Eighth Grade Science Curriculum Resources

Scope and Sequence of Eighth Grade Science Curriculum

Submit a resource by emailing Mary S. Pitner.

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Life Science

Interactions Between Living Things and Their Environment:
8.2.3 Identify the major biomes of the world.
Expectation: Characterize the major biomes according to specific environmental features and identify the organisms commonly found in these areas.
At Level 1, the student is able to
8.2.spi.1    distinguish among commensalism, parasitism, and mutualism.
Resources: PowerPoint on Relationships, http://www.georgiastandards.org/_documents/training/gps_redelivery_3_science_unit.ppt; Examples of various relationships, http://www.ms-starship.com/sciencenew/symbiosis.htm; Body by Design: Form and Function, http://school.discovery.com/lessonplans/programs/bodybydesign/; Good Buddies, http://www.tpwd.state.tx.us/expltx/eft/activities/gbobjectives.htm; Sea Slug Forum, http://www.seaslug.info/factsheet.cfm?base=symbio
At Level 2, the student is able to
8.2.spi.2    identify the earth’s major biomes.
Resources: Biomes of the World, http://mbgnet.mobot.org/; Biomes from Enchanted Learning, http://www.enchantedlearning.com/biomes/; Habitata and Biomes ThinkQuiest, http://library.thinkquest.org/11922/habitats/habitats.htm?tqskip=1&tqskip1=1&tqtime=0315; Biome Basics, http://oncampus.richmond.edu/academics/education/projects/webunits/biomes/biomes.html; Earth Floor's Biomes, http://www.cotf.edu/ete/modules/msese/earthsysflr/biomes.html; Biome Map, http://fp.bio.utk.edu/botany/Botany_courses/botany120/Biomes/biomemap.htm; The World's Biomes, http://www.ucmp.berkeley.edu/glossary/gloss5/biome/index.html; Bloue Planet's World Biomes, http://www.blueplanetbiomes.org/world_biomes.htm;
8.2.spi.3    choose the appropriate biome for an organism, given a description.
Resources: Mission: Biomes, http://earthobservatory.nasa.gov/Laboratory/Biome/;
At Level 3, the student is able to
8.2.spi.4    identify biotic and abiotic factors in a biome.
Resources:  Living and Non-living Quiz, http://www.saburchill.com/questions/lanlt001.html

Heredity and Reproduction:
8.4.2 Examine differences between dominant and recessive traits.
Expectation: Use the results of a test cross to distinguish between dominant and recessive traits.
Expectation: Construct and interpret Punnett Squares to determine the genotype and phenotype of offspring.

