Pacing Guide

Grade Eight: Integrated Science

2011-2012

Science Course of Study

Course Description

Students in the eighth grade explore Earth, Life and Physical Science. Students will have three primary topics:

  • The physical features of Earth and how they formed. This includes the interior of Earth, the rock record, plate tectonics and landforms.
  • The forces and motion within, on and around the Earth and within the universe.
  • The continuation of the species.

Students also develop skills of scientific inquiry through this course. Students design a solution to a problem or design and build a product, given certain constraints. Technological influences on the quality of life are also explored in this grade level.

Pacing Guide

Grade Eight: Integrated Science

2011-2012

Science Course of Study

TOPIC: Physical Earth (1 week)

This topic focuses on the physical features of Earth and how they formed. This includes the interior of Earth, the rock record, plate tectonics and landforms

CONTENT STATEMENT

The composition and properties of Earth’s interior are identified by the behavior of seismic waves.

  • The refraction and reflection of seismic waves as they move through one type of material to another is used to differentiate the layers of Earth’s interior. Earth has an inner and outer core, an upper and lower mantle, and a crust.
  • The formation of the planet generated heat from gravitational energy and the decay of radioactive elements, which is still present today. Heat released from Earth's core drives convection currents throughout the mantle and the crust.

CONCEPTS / VOCABULARY
  • Three main layers make up the Earth’s interior.
  • Each layer has its own composition, density, and characteristics.
  • Convection currents in the mantle drive plate movements.
  • Theory of plate tectonics.
  • Heat from the core generated by radioactive decay from the formation of the planet.
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  • Crust
  • Mantle
  • Core
  • Ocean/Continental Crust
  • Lithosphere
  • Core
  • Outer
  • Inner
  • Plate Tectonics
  • Convection Currents
  • Asthenosphere
  • Radioactive Decay
  • Seismic Waves
  • Reflection
  • Refraction

Pacing Guide

Grade Eight: Integrated Science

2011-2012

Science Course of Study

PERFORMANCE SKILLS:

  • Simulate how convection drives plate motion.
  • Predict the outcome of a variety of plate boundaries.
  • Create a model of the Earth and its layers.
  • Using real seismic data (wave velocities), create or interpret a cross section of Earth. Explain the change of appearance in the section as the rock type or consistency of the rock changes.
  • Identify the different composition, and consistency of each layer of Earth’s interior (inner and outer core, upper and lower mantle, and crust).
  • Design and build a simple seismograph that can actually measure movement of Earth’s lithosphere.

INSTRUCTIONAL RESOURCES

  • The USGS provides helpful background data to understand the relationship between the structure of Earth and plate tectonics.
  • This website provides data and examples pertaining to designing and building seismograph.
  • The Digital Library for Earth Systems Education offers resources from a number of sources, such as National Geographic, government agencies, and other scientific agencies. Grade 6-8 resources provided at this link.
  • The college board provides Earth Science recommendations for Earth Science grades 6-12 (beginning on page 21). Essential questions and scientific applications are included in this document to encourage investigation and scientific inquiry. In addition, connections to other topics and subjects are suggested to add relevancy and interest for the student.
  • Foss Kit: Earth History
  • Story in the Stone

Pacing Guide

Grade Eight: Integrated Science

2011-2012

Science Course of Study

TOPIC: Physical Earth (5 weeks)

This topic focuses on the physical features of Earth and how they formed. This includes the interior of Earth, the rock record, plate tectonics and landforms

CONTENT STATEMENT

Earth’s crust consists of major and minor tectonic plates that move relative to each other.

  • Historical data and observations such as fossil distribution, paleomagnetism, continental drift and sea-floor spreading contributed to the theory of plate tectonics. The rigid tectonic plates move with the molten rock and magma beneath them in the upper mantle.
  • Convection currents in the crust and upper mantle cause the movement of the plates. The energy that forms convection currents comes from deep within the Earth.
  • There are three main types of plate boundaries: divergent, convergent and transform. Each type of boundary results in specific motion and causes events (such as earthquakes or volcanic activity) or features (such as mountains or trenches) that are indicative of that type of boundary.

