Earth Science 8
|
District Course #1205 |
Course Description
Open to: Grades 8 One-Year Course
Prerequisite: None
Content: Students will study the interfaces among the lithosphere,
hydrosphere, and atmosphere of our planet, and Earth’s relationship
to other bodies in space. Investigations will include studies of
the earth’s structure and composition, formation, history,
geo-physical structures and tectonic activity, the forces and results
of weathering and erosion, weather and climate, along with a closer
look at galaxies, stars, the solar system, and space exploration.
Adopted Materials
Title: Science Explorer - Earth Science
Authors: Padilla, Miaoulis, and Cyr
Publisher: Prentice Hall © 2001
Grades
The grade that a student receives in this course will be a reflection
of how the student has performed in three main areas: the assimilation
of content, the acquisition of performance skills, and the knowledge
gained from homework. The course grade will be calculated from
scores obtained on unit tests, projects and activities (labs, model
building, reports, etc.), homework, and a semester final.
The semester finals are also the End of Course Exams (EOC), which
will count as 10% of the student’s final grade and determine
whether or not the student has met the State Standards in Science
for this particular course. The science curriculum supervisor discourages
the use of notes, note cards, or books when taking a unit test.
Students will not be allowed to use these items on the Final Exam.
Course Scope and Sequence for Semester I
| Unit 0 |
Unifying Concepts and Scientific Inquiry |
Ongoing |
| Unit 1 |
Minerals, Rocks, and Earth's History |
6 Weeks |
| Unit 2 |
Plate Tectonics |
6 Weeks |
| Unit 3 |
Volcanoes and Earthquakes |
4 Weeks |
Course Scope and Sequence for Semester II
| Unit 4 |
Weathering and Erosion |
5 Weeks |
| Unit 5 |
Meteorology |
5 Weeks |
| Unit 6 |
Space Science |
6 Weeks |
Assessment
Correlation acronyms key
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|
Unit 0 |
Unifying Concepts and Scientific Inquiry |
Ongoing |
|
Instructional Objective
1205.01 Understand the systems, order, and organization of
the universe; the processes of evidence collection and model
building used to explain the structure of the universe; the
concepts of constancy and/or change in observed phenomena;
the theory that evolution is a process that relates to gradual
changes in the universe; and that equilibrium is a physical
state of balance between offsetting and opposite forces. |
Standard Reference
8-9 ES.1 |
|
No. |
Performance Objective
|
Resource Reference
|
Assessment Correlation
|
|
01 |
Know that there is order and predictability in the universe
and that patterns and similarities allow us to organize information
about our universe. |
ES-Prentice Hall |
TMA |
|
02 |
Use observations and data as evidence on which to base scientific
explanations and predictions about earth processes. |
ES-Prentice Hall |
TMA |
|
03 |
Develop scientific explanations based on scientific knowledge,
logic, and analysis. |
ES-Prentice Hall |
TMA |
|
04 |
Develop or use models and maps to explain earth science concepts. |
Plate Tectonics
Topographic |
TMA |
|
05 |
Identify and analyze systems in earth science that do, or do
not, change with time. |
Rock Cycle
Water Cycle
Solar system |
EOC |
|
06 |
Understand the relationships of past, present, and future. |
ES-Prentice Hall |
TMA |
|
Instructional Objective
1205.02 Understand scientific inquiry and develop critical
thinking skills. |
Standard Reference
8-9 ES.1 |
|
No. |
Performance Objective
|
Resource Reference
|
Assessment Correlation
|
|
01 |
Develop the ability to design experiments by:
· Designing appropriate and testable experiments
· Understanding the importance of controls in experiments
· Identifying variables and recognizing the importance of changing only
one variable at a time when conducting experiments
· Predicting the outcome of an experiment and comparing the prediction
to an actual outcome
· Critiquing experimental designs |
ES-Prentice Hall |
TMA |
|
02 |
Develop the ability to acquire data through experimentation
and observation by:
· Becoming familiar with, and practiced in selecting, the appropriate
scientific apparatus, instrumentation, or available technology
