SCIENCE CURRICULUM 5-8

8.1 UNIFYING CONCEPTSANDPROCESSES

Unifying concepts and processes help students think about and integrate a range of basic ideas which builds an understanding of the natural world.

8.1.1 Students will develop an understanding of systems, order, and organization.

5-S-8.1.1a Create a classification scheme.
5-S-8.1.1b Identify the scheme used in classifying animals.
6-S-8.1.1a Create a classification scheme.
6-S-8.1.1b Identify the schemes used in the five Kingdom classifications.
7-S-8.1.1a Create a classification scheme for a group of unknown rocks and soils.
7-S-8.1.1b Identify characteristics of plants which are used to classify them.

8.1.2 Students will develop an understanding of evidence, models, and explanation.

6-S-8.1.2 List and explain the steps used in making a 3-D model of a cell.
7-S-8.1.2a List and explain the steps used in making a 3-D model of the layers of the earth and the Earth's atmosphere.
7-S-8.1.2b List and explain the steps used in making a 3-D model of an atom.
8-S-8.1.2 Interpret observations of physical and chemical changes which result in mixtures, compounds, and solutions. 

8.1.3 Students will develop an understanding of change, constancy, and measurement.

5-S-8.1.3 Apply measurement skills when conducting experiments or making models.
6-S-8.1.3 Apply measurement skills when conducting experiments or making models.
7-S-8.1.3 Apply measurement skills when conducting experiments or making models.
8-S-8.1.3 Apply measurement skills when conducting experiments or making models.

8.1.4 Students will develop an understanding of form and function.

7-S-8.1.4 Identify how the function of a variety of pieces of scientific equipment is determined by its structure (e.g., how the lenses in a microscope magnify and project light into the eyepiece). 

8.2 SCIENCE AS INQUIRY

Science as inquiry requires students to combine processes and scientific knowledge with scientific reasoning and critical thinking to develop their understanding of science.

8.2.1 Students will develop the abilities needed to do scientific inquiry.

5-S-8.2.1a Predict the type of weather associated with different types of air pressure, cloud formations, wind direction/speed, temperature, humidity, and precipitation.
5-S-8.2.1b Construct weather instruments.
5-S-8.2.1c Demonstrate correct precautions to take and preparations to make in the event of severe weather.
6-S-8.2.1 Graph and record events in space and make predictions based upon the patterns observed.
7-S-8.2.1 Design and conduct an experiment to identify the substances and conditions necessary for photosynthesis.
8-S-8.2.1 Choose, demonstrate, and explain a procedure to create a compound, mixture or solution, following all directions exactly as written and using all science safety practices.

8.3 PHYSICAL SCIENCE

Physical science focuses on the science facts, concepts, principles, theories, and models that are important for all students to know, understand, and use.

8.3.1 Students will develop an understanding of properties and changes of properties in matter.

5-S-8.3.1a State that matter is made of atoms and identify the parts of an atom.
5-S-8.3.1b Explain the relationship between elements and compounds.
5-S-8.3.1c Based on given evidence, infer whether a physical or chemical change has occurred.
5-S-8.3.1d Identify the properties of mixtures (solutions and suspensions).
6-S-8.3.1 Identify acids and bases using knowledge of their characteristics, and give examples of how they're used (e.g., most cleaning products are bases).
7-S-8.3.1a Describe the components of atoms and explain the relationship between those components.
7-S-8.3.1b Construct a model of a compound.
7-S-8.3.1c Use the periodic table to identify metals, nonmetals, noble gases, atomic number, and atomic mass.
8-S-8.3.1a Define and give examples of compounds, mixtures, and solutions.
8-S-8.3.1b Explain physical and chemical change and how properties and states of matter are affected.

8.3.2 Students will develop an understanding of motion and forces.

5-S-8.3.2a Analyze what simple machines make up compound machines.
5-S-8.3.2b Design and conduct a demonstration of the three laws of motion.
8-S-8.3.2 Compare and contrast waves associated with earthquakes.

8.3.3 Students will develop an understanding of the forms of energy and how energy is transferred.

5-S-8.3.3a Define and give examples of potential and kinetic energy.
5-S-8.3.3b Identify forms and sources of energy.
6-S-8.3.3a Identify the properties of light, including reflection and refraction.
6-S-8.3.3b Identify the properties of electricity and define and use the vocabulary for measuring it.
6-S-8.3.3c Identify the properties of magnetism.
6-S-8.3.3d Explain the relationship between electric current and magnetic field.
8-S-8.3.3 Describe the three forms of heat (conduction, convection, radiation) and give examples from weather and plate tectonics.