8.4.3 Investigate the relationship among DNA, genes, chromosomes, and the genetic code of life.
Expectation: Create a model of the DNA molecule.
Expectation: Draw or construct a model representing the relationship among DNA, genes, and chromosomes.
Expectation: Construct a simple model that represents the basic process by which reproductive cells are produced (meiosis).
8.4.4 Explore careers related to biotechnology.
Expectation: Research and present information on careers related to biotechnology.
Resources: 
At Level 1, the student is able to
8.4.spi.1  differentiate between complete and incomplete metamorphosis.
Resources: Insect Metamorphosis, http://www.uen.org/utahlink/activities/view_activity.cgi?activity_id=2024
8.4.spi.2   distinguish between sexual and asexual methods of reproduction.
Resources: Sexual Reproduction from the Regents Test Prep Site, http://regentsprep.org/Regents/biology/units/reproduction/sexual.cfm; Asexual Reproduction from the Regents Test Prep Site, http://regentsprep.org/Regents/biology/units/reproduction/asexual.cfm;
At Level 2, the student is able to
8.4.spi.3  differentiate between dominant and recessive traits.  
Resources: Dominant and Recessive Traits Worksheet, http://www.faculty.virginia.edu/teach-present-bio/GeneticsWorksheet.html; Dominant and Recessive Traits Grid, http://www.floyd.edu/academics/divisions/socialcultural/psych/johnson/hnd-domrec.htm
8.4.spi.4   predict the genotypes of offspring in a monohybrid cross using a Punnett Square.
Resources: The Sunny Side of Punnett Squares, http://library.thinkquest.org/18258/noframes/punnettsquares.htm; Dragon Genetics, http://biologica.concord.org/webtest1/web_labs_genophenotype.htm; Rabbit Genetics SImulation, http://www.ucles.org.uk/assessmentdirectorate/ial/enigma/simulations/rabbits/rabbits.html; Mendel's Peas, http://biologica.concord.org/webtest1/web_labs_mendels_peas.htm; Punnett Square Diagram, http://www.people.virginia.edu/%7Erjh9u/monohyb.html
8.4.spi.5  select models or illustrations that are representations of DNA.
Resources: Choose "What is DNA?" from http://gslc.genetics.utah.edu/units/basics/tour/; Build Your Won DNA Model, http://www.csiro.au/helix/dna/dhdnamodel.shtml; Atom World Genetics, http://www.plasticatomics.com/genetics.html; Build a DNA Model, http://gslc.genetics.utah.edu/units/basics/builddna/
At Level 3, the student is able to
8.4.spi.6  associate a change in a DNA molecule with a mutation.  
Resources:  What is a Mutation? http://gslc.genetics.utah.edu/units/disorders/mutations/;  What Can Our Chromosomes Tell Us? http://gslc.genetics.utah.edu/units/disorders/karyotype/
8.4.spi.7  identify types of genetic engineering (i.e. gene splicing and cloning) and evaluate the impact of genetic engineering on society.
Resources: Hello, Dolly! A WebQuest on Cloning, http://powayusd.sdcoe.k12.ca.us/projects/dolly/ ; Click and Clone, http://gslc.genetics.utah.edu/units/cloning/clickandclone/; Space Doctor, http://gslc.genetics.utah.edu/units/genetherapy/spacedoctor/

Diversity and Adaptation Among Living Things
5.2 Identify characteristics used by scientists to classify organisms into different categories.
Expectation: Differentiate among earth layers according to their physical properties.
Expectation: Illustrate the major plate boundaries.
At Level 1, the student is able to
8.5.spi.1  identify similarities and differences among organisms.
Resources: 
8.5.spi.2   classify plants and animals into groups according to their features.
Resources: Classification of Living Things, http://anthro.palomar.edu/animal/default.htm; Animal Trading Card Activity, http://seed.mainecenter.org/application/files/packets/PDF8.pdf
At Level 2, the student is able to
8.5.spi.3  infer the relatedness of different organisms.
Resources: 
8.5.spi.4   use a simple classification key to identify an unknown organism.
Resources: What is the Key to Classification? http://www.mdsg.umd.edu/Education/key/index.htm; Donut Sort, http://www.col-ed.org/cur/sci/sci168.txt; Silly Science Dichotomous Key, http://sciencespot.net/Media/sillysci.pdf; Dichotomous Key Lesson Plan, http://www.eduref.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Science/Process_Skills/SPS0002.html; Cirrepy Critters, http://www.microbeworld.org/mlc/gifs/activities/pgs1-6.pdf; Potato Chip Classification, http://www.eduref.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Science/Process_Skills/SPS0043.html; Bean Classification, http://www.park.edu/bhoffman/courses/bi225/labs/Dichotomous%20Keys%202.htm; Shoe Classification, http://www.middleschoolscience.com/shoe.pdf
At Level 3, the student is able to
8.5.spi.6  determine the genus and species of an organism using a dichotomous key.  
Resources:  Make a Dichotomous Key, http://www.enchantedlearning.com/subjects/plants/activity/key.shtml; Dichotomous Key of Pond Life, http://www.dnr.state.wi.us/org/caer/ce/eek/critter/watercritter/key.htm; What is the Key to Classification? http://www.mdsg.umd.edu/Education/key/index.htm; Donut Sort, http://www.col-ed.org/cur/sci/sci168.txt; Silly Science Dichotomous Key, http://sciencespot.net/Media/sillysci.pdf; Dichotomous Key Lesson Plan, http://www.eduref.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Science/Process_Skills/SPS0002.html; Cirrepy Critters, http://www.microbeworld.org/mlc/gifs/activities/pgs1-6.pdf; Potato Chip Classification, http://www.eduref.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Science/Process_Skills/SPS0043.html; Bean Classification, http://www.park.edu/bhoffman/courses/bi225/labs/Dichotomous%20Keys%202.htm; Shoe Classification, http://www.middleschoolscience.com/shoe.pdf