· Being able to work collaboratively in groups
· Observing essential safety precautions associated with all laboratory
procedures |
ES-Prentice Hall
|
TMA |
|
03 |
Develop the ability to record and manipulate data by:
· Using SI units in all cases of measurement and observation
· Designing and using data tables for the orderly recording of observations
and measurements
· Creating graphs of recorded data that include labels and numerical values
or scales for all axes
· Carrying out computations and/or numerical calculations for analyzing
data |
ES-Prentice Hall |
TMA |
|
04 |
Develop the ability to communicate and share results by:
· writing lab reports and scientific papers
· reading appropriate scientific articles and reports
· presenting oral reports in both an individual and collaborative fashion
· using discipline-appropriate language or vocabulary to communicate scientific
ideas clearly
· using mathematical models in the exploration of patterns and relationships |
ES-Prentice Hall |
TMA |
|
Instructional Objective
1205.03 Understand the significance of major scientific milestones
and the relationship between science and technology. |
Standard Reference
8-9 ES.5 |
|
No. |
Performance Objective
|
Resource Reference
|
Assessment Correlation
|
|
01 |
Identify scientists that have made significant contributions
to advance our knowledge in the field of earth and space science. |
ES-Prentice Hall |
EOC |
|
02 |
Know that science and technology are interrelated to each other,
society, and to the workplace. |
ES-Prentice Hall |
TMA |
|
Instructional Objective
1205.04 Understand common environmental quality issues, both
natural and human induced and the importance of managing and
conserving natural resources. |
Standard Reference
District |
|
No. |
Performance Objective
|
Resource Reference
|
Assessment Correlation
|
|
01 |
Explore the environmental issues that impact the geo and biosphere. |
ES-Prentice Hall
326-345 |
TMA |
|
02 |
Distinguish between renewable and non-renewable energy resources
for Earth’s populations. |
ES-Prentice Hall |
TMA |
|
Back to Top |
|
Unit 1 |
Minerals, Rocks, and Earth's History |
6 weeks |
|
Instructional Objective
1205.05 Know that the movement of matter through the solid
earth, oceans, and atmosphere is driven by the earth’s internal
and external sources of energy. These movements are often accompanied
by a change in the physical and chemical properties of matter. |
Standard Reference
8-9 ES.4 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Diagram the basic structure of the atom and the relationship
among the subatomic particles. |
Instructors Notes |
TMA |
|
02 |
Describe the structure of mineral crystals. |
ES-Prentice Hall
52 |
EOC |
|
03 |
Describe how minerals are formed. |
ES-Prentice Hall
57 |
EOC |
|
04 |
Be able to use the Mohs hardness scale for minerals to identify
representative "hard" and "soft" minerals. |
ES-Prentice Hall
49-50 |
EOC |
|
05 |
Be able to test the different properties of minerals for the
purpose of identification |
ES-Prentice Hall
48-54 |
EOC |
|
06 |
Distinguish between an element, a compound, and a mineral. |
ES-Prentice Hall
47 |
EOC |
|
07 |
Explain the steps and processes involved in the rock cycle. |
ES-Prentice Hall
95 |
EOC |
|
08 |
Identify the three classifications of rock as sedimentary, igneous,
and metamorphic. |
ES-Prentice Hall
79-92 |
EOC |
|
Instructional Objective
1205.06 Know methods used to estimate geologic time (observing
rock sequences and using fossils to correlate the sequences
at various locations). |
Standard Reference
8-9 ES.4 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Measure time and processes using the Geologic Time Scale and
know that common index fossils exist. |
ES-Prentice Hall
286-326 |
EOC |
|
02 |
Use correlation methods to estimate geologic time (using rock
sequences and using fossils to correlate the sequences at various
locations). |
ES-Prentice Hall
287-290, 294 |
EOC |
|
03 |
Explain the difference between absolute and relative dating. |
ES-Prentice Hall
293 |
EOC |
|
04 |
Explain the use of radiocarbon dating. |
ES-Prentice Hall
301 |
EOC |
|
Instructional Objective
1205.07 Know that the outward transfer of Earth’s internal
heat drives convection circulation in the mantle that propels
the plates comprising the earth’s surface across the face of