8.4 Life Science

Life science focuses on the science facts, concepts, principles, theories, and models that are important for all students to know, understand and use.

8.4.1 Students will develop an understanding of the structure and function in living systems.

5-S-8.4.1.a Identify the parts of the circulatory system and describe their function.
5-S-8.4.1b Identify the parts of the respiratory system and describe their function.
5-S-8.4.1c Compare and contrast animal life cycles.
6-S-8.4.1a Compare and contrast the structure and function of animal and plant cells.
6-S-8.4.1b Identify the parts of the nervous system and describe their function.
6-S-8.4.1c Identify the parts of the endocrine system and describe their function.
7-S-8.4.1 Describe the structure of a plant and explain the function of each of its parts as it relates to photosynthesis.

8.4.2 Students will develop an understanding of reproduction and heredity.

6-S-8.4.2a Illustrate normal cell division.
6-S-8.4.2b Analyze data on inherited characteristics.
7-S-8.4.2 Interpret data on inherited plant traits.

8.4.3 Students will develop an understanding of regulation and behavior.

7-S-8.4.3a Describe how biological clocks affect organisms.
7-S-8.4.3b Compare diurnal and nocturnal organisms.
7-S-8.4.3c Define annual rhythms and give examples.

8.4.4 Students will develop an understanding of populations and ecosystems.

5-S-8.4.4a Identify the nonliving components and living members of an ecosystem (e.g. desert, prairie) and describe the interactions that occur in that ecosystem.
5-S-8.4.4b Illustrate and describe the relationships in an energy pyramid using the correct vocabulary (e.g., producers, consumers).

8.4.5 Students will develop an understanding of diversity and adaptations of organisms.

5-S-8.4.5 Explain how an animal species has adapted to its environment.
7-S-8.4.5 Compare and contrast biodiversity in specific locations.
8-S-8.4.5 Explain how an organism's adaptation to living and nonliving factors help it survive in a biome.

8.5 Earth and Space Science

Earth and space science focuses on the science facts, concepts, principles, theories, and models that are important for all students to know, understand, and use.

8.5.1 Students will develop an understanding of the structure of the earth.

5-S-8.5.1a Identify the structure and function of each level of the atmosphere.
5-S-8.5.1b Identify various types of storms and explain how they form.
5-S-8.5.1c Interpret weather maps according to symbols.
5-S-8.5.1d Explain the relationship between air masses and the formation of fronts.
7-S-8.5.1 Identify the properties of a variety of unknown rocks and soils.
8-S-8.5.1a Explain the forces which change the Earth's surface.
8-S-8.5.1b Describe the weather conditions represented by the symbols on a weather map.

8.5.2 Students will develop an understanding of the earth's history.

7-S-8.5.2 Using the fossil record as evidence, explain how environmental conditions have changed.
8-S-8.5.2 Describe and classify rocks by their origin (igneous, sedimentary, metamorphic)

8.5.3 Students will develop an understanding of the earth in the solar system.

6-S-8.5.3a Model the movements of planets and other objects in space.
6-S-8.5.3b Diagram the general life cycle of a star.
6-S-8.5.3c Identify the characteristics of various star types.
6-S-8.5.3d Identify commonly recognized constellations and describe their locations relative to other constellations.
6-S-8.5.3e Create a mythical constellation and a story as if written by Native Americans living on the Plains. 

8.6 Science and Technology

An understanding of science and technology establishes connections between the natural and designed world, linking science with technology.

8.6.1 Students will develop an understanding of technolgical design.

7-S-8.6.1 Identify the parts of an airplane that demonstrate scientific principles of flight. (Assessed in Technology class)
8-S-8.6.1 Apply scientific principles in designing bridges. (Assessed in Technology class)

8.6.2 Students will develop an understanding of science and technology.

6-S-8.6.2 Choose and defend appropriate ways to dispose of materials created by space exploration.
8-S-8.6.2 Construct a building designed to resist earthquakes and evaluate its effectiveness.

8.7 Science in Personal and Social Perspectives

A personal and social perspective of science helps a student understand and act on personal and social issues. This perspective builds a foundation for future decision-making.