Earth and Space Science

Earth Features:

8.9.1 Understand the characteristics of the earth’s layers and the location of major plates.
Expectation: Differentiate among earth layers according to their physical properties.
Expectation: Illustrate the major plate boundaries.
8.9.2 Describe the forces and processes that shape the earth.
Expectation: Demonstrate how plate movements cause major geological events.
Expectation:  Compare and contrast processes that shape the earth in the past with those shaping the earth today (e.g., plate movements, human activity, mountain building).
At Level 1, the student is able to
8.9.spi.1   label a cross section of the earth.
Resources: Structure of the Earth, http://scign.jpl.nasa.gov/learn/plate1.htm; Earth's Layers, http://teach.fcps.net/trt20/projects/EKU/Default.htm; Inside the Earth from Enchanted Learning, http://www.enchantedlearning.com/subjects/astronomy/planets/earth/Inside.shtml;
At Level 2, the student is able to
8.9.spi.2    identify the major plates of the world.
Resources: Plate Tectonics from NASA, http://observe.arc.nasa.gov/nasa/earth/tectonics/Tectonics1.html; Major Tectonic Plates of the World, http://geology.er.usgs.gov/eastern/plates.html; Plate Tectonics Map, http://www.cotf.edu/ete/modules/msese/earthsysflr/plates1.html
8.9.spi.3   recognize the relationship between continental drift and plate tectonics.
Resources: How the Plates Move, http://volcano.und.nodak.edu/vwdocs/vwlessons/lessons/Plates/Plates1.html; Mountain Maker, Earth Shaker, http://www.pbs.org/wgbh/aso/tryit/tectonics/
At Level 3, the student is able to
8.9.spi.4    deduce plate movements as the major cause of geological events.
Resources: Observe the Breakup of Pangaea, http://www.classzone.com/books/earth_science/terc/content/visualizations/es3005/es3005page01.cfm?chapter_no=30; Earthquake Animations, http://www.jclahr.com/science/earth_science/animate/index.html; Discover Our Earth, http://atlas.geo.cornell.edu/education/student/tectonics/index.html; Plate Tectonics, The Cause of Earthquakes, http://www.seismo.unr.edu/ftp/pub/louie/class/100/plate-tectonics.html; Animations of Processes, http://www.classzone.com/books/earth_science/terc/content/visualizations/es0804/es0804page01.cfm?chapter_no=08

Earth Resources:
8.10.1 Investigate the characteristics of minerals and their uses.
Expectation:  Distinguish between common minerals found in rock samples using test kits, descriptive charts, etc.
Expectation:  Describe how various minerals are used.
8.10.2 Describe the rock cycle.
Expectation:  Label a diagram depicting the processes of the rock cycle.
Expectation:  Explain how fossils are used to understand the earth’s past.
8.10.3 Investigate how human activities affect the earth’s land, oceans, and atmosphere.
Expectation:  Analyze and evaluate the impact of man’s use of earth’s resources.
Expectation:   Research how technological advances have impacted the environment (e.g., the use of fertilizers, fossil fuels).

8.10.4 Examine different types of energy resources and their importance to man.
Expectation:   Describe the different sources of energy used by man.
Expectation:   Analyze aspects of energy consumption by society.