the globe. |
Standard Reference
8-9 ES.4 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Distinguish between the different layers of the Earth’s interior
by composition and temperature. |
ES-Prentice Hall
112-113 |
EOC |
|
02 |
Describe earth’s internal heat and list its two sources. |
ES-Prentice Hall
113 |
EOC |
|
03 |
Explain why the earth is magnetic. |
ES-Prentice Hall
114 |
EOC |
|
04 |
Describe Alfred Wegener’s theory of continental drift. |
ES-Prentice Hall
119-122 |
EOC |
|
05 |
List evidence to support the theory of plate tectonics. |
ES-Prentice Hall
123-129 |
EOC |
|
06 |
Explain how some tectonic activities are observable (earthquakes
and volcanic eruptions) but many take place over millions of
years (plate movements). |
ES-Prentice Hall |
EOC |
|
07 |
Explain how earth’s internal heat forms convection currents
causing the tectonic plates of the earth’s surface to
move. |
ES-Prentice Hall
125-129, 132-137 |
EOC |
|
08 |
Match convergent, divergent, and transform plate boundaries
with examples of the major surface features that the boundaries
would be associated with. |
ES-Prentice Hall |
EOC |
|
Instructional Objective
1205.08 Know that there are interactions between the solid
earth, oceans, atmosphere, and organisms, which result in a
change of the earth’s system. Some activities are observable
(earthquakes and volcanic eruptions) but many take place over
millions of years. |
Standard Reference
8-9 ES.4 |
|
01 |
Describe the difference between magma and lava. |
ES-Prentice Hall
178 |
EOC |
|
02 |
Describe how the cooling rate of magma affects the crystal size
in minerals and rocks. |
ES-Prentice Hall
186 |
EOC |
|
03 |
Define a caldera and describe how they form. |
ES-Prentice Hall
194 |
EOC |
|
04 |
Identify the similarities and differences in the composition
of different types of magma. |
ES-Prentice Hall
186 |
EOC |
|
05 |
Explain volcanic hotspots and give examples of where they are
found. |
ES-Prentice Hall
181 |
EOC |
|
06 |
Describe the processes involved in volcanic formations and identify
intrusive and extrusive landforms. |
ES-Prentice Hall
Ch. 6 |
EOC |
|
07 |
Identify the three types of faults and their cause. |
ES-Prentice Hall
146 |
EOC |
|
08 |
Describe the difference between p-waves and s-waves. |
ES-Prentice Hall
155 |
EOC |
|
09 |
From a graph of P and S waves, determine the distance of a seismic
station from an epicenter. |
ES-Prentice Hall
161
|
EOC |
|
10 |
Be able to locate the epicenter of an earthquake on a map, given
of seismic data. |
ES-Prentice Hall
158-159 |
EOC |
|
11 |
Discuss the uses of the seismograph. |
ES-Prentice Hall
156 |
EOC |
|
Instructional Objective
1205.09 Know that the movement of matter through the solid
earth, oceans, and atmosphere is driven by the earth’s internal
and external sources of energy. These movements are often accompanied
by changes in the physical and chemical properties of matter. |
Standard Reference
8-9 ES.4 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Describe and differentiate the two major types of weathering,
mechanical and chemical, giving examples of each. |
ES-Prentice Hall
213-216 |
EOC |
|
02 |
Explain how soils are formed, differentiate between soil horizons
A,B,C + bedrock. |
ES-Prentice Hall
222-223 |
EOC |
|
03 |
Explain the relationship between soil composition and the movement
of water and minerals through soil. |
ES-Prentice Hall
222-223 |
EOC |
|
04 |
Identify various landforms and describe the erosional and depositional
processes that created them. Include the following agents of
erosion:
· wind
· groundwater
· glaciers
· oceans and waves
· mass movement |
ES-Prentice Hall
210-283 |
EOC |
|
05 |
Diagram and describe the water cycle. |
ES-Prentice Hall
363 |
EOC |
|
06 |
Describe the erosional and depositional processes (slope, volume,
and velocity) associated with rivers and streams that help shape
landforms. |
|
EOC |
|
Instructional Objective
1205.10 Know that differential heating of earth’s surface
by the sun drives convection within the atmosphere. This produces
differences in air temperature, pressure, and humidity, determining
global weather and climate. |
Standard Reference
8-9 ES.4 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Describe how differences in elevation affect air temperature
