SUBJECT: Science Grade Level: 8. Unit: Technology & Engineering (1 week)

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1 Grade 8 Science Curriculum Map - Norwell Middle School SUBJECT: Science Grade Level: 8 Unit: Technology & Engineering (1 week) Standard 2: Engineering Design 2.1- Identify and explain the steps of the engineering design process, i.e., identify the need or problem, research the problem, develop possible solutions, select the best possible solution(s), construct a prototype, test and evaluate, communicate the solution(s), and redesign Demonstrate methods of representing solutions to a design problem, e.g., sketches, orthographic projections, multi-view drawings Describe and explain the purpose of a given prototype 2.4 Identify appropriate materials, tools, and machines needed to construct a prototype of a given engineering design. 2.5 Explain how such design features as size, shape, weight, function, and cost limitations would affect the construction of a given prototype. Standard 3.1 Identify and explain the components of a communication system, i.e., source, encoder, transmitter, receiver, decoder, storage, retrieval, and destination. Develop a protective coating for a probe (using an egg as an example of the probe) to land on a hard surface. Identify the possible materials for construction. Follow the design process to create the best design. Create an accurate sketch of 3 trial probes and one final probe design of the egg drop experiment. Define prototype. Explain the purpose of creating a prototype for protecting a probe. Choose appropriate materials for project. Understand the limitations of the design process. Discuss how communication systems work. Explain why satellites are used for communication. What steps are necessary to design and test a prototype? How do communication systems work?

2 Grade 8 Science Curriculum Map - Norwell Middle School Unit: Physical Science (10 weeks) Standard 1: Differentiate between weight and mass, recognizing that weight is the amount of gravitational pull on an object. Standard 4: Explain and give examples of how mass is conserved in a closed system Standard 5: Recognize that there are more than 100 elements that combine in a multitude of ways to produce compounds that make up all of the living and non-living things that we encounter. Standard 6: Differentiate between an atom (the smallest unit of an element that maintains the characteristics of that element) and a molecule (the smallest unit of a compound that maintains the characteristics of that compound). Standard 10: Differentiate between physical changes and chemical changes. Standard 14: Recognize that heat is a form of energy and that temperature change results from adding or taking away heat from a system. Standard 16: Give examples of how heat moves in predictable ways, moving from warming objects to cooler objects until they reach equilibrium. Define mass. Define weight. Compare the weight of objects on different planets or moons. Restate that weight is the amount of gravitational pull on an object. Define the law of conservation of mass. Determine the number of atoms of each element in a molecule. Understand that the reactants in an equation combine to form products. Balance the number of elements in the reactants with the number of elements in the products. Compare and contract chemical reactions in open and closed system. Understand how elements are grouped on the periodic table. Utilize the periodic table to determine the characteristics of elements. Recognize that living and nonliving things are made up of elements. Know that elements combine to form compounds due to their electron configurations. Compare and contrast the methods of bonding (covalent and ionic). Using atomic models demonstrate how atoms can combine in a large number of ways. Define atom. Define molecule. Understand that compounds are more than one atom chenically combined. Identify the particles of an atom (proton, neutron, and electron). Draw Bohr and Lewis dot structures for the first 20 elements. Define and give examples of physical and chemical changes. Identify physical and chemical properties of matter. Provide evidence to determine if a physical and chemical has occurred. Define heat and temperature. Determine the difference between heat and temperature. Discuss the different forms of thermal energy (conduction, convection, radiation). Provide example of greenhouse effect (connect with knowledge from astronomy unit). Determine what happens to the sun s energy when it reaches earth. Determine the cooling and heating rates of different materials. Identify the ways heat is transferred. What is gravity? What is the principle of conservation of mass and how does it apply to chemical equations? How do elements combine to produce compounds? How do elements combine to produce compounds? How can matter change? How does temperature change? How is the movement of heat predictable?

3 Grade 8 Science Curriculum Map - Norwell Middle School Unit: Earth Science (13 weeks) Standard 4: Explain the relationship among the energy provided by the sun, the global patterns of atmospheric movement, and the temperature differences between among water, land and atmosphere Standard 8: Recognize that gravity is a force that pulls all things on or near the earth toward the center of the earth. Gravity plays a major role in the formation of the planets, stars and solar system, and in determining their motion. Standard 9: Describe lunar and solar eclipses, the observed moon phases and tides. Relate them to the relative positions of the earth, moon, and sun. Standard 10: Compare and contrast properties and conditions of objects in the solar system (ie., sun, planets, and moons) to those on Earth (ie., gravitational force, distance from the sun, speed, movement, temperature, and atmospheric conditions). Explain how energy moves from the Sun to the Earth. Define heat and temperature. Describe the different forms of energy. Describe the three methods of heat transfer. Explain that heat always moves from hot to cold. Describe how different substances conduct energy. Explain how local and global winds are formed. Explain how mass, gravity and weight interact. Predict how gravity mass and weight affect orbits of objects in our solar system. Describe solar and lunar eclipses. Using a model determine the position of the sun, moon, and Earth to represent each type of eclipse. Determine the relationship between tides and the position of the moon. Model and order the phases of the moon through a full cycle. Understand that the plane of the moon s orbit makes an eclipse a rare event. Identify properties of objects in the solar system (sun, planets, moons). Identify conditions of objects in the solar system (gravitational force, distance from the sun, speed, movement, temperature, and atmospheric conditions). Compare and contrast properties of objects in the solar system (sun, planets, moons). Compare and contrast conditions of objects in the solar system (gravitational force, distance from the sun, speed, movement, temperature, and atmospheric conditions). What effect does heat transfer have on Earth and its atmosphere? What effect does gravity have on our solar system? How do the earth, sun and moon interact? How do objects in the solar system interact?

