such as observing, comparing/contrasting, inferring, explaining with evidence, and communicating Math - collecting data, basic mathematical computations (add, subtract, multiply, divide), use of fractions, graphing, metric conversions, problem solving skills, modeling Social Studies - map reading, historical background/perspectives, increasing background knowledge 21st Century Themes, Skills, and Standards: B.1 Research careers within the 16 Career Clusters and determine attributes of career success B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career 21st Century Life and Career Standard 9.1, including critical thinking, problem solving, creativity, innovation, collaboration, teamwork and leadership, cross-cultural understanding and interpersonal communication and science. Learning Targets CPI # E G.1 Cumulative Progress Indicators (CPI) for Unit Explain how energy from the Sun is transformed or transferred in global wind circulation, ocean circulation, and the water cycle. Represent and explain, using sea surface temperature maps, how ocean currents impact the climate of coastal communities.

31 5.4.8.G.2 Investigate a local or global environmental issue by defining the problem, researching possible causative factors, understanding the underlying science, and evaluating the benefits and risks of alternative solutions. Unit Enduring Questions: What are the causes and effects of wave action to the ocean and shoreline? Unit Enduring Understandings: Understand how waves form and the characteristics of waves.

32 What causes tides and how can how do they produce energy? What is the chemical makeup of the oceans and how can this chemical makeup vary? What causes surface currents and how does surface currents affect climate? What are the habitats found within the oceans and how are they similar and/or differ? What feature make up the ocean floor? Unit Objectives: Students will know. how waves form and the characteristics of waves. the causes and effects of waves in the ocean and along the shoreline. the causes of tides. the chemical makeup of ocean water and how it can vary due to depth, temperature and gas content. the causes of surface currents and explain how surface currents affect climate. the features and main sections of the ocean floor. the zones into which scientists divide the ocean. the classification of basic marine organisms and what zones they can be located. Understand how waves change as they near the shore and how the waves can affect the shoreline and beaches. Understand what causes Tides. Understand the effects of the height of tides. Understand how tides are a source of energy. Understand how the chemistry of the oceans varies based off of where they are located, the depths and temperature and gas contents. Understand the causes of surface currents and how surface currents affect climate. and how currents affect the distribution of nutrients throughout the oceans. Understand the main features that make up the ocean floor. Understand the similarities and differences between the ocean zones. Unit Objectives: Students will be able to... explain how waves form and describe the characteristics of waves. describe how waves change as they near the shore. explain how waves affect shorelines and beaches. explain what causes Tides. explain what affects the height of tides. explain how tides are a source of energy. describe the Salinity of Ocean Water. explain how temperature and gas content of Ocean water vary. describe how conditions in the ocean change with depth. identify what causes surface currents and explain how surface currents affect climate. identify the causes of deep currents and describe the effects that the currents have.

33 describe how upwelling affects the distribution of nutrients in the ocean. discuss the reasons that people have studied the Ocean. identify the features and main sections of the ocean floor. compare and contrast the Zones into which scientists divide the ocean. describe how marine organisms are classified. identify the conditions that organisms in the Intertidal Zone must tolerate. compare and contrast the conditions in the Neritic Zone to the conditions in the Open Ocean Zone. (Earth and Physical Science) Curriculum Evidence of Learning Specific Formative Assessments Utilized in Daily Lessons: formative assessments Warm ups and Cool downs Quizzes Projects Mini tests Utilize Kahoot, quizlet, google forms Summative Assessment Utilized throughout Units: End of unit tests Benchmarks Measure for Measure - understanding the metric system Atomic Theory - What is it, why do we need to know it how does it relate (atoms) MIning the Moon - Compare and contrast moon to Earth (Geology) Modifications for ELL s, Special Education, 504, and Gifted and Talented Students: Teacher tutoring

34 Peer tutoring Cooperative Learning Groups Modified Assignments Differentiated Instruction Response to Intervention ( Follow all IEP and 504 modifications ADD TO LIST AS YOU SEE NECESSARY Teacher Notes: As required by the NJ Department of Education, teachers in all content areas will integrate the 21st Century Life and Careers Standards. As the NJDOE indicates, Providing New Jersey students with the life and career skills needed to function optimally within this dynamic context is a critical focus and organizing principle of K-12 public education. New Jersey has both an obligation to prepare its young people to thrive in this environment, and a vested economic interest in grooming an engaged citizenry made up of productive members of a global workforce that rewards innovation, creativity, and adaptation to change. The links below indicate the CPIs for grade ranges and need to be addressed throughout the units of study: Life and Career Standards As indicated in the NJSLS, standards and interdisciplinary connections will be integrated throughout content area curriculum. Links to relevant content standards can be found below: LINK APPROPRIATE INTERDISCIPLINARY CONNECTIONS & RELEVANT NJSLS HERE Project-based Learning Tasks: Link or list here Vocabulary: In-text vocabulary should be incorporated into every unit. Word journals, vocabulary walls, and/or various other activities should be utilized by the instructor to teach vocabulary. The Research Process: The research process must be integrated within each course curriculum. Student will be provided with opportunities to investigate issues from thematic units of study. As the NJSLS indicate, students will develop proficiency with MLA or APA format as applicable. Link Research resources here. Technology: Students must engage in technology applications integrated throughout the curriculum. Applicable technology utilized in this curricula are included below: YouTube, Brain Pop Videos Internet - Valid reliable sources