8.7.1 Students will develop an understanding of personal health.

Individual Identity and Social Behavior
5-S-8.7.1a Develop group norms about social interaction that focus on establishing a tradition of cooperation that excludes fighting, acting out, and other negative behaviors. (PE-All-Stars)
5-S-8.7.1b Apply scientific methods to the study of social phenomena. (PE-All-Stars)
5-S-8.7.1c Analyze collected data to correct faulty beliefs about behaviors. (PE-All-Stars)
5-S-8.7.1d Demonstrate examples of behaviors that are appropriate(the norm). (PE-All-Stars)
5-S-8.7.1e Describe, in writing, his/her individual identity.(PE-All-Stars)

Nutrition
6-S-8.7.1a Explain, in writing, how personal choices about nutrition affect the body. (PE)
7-S-8.7.1a Identify and describe the six groups of nutrients.
7-S-8.7.1b Plan, in writing, a nutritious diet using the Food Pyramid and the U.S.D.A. Dietary Guidelines found on food labels.
7-S-8.7.1c Describe the functions of food additives.

Physical, Mental, Social Health
7-S-8.7.1d Describe the physical, mental, and social aspects of health and how they affect and are affected by one another.

Hygiene
7-S-8.7.1e Explain, in writing, the importance of proper hygiene.

Stress
7-S-8.7.1f Define stress and stressors and describe ways of managing and reducing stress.

Tobacco, Alcohol, and Drugs
6-S-8.7.1c Explain, in writing, how personal choices about drugs affect the body. (PE)
7/8-S-8.7.1g Consider abstinence from sex, violence, and the use of drugs to be normal, acceptable and expected by peers.
7/8-S-8.7.1h Consider that substance use and abuse, sexual activity, and violence will interfere with their preferred lifestyles.

Fitness
6-S-8.7.1b Explain, in writing, how personal choices about exercise affect the body. (PE)
7-S-8.7.1i Describe the elements of fitness and plan a fitness program for an individual or group.

Growth and Development
8-S-8.7.1a Define grief and identify its five stages.
8-S- 8.7.1b Describe the stages of life.

Conflict Resolution and Violence Prevention
8-S-8.7.1c Identify causes of conflicts, effects of conflict, and ways to manage conflict.

Environmental Health and Consumer Choices
8-S-8.7.1d Define traits of a good consumer and how they relate to the individual and environment.

Wellness and Your Body Systems
8-S-8.7.1e Define the systems of the body.

Disease
8-S-8.7.1f Define disease and the spreading of diseases.

Emergencies and Safety
8-S-8.7.1i Identify safe habits and applies basic first aid skills.

8.7.2 Students will develop an understanding of relationships among populations, resources, and environments.

5-S-8.7.2a Explain and give examples of the impact humans can have on a natural habitat.
5-S-8.7.2b Explain how human activity affects the atmosphere.
8-S-8.7.2 Give examples of the effect humans can have on the ability of organisms to survive in a biome.

8.7.3 Students will develop an understanding of natural hazards.

8-S-8.7.3 Explain how natural hazards affect people(e.g., earthquakes, landslides, storms, lightning, volcanoes).

8.7.4 Students will develop an understanding of risks and benefits.

6-S-8.7.4 Identify benefits and risks of space exploration.
7-S-8.7.4a Compare and contrast the effects of various human activities on soil.
7-S-8.7.4b Identify the risks and benefits of using pesticides and herbicides on crops.

8.7.5 Students will develop an understanding of science and technology in society.

7-S-8.7.5 Give examples of biologically engineered plants and explain how they improve crops, increase production, but also cause concern about their use.

8.8 History and Nature of Science

The history and nature of science illustrates different aspects of scientific inquiry, the human aspects of science, and the role of science in the development of various cultures.

8.8.1 Students will develop an understanding of science as a human endeavor.

6-S-8.8.1 Describe in a paragraph the different abilities scientists need to do their jobs. See list of Elementary Resources

8.8.2 Students will develop an understanding of the nature of science.

5-S-8.8.2 Evaluate the conclusions drawn from a given set of data.
6-S-8.8.2 Evaluate the conclusions drawn from a given set of data.
7-S-8.8.2 Evaluate the conclusions drawn from a given set of data. Assess here
8-S-8.8.2 Evaluate the conclusions drawn from a given set of data.

8.8.3 Students will develop an understanding of the history of science.

6-S-8.8.3 Explain the difficulties Galileo had in getting others to accept his scientific evidence of the earth's place in the solar system.
7-S-8.8.3 Describe the work of a botanist (e.g., Mendel, Burbank, Carver) or paleontologist, describing how this work contributed to that discipline's knowledgebase.
8-S-8.8.3 Explain the difficulties experienced by Alfred Wegnerin getting his theory of plate tectonics accepted.