4 Standard 11: Explain how the tilt of the earth and its revolution around the sun results in an uneven heating of the earth, which in turn causes the seasons. Standard 12: Recognize that the universe contains many billions of galaxies, and that each galaxy contains many billions of stars. Grade 8 Science Curriculum Map - Norwell Middle School Demonstrate how Earth moves in space (rotation and revolution). Investigate how Earth s tilt causes the uneven heating of the Earth s surface and thus the seasons. Measure the amount of heat when light is received at different angles on Earth. Model the seasons using the Earth and Sun. Understand the characteristics of a star. Compare and contrast different types of galaxies (elliptical, spiral and irregular). Describe the scale of the universe. Examine why the universe if believed to be expanding. What causes the seasons on Earth? How do astronomers describe the universe? Unit: Life Science (10 weeks) Month or Unit: Life Science Standard 3: Compare and contrast plant and animal cells, including major organelles (cell membrane, cell wall, nucleus, cytoplasm, chloroplasts, mitochondria, vacuoles). Standard 4: Recognize that within cells, many of the basic functions of organisms (e.g., extracting energy from food and getting rid of waste) are carried out. The way in which cells function is similar in all living organisms. Identify the major organelles of an animal cell. Identify the major organelles of a plant cell. Determine the differences between the animal and plant cells (i.e., that chloroplasts and cell walls are only found in plants cells). Define the function of each organelle in a cell. Describe how cells are organized in an organism. Create a representation of an animal or plant cell including descriptions of appropriate organelles and structure. Investigate how different substances will move through an egg membrane. Distinguish between passive transport (osmosis and diffusion) and active transport. Explain the relationship between photosynthesis and respiration. How does the structure of a cell allow it to function? How does the structure of a cell allow it to function?

5 Standard 7: Recognize that every organism requires a set of instructions that specifies its traits. These instructions are stored in the organism s chromosomes. Heredity is the passage of these instructions from one generation to another. Standard 8: Recognize that hereditary information is contained in genes located in the chromosomes of each cell. A human cell contains about 30,000 different genes on 23 different chromosomes. Standard 9: Compare sexual reproduction (offspring inherit half of their genes from each parent) with asexual reproduction (offspring is an identical copy of the parent s cell). Standard 10: Give examples of ways in which genetic variation and environmental factors are causes of evolution and the diversity of organisms. Standard 11: Recognize the evidence drawn from geology, fossils, and comparative anatomy provides the basis of the theory of evolution. Standard 12: Relate the extinction of species to a mismatch of adaptation and the environment. Grade 8 Science Curriculum Map - Norwell Middle School Recall that chromosomes are composed of mostly DNA. Identify the process in which the genetic code is copied and transferred. Identify how genes, chromosomes, and proteins contribute to the traits that and organisms shows. Construct Punnett squares to determine the possible genetic makeup of offspring. Predict the probability of genotypes and phenotypes of offspring. Understand that genes are not always dominant or recessive and this leads to codominance. Define gene, alleles and traits. Compare dominant and recessive traits. Recognize that hereditary traits are carried on the chromosomes. Explain that chromosomes are made up of genes; genes are made up of proteins. Discuss that human cells have 23 pairs of chromosomes (46 in all). Distinguish that sex cells have half the number of chromosomes. Illustrate the phases of asexual cell division. Calculate the number of chromosomes in each cell before and after cell division. Distinguish between asexual and sexual reproduction. Give examples of asexual reproduction (i.e., budding, regeneration). Compare and contrast the steps between mitosis and meiosis. Calculate the number of chromosomes in each cell before and after meiosis.. Restate that sexual reproduction occurs in egg and sperm cells. Define species and adaptation. Determine how Darwin s research led to the theory of natural selection. Compare and contrast physical features of the same species that have been separated overtime. Investigate why adaptations might occur in a species. Determine how natural selection leads to evolution. Describe how mutations in the genetic code cause variations in the species. Determine the evidence that supports the theory of evolution. Show how fossils prove that evolution has occurred. Examine evidence of homologous structures in different species. Understand that embryology and DNA determine the evolutionary relationship among species. Categorize species relationships using a branching tree diagram. Examine different methods in which fossils form and techniques used to determine a fossil s age (radioactive/relative dating). Identify the factors that affect the process of natural selection: overproduction, competitions and variations. Define extinction. Investigate how a physical trait, which is unsuitable for an environment, can lead to the extinction of that species. How does DNA control traits and how are these traits passed from one generation to another? How does DNA control traits and how are these traits passed from one generation to another? How do cells reproduce? How do environmental factors and genetic variation lead to evolution?

6 Standard 17: Identify ways in which ecosystems have changed throughout geologic time in response to physical conditions, interactions among organisms, and the actions of humans. Describe how changes may be catastrophic such as volcanic eruptions or ice storms. Standard 18: Recognize that biological evolution accounts for the diversity of species developed through gradual processes over many generations. Grade 8 Science Curriculum Map - Norwell Middle School Classify and interpret the geologic time scale: time scale is broken into eras; eras are broken into periods. Define gradualism and punctuated equilibrium. Debate the possible causes of mass extinctions. Discuss the rate at which evolution occurs. Restate Darwin s theory of evolution. Give examples of species that have changed over time. Debate examples of human intervention that can interfere with the gradual process of evolution: selective breeding, cloning, and genetic engineering.

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