8.10.5 Analyze approaches to conserving energy and natural resources.
Expectation:   Evaluate the effectiveness of various conservation strategies on the earth’s energy and natural resources.
At Level 1, the student is able to
8.10.spi.1   identify factors that cause rocks to break down.
Resources:
8.10.spi.2    distinguish between renewable and nonrenewable resources.
Resources:  Renewable Energy vs. Fossil Fuels, http://www.energyquest.ca.gov/story/chapter17.html
At Level 2, the student is able to
8.10.spi.3    identify various energy sources.   
Resources: Geology Fossil Fuel Kits, http://onta.com/_wsn/page2.html; Energy Kids' Page, http://www.eia.doe.gov/kids/energyfacts/index.html
8.10.spi.4   distinguish among sedimentary, igneous, and metamorphic rocks and interpret a simple rock cycle diagram.
Resources: 8th Grade Online Sci-ber Text on Rocks and Minerals, http://www.usoe.k12.ut.us/curr/science/core/8thgrd/sciber8/geology/html/intro.htm; The Rock Cycle, http://www.washington.edu/uwired/outreach/teched/projects/web/rockteam/WebSite/rockcycle.htm.htm; Rock Cycle, http://www.edu.pe.ca/southernkings/rockcycle.htm; Animation of Sedimentary Rock Formation, http://www.classzone.com/books/earth_science/terc/content/visualizations/es0605/es0605page01.cfm?chapter_no=06; Animaiton of Metamorphic Rock Formation, http://www.classzone.com/books/earth_science/terc/content/visualizations/es0607/es0607page01.cfm?chapter_no=06
8.10.spi.5   infer that human activities may be helpful or harmful to the environment.
Resources: 8th Grade Online Sci-ber Text on Rocks and Minerals, http://www.usoe.k12.ut.us/curr/science/core/8thgrd/sciber8/geology/html/intro.htm
At Level 3, the student is able to
8.10.spi.4    identify rocks and minerals given a table of physical properties.
Resources: 8th Grade Online Sci-ber Text on Rocks and Minerals, http://www.usoe.k12.ut.us/curr/science/core/8thgrd/sciber8/geology/html/intro.htm

Physical Science

Forces and Motion:

8.11.1 Distinguish between speed and velocity.
Expectation:   Determine the speed of an object based on the distance and amount of time traveled.
Expectation:   Differentiate between speed and velocity.
8.11.2 Demonstrate an understanding of Newton’s three laws of motion.
Expectation:   Describe how Newton’s three laws of motion explain the movement of objects.
8.11.3 Identify factors that influence the amount of gravitational force between objects.
Expectation:  Distinguish between mass and weight.
Expectation:   Describe the relationship among distance, size, mass, and gravitational force of objects.
8.11.4 Identify simple machines and their uses.
Expectation:   Differentiate among the six types of simple machines and their applications.
At Level 1, the student is able to
8.11.spi.1     recognize that forces cause changes in speed and/or the direction of motion.
Resources:  8th Grade Online Sci-ber Text on Force, Energy, and Motion, http://www.usoe.k12.ut.us/curr/science/core/8thgrd/sciber8/forces/html/intro.htm; Why Gravity Causes Things to Fall, http://www.fearofphysics.com/Fall/fall.html
8.11.spi.2     identify simple machines.
Resources: Franklin Institute's Simple Machines, http://sln.fi.edu/qa97/spotlight3/spotlight3.html; Introduction to Simple Machines, http://www.smartown.com/sp2000/machines2000/main.htm; Lever Principal, http://www.walter-fendt.de/ph14e/lever.htm; 8th Grade Online Sci-ber Text on Force, Energy, and Motion, http://www.usoe.k12.ut.us/curr/science/core/8thgrd/sciber8/forces/html/intro.htm; Simple Machine Activities, http://www.edheads.org/activities/simple-machines/; Machines Make Life Easier, http://www.usoe.k12.ut.us/curr/science/sciber00/8th/machines/sciber/intro.htm;
At Level 2, the student is able to
8.11.spi.3    recognize the relationship between mass, force and acceleration.   
Resources:8th Grade Online Sci-ber Text on Force, Energy, and Motion, http://www.usoe.k12.ut.us/curr/science/core/8thgrd/sciber8/forces/html/intro.htm
8.11.spi.4    identify the relationship between the mass of objects, the distance between them and the amount of gravitational attraction
Resources:8th Grade Online Sci-ber Text on Force, Energy, and Motion, http://www.usoe.k12.ut.us/curr/science/core/8thgrd/sciber8/forces/html/intro.htm
8.11.spi.5    choose the most appropriate simple machine to use for a specific task.
Resources:8th Grade Online Sci-ber Text on Force, Energy, and Motion, http://www.usoe.k12.ut.us/curr/science/core/8thgrd/sciber8/forces/html/intro.htm
At Level 3, the student is able to
8.11.spi.6     identify Newton's three laws of motion and relate the first two laws to the concepts of inertia and momentum.
Resources:  Tutorials for Newton's Laws, http://www.physicsclassroom.com/Class/newtlaws/newtltoc.html and Newton's Laws Animations, http://www.physicsclassroom.com/mmedia/newtlaws/newtlawsTOC.html
8.11.spi.7     solve problems pertaining to distance, speed, velocity, and time, given illustrations, diagrams, graphs, or scenarios.
Resources:  Describing Motion with Diagrams, http://www.physicsclassroom.com/Class/1DKin/U1L2b.html