Pacing Guide

Grade Eight: Integrated Science

2011-2012

Science Course of Study

CONCEPTS / VOCABULARY
  • Historical evidence for plate motion.
  • The edges of different pieces of the lithosphere meet at lines called plates.
  • Breaks in Earth’s crust form long boundaries.
  • Convection currents in the mantle drive plate movements
  • Heat from the core generated by radioactive decay from the formation of the planet.
  • Three types of boundaries and resulting features are at the surface.
  • Plate boundary specific events and features (i.e. earthquakes, volcanoes, mountains and trenches, etc.).
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  • Continental Drift
  • Paleomagnetism
  • Fossil Distribution
  • Plate Boundaries
  • Faults
  • Transform
  • Divergent
  • Convergent Boundaries
  • Mid-Ocean Ridge
  • Sea-floor Spreading
  • Deep-Ocean Trench
  • Subduction
  • Collision
  • Rift Valley
  • Mountain Range
  • Ocean Crust
  • Continental Crust
  • Folding
  • Faulting
  • Ring of Fire
  • Island Arcs
  • Hot Spots

PERFORMANCE SKILLS:

  • Differentiate between plate tectonics and continental drift.
  • Describe the general history of plate tectonics, including the early observations, discoveries, and ideas that combined, eventually lead to the modern theory of plate tectonics.
  • Recognize that there are three main types of plate boundaries (diverging, converging, and transform).
  • Interpret the effects of each plate boundary.
  • Explain why the Ring of Fire and faults usually occur at plate boundaries.

Pacing Guide

Grade Eight: Integrated Science

2011-2012

Science Course of Study

PERFORMANCE SKILLS:(cont’d)

  • Research the most recent measurements of North America, using this data and the movement of North America throughout geologic time; predict where North America will be in 600 million years or more. Create a model to demonstrate that movement.
  • Using a world map, mark the locations of all earthquakes and volcanoes that are recorded each week for 1 month (or longer). Use a different color or pattern so that earthquakes and volcanoes can be differentiated. Outline the boundaries of where the concentrations are located.
  • Compare/contrast this map with a map of plate boundaries. What types of boundaries are found in the volcanoes areas? Earthquake areas? Discuss findings with the class.

Resources:

INSTRUCTIONAL RESOURCES

  • This link provides paleomagnetic data for the geologic periods to use in determining sea floor spreading.
  • This website allows students to take a virtual field trip to view plate boundaries and tectonic activity.
  • This link provides maps for each geologic period showing plate movement based on evidence in the rock record.
  • NSTA provides learning modules called “SciPacks” that are designed to increase teacher content knowledge through inquiry-based modules. This module addresses Plate Tectonics.
  • Foss Kit: Earth History
  • Story in the Stone
  • The National Association of Geoscience Teachers provides inquiry-based activities and resources for constructing geologic maps to demonstrate plate tectonics.
  • The USGS provides helpful background data to understand the relationship between the structure of Earth and plate tectonics.
  • The Digital Library for Earth Systems Education offers resources from a number of sources, such as National Geographic, government agencies, and other scientific agencies. Grade 6-8 resources provided at this link..
  • The college board provides Earth Science recommendations for Earth Science grades 6-12 (beginning on page 21). Essential questions and scientific applications are included in this document to encourage investigation and scientific inquiry. In addition, connections to other topics and subjects are suggested to add relevancy and interest for the student.

Pacing Guide

Grade Eight: Integrated Science

2011-2012

Science Course of Study

TOPIC: Physical Earth (2 weeks)

This topic focuses on the physical features of Earth and how they formed. This includes the interior of Earth, the rock record, plate tectonics and landforms.

CONTENT STATEMENT

A combination of constructive and destructive geologic processes formed Earth’s surface.

  • Earth’s surface is formed from a variety of different geologic processes, including but not limited to plate tectonics.

CONCEPTS / VOCABULARY
  • Topography is the shape of the land.
  • Topography is determined by elevation, relief, and landforms.
  • A map and globe are models of the Earth.
  • Forces on the Earth are continuously reshaping its interior and exterior features.
  • Constructive and destructive forces build up and tear down the land areas.
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  • Topography
  • Elevation
  • Relief
  • Landforms
  • Map
  • Globe
  • Scale
  • GPS
  • Satellite Mapping
  • Latitude
  • Longitude
  • Constructive Forces
  • Destructive Forces
  • Deformation
  • Deposition
  • Sedimentation
  • Sediments
  • Eruptions
  • Weathering
  • Erosion
  • Mass Wasting
  • Hydrosphere
  • Lithosphere
  • Glaciers

