SWALLOW SCHOOL DISTRICT CURRICULUM GUIDE. Stage 1: Desired Results

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1 SWALLOW SCHOOL DISTRICT CURRICULUM GUIDE Curriculum Area: Science Course Length: Full Year Grade: 8th Date Last Approved: June 2015 Stage 1: Desired Results Course Description and Purpose: In 8th grade science students will be focusing on the areas of Physical Science and Life Science with an emphasis being placed on gathering and utilizing data as well as problem solving strategies. Physical Science topics will include structures and properties of matter, atomic structure, the periodic table, chemical reactions, ionic and covalent bonding, and balancing and identifying chemical equations. Life Science topics will include the cell cycle, the structure of DNA and its replication, Mendelian Genetics, and the genetic rules of inheritance involved in genetic mutations and human inherited disorders. The reasons and explanations for biological unity and diversity will be discussed as well as the environmental implications that bring about diversity and natural selection. Enduring Understanding(s): 1. In a chemical reaction, substances undergo chemical changes forming new substances with different properties. These reactions can occur in a variety of different ways. 2. Every substance contains energy from the movement of its particles. The speed and arrangement of these particles determine the state of matter. 3. A pure substance is made of one kind of matter and has definite properties and every sample of a pure substance is always the same no matter the form. 4. Substances react chemically in characteristics ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules with different properties from the reactants. 5. Genetic variation in a population impacts organism's survival in a population and the passing of traits. Essential Question(s): 1. How can particles combine to produce substances with different properties? 2. How does thermal energy affect changes between states of matter? 3. What are the characteristic properties of pure substances? 4. How can chemical reactions be explained using scientific laws? 5. What changes occur during a chemical reaction? 6. What are the laws of the conservation of matter? 7. What are the differences between energy and temperature? 8. What issues are present surrounding human uses of land, energy, mineral and water resources? 9. How are traits passed from parent to offspring? 10. How do organisms change over time in response to changes in the environment? Learning Targets: 1. Students can plan, implement and evaluate investigations utilizing the scientific process (Skill/Product) 2. Students can apply mathematics and computational thinking (Skill) 3. Students can research, evaluate and communicate information (Skill/Product) 4. Students can assess the relationship between structure and function (Reasoning) 5. Students can assess key issues in nonfiction texts (Reasoning/Knowledge) 6. Students can develop and analyze models (Skill/Product) 7. Students can analyze scientific issues and support their claims with evidence (Reasoning) Stage 2: Learning Plan I. Structures and Properties of Matter A. States and Phase Changes of Matter B. Characteristic Properties of Pure Substances and Mixtures NGSS: MS-PS1-1, MS-PS1-4 Target 1 Target 3

2 C. Atomic Structure D. Periodic Table Formative Skill Demonstrate through experimentation, the scientific process and properties of pure substances and mixtures Given a diagram, and a periodic table, students can utilize math skills and prior knowledge to identify and label the sub atomic particles of a given atom Given a diagram of the periodic table, students can color code the table to identify the different groups and families on the table. Compare and Contrast pure substances and mixtures Compare and contrast the various phases of matter and provide real life examples of each. Summative Product Create a 3 dimensional model of the atom utilizing information gathered from the Periodic Table Create a detailed lab report, including the steps in the scientific process to describe and substantiate data gathered during a lab II. Chemical Interactions A. Chemical Reactions (types) B. The Role of Energy in Chemical Reactions C. Chemical Engineering D. Law of Conservation of Mass and Matter E. Ionic and Covalent Bonds F. Balancing Equations Standards: MS-PS1-2, MS-PS1-5, MS-PS1-6 Target 1

3 Formative Skill Demonstrate through experimentation, the scientific process and the interactions and chemical reactions that take place between various types of matter. Compare and contrast the physical and chemical differences between ionic and covalent bonds Given a diagram, and a periodic table, students can utilize math skills and prior knowledge to identify and label the reactants and products in an ionic and covalent bond. Given Formulas for Chemical Reactions, students can determine the type of reaction being represented Given a chemical equation, students can utilize algebraic skills and rules for balancing equations to ensure that the number and type of elements in the reactants equals the number and type of elements in the product. Further more, they can explain why the equation must be balanced using the Law of Conservation. Summative Product Create a detailed lab report, including the steps in the scientific process to describe and substantiate data gathered during a lab Given a periodic table, students can utilize math skills and prior knowledge to create and label a diagram of the reactants and products in an ionic and covalent bond.

4 III. Heredity and Genetics A. The Cell Cycle B. DNA C. Mendelian Genetics D. Rules of Inheritance E. Genetic Mutations and Human Inherited Disorders Standards: MS LS3 1, MS LS3 2, MS LS4 4 Target 7 Formative Skill Given a diagram of the cell cycle, students can identify and label the various parts of the cell cycle Utilizing a punnett square, rules of inheritance and the principles of probability, students can determine how and when traits can be transferred from parent to offspring. Using knowledge of various genetic disorders and how they are transmitted, students can create a punnett square illustrating the probability of an offspring inheriting the genetic disorder. Summative Reasoning Reasoning/ Product Using an interactive computer program, students will be presented with and asked to determine the stages of the cell cycle represented in microscopic cells and support their conclusions with evidence Given a scenario and background information on a family, students can create a pedigree and provide probability information regarding genetic tendencies to a couple considering having a child. Students can use

5 Product manipulatives to create a model of a segment of DNA. Furthermore, the model can be manipulated to illustrate the process of DNA replication, and the occurrence of a genetic mutation. IV. Biological Unity and Diversity A. Environmental Changes and Biological Response. ( Natural Selection, Speciation, Adaptation and Survival of the Fittest) Standards: MS LS4 6, MS LS4 5, MS LS1 5 Target 3 Target 7 Formative Reasoning Skill Students can compare and contrast the organisms(plants and animals) on the Galapagos Islands with those from the mainland of South America, and suggest why changes may have occurred. Carry out a lab investigations to determine how natural selection can lead to speciation. Summative Product After watching a video presentation on Darwin s voyage, students will create a visual product(using words, diagrams, and/or illustrations) that illustrates and lists the evidence for speciation, natural selection, adaptation, and survival of the fittest inferenced in the video.