and pressure and how these differences affect the weather. |
ES-Prentice Hall
512-514 |
EOC |
|
02 |
Describe the characteristics of the different layers in the
atmosphere, including the ozone layer |
ES-Prentice Hall
515-520 |
EOC |
|
03 |
Identify cumulus, cirrus, stratus, and cumulonimbus clouds and
describe their formation, and relationship to weather. |
ES-Prentice Hall
548-549 |
EOC |
|
04 |
Know how temperature and pressure affects the water vapor capacity
of air. |
|
EOC |
|
05 |
Read and interpret standard symbols on a weather map including
the following:
· isotherms
· isobars
· pressure systems
· fronts |
ES-Prentice Hall
586-590 |
EOC |
|
06 |
Identify and describe the uses of weather forecasting instruments
and technology. |
ES-Prentice Hall
508-514, 546 |
TMA |
|
07 |
Diagram and/or describe how global climate is determined by
the energy transfer from the sun at and near the earth’s surface. |
ES-Prentice Hall
596-599 |
EOC |
|
08 |
Describe how each of the following affects climate:
· latitude
· altitude
· distance from large bodies of water
· ocean currents
· mountains |
ES-Prentice Hall
596-599 |
EOC |
|
09 |
List the characteristics of the four types of air masses |
ES-Prentice Hall
560-562 |
EOC |
|
010 |
Identify the main gases found in Earth’s atmosphere. |
ES-Prentice Hall
499-501 |
EOC |
|
Instructional Objective
1205.11 Understand scientific theories of origin and subsequent
changes in the universe and earth systems. |
Standard Reference
8-9 ES.1 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Describe and/or demonstrate the motions that explain such occurrences
as the day, the seasons, the year, phases of the moon, eclipses,
and tides. |
ES-Prentice Hall
636-654 |
EOC |
|
02 |
Describe the current scientific theory suggests that the sun,
the earth, and the rest of the solar system formed from a nebular
cloud of dust and gas. |
ES-Prentice Hall
741-744 |
EOC |
|
03 |
Identify the sun as the major external source of energy for
the Earth and describe its characteristics. |
ES-Prentice Hall
333, 526 |
EOC |
|
04 |
Compare earth with other planets with an emphasis on
conditions necessary for life. |
ES-Prentice Hall
705 |
EOC |
|
05 |
Know the inner and outer planets and the characteristics that
determine each group. |
ES-Prentice Hall
682-697 |
EOC |
|
06 |
Describe other objects in the solar system such as asteroids,
comets, moons, planetary rings, and meteoroids. |
ES-Prentice Hall
CH |
EOC |
|
07 |
Describe how the development of life caused dramatic changes
in the composition of Earth’s atmosphere. |
ES-Prentice Hall
309, 499, |
EOC |
|
08 |
Explain the processes involved as stars go through their life
cycle. |
ES-Prentice Hall
732-737, |
EOC |
|
09 |
Be able to use the H-R diagram. |
ES-Prentice Hall
741-744 |
EOC |
|
10 |
Describe the formation of the universe (Big Bang theory) and
possible scenarios for the future of the universe. |
ES-Prentice Hall |
EOC |
|
11 |
Identify various types of telescopes, satellites, spacecraft,
and technology man has developed to study space. |
ES-Prentice Hall
656-658 |
TMA |
|
Instructional Objective
1205.12 Teachers are encouraged to develop supplemental topics.
The following is a list of suggested areas of study. These
activities are entirely discretionary. They are intended as
teacher designed and implemented enrichment activities. This
flexibility provides the opportunity for teachers to spend
more time in-depth on the required content materials throughout
the course, or provide an enrichment culminating activity for
students in a mini-unit format. |
Standard Reference
District |
|
No. |
Supplemental Topics |
Resource Reference |
Assessment Correlation |
|
01 |
JASON PROJECT |
www.jasonproject.org |
TMA |
|
02 |
OCEANOGRAPHY |
www.marine-ed.org/bridge |
TMA |
|
03 |
IDAHO GEOLOGY |
www.idahogeology.org |
TMA |
|
04 |
WATERSHED or SOIL STUDIES |
www.earthforce.org |
TMA |
|
05 |
GLOBE PROJECT |
www.globe.gov |
TMA |
Back to Top
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Science curriculum e-mail contact:
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Boise
School District
8169 W. Victory Rd., Boise, ID 83709 |
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District of Boise City
All rights reserved |
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