Pacing Guide

Grade Eight: Integrated Science

2011-2012

Science Course of Study

CONCEPTS / VOCABULARY (cont’d)
  • Crustal deformation is mountain building.
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  • Moraines
  • Outwash
  • Till
  • Erratic
  • Kettles
  • Eskers
  • Streams
  • Floodplains

PERFORMANCE SKILLS:

  • Identify high and low areas on a topographic map.
  • Locate places on a map by latitude and longitude.
  • Distinguish between destructive and constructive forces and how they affect the Earth’s surface.
  • Identify examples of destructive geologic processes, such as flooding, mass wasting, volcanic activity, glacial movement, earthquakes, or tsunamis.

INSTRUCTIONAL RESOURCES

  • The USGS provides helpful background data to understand the relationship between the structure of Earth and plate tectonics.
  • This is a link to the Geology Division of the ODNR, interactive maps and geologic maps are available at this site. There are many other resources that help to support the teaching of geology and using surficial maps to view the changing, dynamic surface of the Earth.
  • Project Wet offers training and resources for K-12 teachers. Promoting deep understanding about all aspects of water and the interconnectedness of all of Earth’s spheres (Earth Systems). Training and workshop opportunities can be found at this link.
  • The Digital Library for Earth Systems Education offers resources from a number of sources, such as National Geographic, government agencies, and other scientific agencies. Grade 6-8 resources provided at this link.
  • The college board provides Earth Science recommendations for Earth Science grades 6-12 (beginning on page 21). Essential questions and scientific applications are included in this
  • Foss Kit: Earth History.

Pacing Guide

Grade Eight: Integrated Science

2011-2012

Science Course of Study

TOPIC: Physical Earth (1 week)

This topic focuses on the physical features of Earth and how they formed. This includes the interior of Earth, the rock record, plate tectonics and landforms.

CONTENT STATEMENT

Evidence of the dynamic changes of Earth’s surface through time is found in the geologic record.

  • Earth is approximately 4.6 billion years old. Earth history is based on observations of the geologic record and the understanding that processes observed at present day are similar to those that occurred in the past (uniformitarianism). There are different methods to determine relative and absolute age of some rock layers in the geologic record. Within a sequence of undisturbed sedimentary rocks, the oldest rocks are at the bottom (superposition). The geologic record can help identify past environmental and climate conditions.

CONCEPTS / VOCABULARY
  • Geologists use law of superpositioning to determine relative age of rocks.
  • Geologists also use cross-cutting relationships to determine age of rocks.
/
  • Law of superposition
  • Relative Ages
  • Absolute Age
  • Horizontal Rock Layers
  • Sedimentary Rocks
  • Igneous Rocks
  • Extrusions
  • Intrusions
  • Faults
  • Folding
  • Compression
  • Cross-Cutting Relations
  • Index Fossil
  • Radioactive Dating

Pacing Guide

Grade Eight: Integrated Science

2011-2012

Science Course of Study

PERFORMANCE SKILLS:

  • Interpret and evaluate geological maps to determine relative age of rock layers.
  • Using technology, experience the geologic record virtually to collect data and conduct scientific investigations through 60-70 million years of geologic time. Analyze data and document all changes (verified by the data). Discuss conclusions and findings with the entire class.

Data Resources:

INSTRUCTIONAL RESOURCES

  • The USGS provides helpful background data to understand the relationship between the structure of Earth, the history of Earth, and plate tectonics.
  • Another USGS site that addresses geologic time. A discussion of relative versus absolute time is included.
  • This is a link to the Geology Division of the ODNR, interactive maps and geologic maps are available at this site. There are many other resources that help to support the teaching of geology and using surficial maps to view the changing, dynamic surface of the Earth.
  • Project Wet offers training and resources for K-12 teachers. Promoting deep understanding about all aspects of water and the interconnectedness of all of Earth’s spheres (Earth Systems). Training and workshop opportunities can be found at this link.
  • The Digital Library for Earth Systems Education offers resources from a number of sources, such as National Geographic, government agencies, and other scientific agencies. Grade 6-8 resources provided at this link.
  • The college board provides Earth Science recommendations for Earth Science grades 6-12 (beginning on page 21). Essential questions and scientific applications are included in this document to encourage investigation and scientific inquiry. In addition, connections to other topics and subjects are suggested to add relevancy and interest for the student.
  • Foss Kit: Earth History
  • Story in the Stone

Pacing Guide

Grade Eight: Integrated Science

2011-2012

Science Course of Study

TOPIC: Species and Reproduction (2 weeks)

This topic focuses on continuation of the species.