Interactions of Matter:

8.13.1 Understand the difference between acids and bases and how indicators are used.
Expectation:   Determine whether a substance is an acid or base using an indicator.
8.13.2 Differentiate between physical and chemical changes.
Expectation:   Determine whether an interaction between substances results in a physical or a chemical change.
Expectation:   Recognize that oxygen, in combination with another substance, results in a chemical change.
8.13.3 Understand what a chemical equation represents.
Expectation:   Identify the reactants and/or products in a chemical reaction.
Expectation:   Explain why the mass of the reactants is the same as the mass of the products during a chemical change.
Expectation:   Describe how variables such as temperature and concentration affect the rate of reaction.
At Level 1, the student is able to
8.13.spi.1     distinguish between physical and chemical changes.
Resources:   Acids, Bases, and Indicators, http://www.iit.edu/%7Esmile/ch9409.html; Chemical Reactions with Acids and Bases, http://www.rci.rutgers.edu/~dougproj/reactions.htm; Online BCDOE Hot Potatoes Quiz, http://www.bedfordk12tn.com/hotpot/phychemchanges5thsci.htm; Reading Comprehension Passage from Jefferson Lab's BEAMS Program on Properties and Changes, http://education.jlab.org/beamsactivity/online/reading/properties_and_changes.html; Chemical vs.Physical Change interactive Lesson, http://virtual.yosemite.cc.ca.us/lmaki/Chem150-99/chapters/chapter1/lessons/phys_chem/phy_c_1.htm; Four Simple Chemical Changes Experiments, http://www.iit.edu/%7Esmile/ch9613.html; 8th Grade Online Sci-ber Text on Changing Matter, http://www.usoe.k12.ut.us/curr/science/core/8thgrd/sciber8/matter/html/intro.htm; What's the Difference between Chemical and Physical Changes? http://antoine.frostburg.edu/chem/senese/101/matter/faq/physical-chemical.shtml
At Level 2, the student is able to
8.13.spi.2    identify a substance as an acid or a base, given its pH.
Resources: The pH Factor, http://www.miamisci.org/ph/default.html
8.13.spi.3    recognize that the mass of the reactants is the same as the mass of the products, given simple chemical equations
Resources:  ChemBalancer, http://www.dun.org/sulan/chembalancer/; Balancing Equations by Counting Atoms, http://www.chemistrycoach.com/baleq.htm
At Level 3, the student is able to
8.13.spi.4     determine how temperature and concentration might affect the rate of a chemical reaction.
Resources:  The Effect of Temperature on the Rate of a Reaction, http://www.woodrow.org/teachers/chemistry/institutes/1986/exp16.html; Measuring the Heat Energy of a Chemical Change, http://www.iit.edu/~smile/ch9316.html
8.13.spi.5     classify a reaction is exothermic or endothermic.
Resources: Endothermic vs. Exothermic Reactions, http://www.csmate.colostate.edu/cltw/cohortpages/viney/exoendo.html

 

 

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