CONTENT STATEMENT

Reproduction is necessary for the continuation of every species.

  • Every organism alive today comes from a long line of ancestors who reproduced successfully every generation. Reproduction is the transfer of genetic information from one generation to the next. It can occur with mixing of genes from two individuals (sexual reproduction). It can occur with the transfer of genes from one individual to the next generation (asexual reproduction). The ability to reproduce defines living things.

CONCEPTS / VOCABULARY(cont’d)
  • An individual organism does not live forever; therefore reproduction is necessary for the continuation of every species.
  • Most organisms reproduce either sexually or asexually. Some organisms are capable of both.
  • In asexual reproduction all the genes come from a single parent, which usually means the offspring are genetically identical to their parent, which allows for genetic continuity.
  • In sexual reproduction, a single specialized cell from a female (egg) merges with a specialized cell from a male (sperm). Typically half of the genes come from each parent. The fertilized cell, carrying genetic information from each parent, multiplies to form the complete organism.
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  • Genes
  • Sexual reproduction
  • Asexual reproduction
  • Sperm
  • Egg
  • Offspring
  • Gamete
  • Zygote
  • Genetic variation
  • Cloning
  • Detrimental Characteristics

Pacing Guide

Grade Eight: Integrated Science

2011-2012

Science Course of Study

CONCEPTS / VOCABULARY (cont’d)
The same genetic information is copied in each cell of the new organism. In sexual reproduction new combinations of traits are produced which may increase or decrease an organism’s chances for survival.
  • Asexual reproduction limits the spread of detrimental characteristics through a species.

PERFORMANCE SKILLS:

  • Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring.
  • Explain why genetic variation is a survival advantage. Give an example of an organism that would give a survival and reproductive advantage during an environmental change.
  • Examine offspring that are produced sexually, note and record the variations that appear.
  • Predict how those variations may help an organism to survive if the environment should change (warmer or cooler temperatures, increase or decrease in precipitation etc).
  • Research cloning in the food industry. Select one practice and determine whether or not it is an environmentally healthy practice. Justify your position with scientific evidence.

INSTRUCTIONAL RESOURCES

Teachers’ Domain: Reproduction is an online activity in which students explore the various ways that organisms reproduce.

Teachers’ Domain: Reproduction and Genetics is a two session course that explores the cellular processes which organisms use to develop, reproduce and pass traits from one generation to the next.

  • Foss Kit: Populations and Ecosystems

Pacing Guide

Grade Eight: Integrated Science

2011-2012

Science Course of Study

TOPIC: Species and Reproduction (2 weeks)

This topic focuses on continuation of the species.

CONTENT STATEMENT

Diversity of species occurs through gradual processes over many generations. Fossil records provide evidence that changes have occurred in number and types of species.

  • Fossils provide important evidence of how life and environmental conditions have changed.
  • Changes in environmental conditions can affect how beneficial a trait will be for the survival and reproductive success of an organism or an entire species.
  • Throughout Earth’s history, extinction of a species has occurred when the environment changes and the individual organisms of that species do not have the traits necessary to survive and reproduce in the changed environment. Most species (approximately 99 percent) that have lived on Earth are now extinct.

CONCEPTS / VOCABULARY
  • The fossil record archives the variation in a species that may have resulted from changes in environmental conditions.
  • Diversity is the result of alterations in genetic information. Diversity can result from sexual reproduction. The sorting and combination of genes results in different genetic combinations, which allow offspring to be similar yet different from their parents and each other. Those variations may allow for survival of individuals when the environment changes. Diversity in a species increases the likelihood that some individuals will have characteristics suitable to survive under changed conditions.
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  • Relative age
  • Geologic time
  • Fossils
  • Fossil evolution
  • Darwin
  • Evolution of species
  • Extinction
  • Population

Genetics

  • Diversity
  • Heterozygous
  • Homozygous
  • Allele
  • Trait

Pacing Guide