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GREATER CLARK COUNTY SCHOOLS PACING GUIDE Grade 8 – Science 2014 - 2015 Greater Clark County Schools
G R E A T E R C L A R K C O U N T Y S C H O O L S
PACING GUIDE Grade 8 – Science 2014 - 2015
Greater Clark County Schools
08 Fall
Pacing Guide
ANNUAL PACING GUIDE
Grade Standard Number Sub Q1 Q2 Q3 Q4 Grade Standard Number Sub Q1 Q2 Q3 Q4
8 Process
X X X X 6-8 LST1
X X X X
8 1 1.1
X
6-8 LST2
X X X X
8 1 1.2
X
6-8 LST3
X X X X
8 1 1.3
X
6-8 LST4
X X X X
8 1 1.4
X
6-8 LST5
X X X X
8 1 1.5
X
6-8 LST6
X X X X
8 1 1.6
X
6-8 LST7
X X X X
8 1 1.7
X
8 1 1.8
X
8 2 2.1
X 8 2 2.2
X
8 2 2.3
X 8 2 2.4
X
8 2 2.5
X 8 2 2.6
X
8 2 2.7
X
8 2 2.8
X
8 3 3.1
X
8 3 3.2
X
8 3 3.3
X
8 3 3.4
X
8 3 3.5
X X
8 3 3.6
X
8 3 3.7
X
8 3 3.8
X
8 3 3.9
X
8 3 3.10
X
8 4 4.1
X
8 4 4.2
X
8 4 4.3
X
Pacing Guide
ONGOING CONTENT AREA LITERACY STANDARDS
2014-2015 Standards
Learning
Outcomes
6-8.LST.1.1: Read and comprehend science and technical texts within a range of complexity appropriate for
grades 6-8 independently and proficiently by the end of grade 8.
6-8.LST.1.2: Write routinely over a variety of time frames for a range of discipline-specific tasks, purposes, and
audiences.
Key Ideas and
Textual Support
6-8.LST.2.1: Cite specific textual evidence to support analysis of science and technical texts.
6-8.LST.2.2: Determine the central ideas or conclusions of a text; provide an accurate, objective summary of the
text.
6-8.LST.2.3: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or
performing technical tasks.
Structural
Elements and
Organization
6-8.LST.3.1: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they
are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.
6-8.LST.3.2: Analyze the structure an author uses to organize a text, including how the major sections contribute
to the whole and to an understanding of the topic.
6-8.LST.3.3: Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an
experiment in a text.
Synthesis and
Connection of
Ideas
6-8.LST.4.1: Integrate quantitative or technical information expressed in words in a text with a version of that
information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
6-8.LST.4.2: Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
6-8.LST.4.3: Compare and contrast the information gained from experiments, simulations, video, or multimedia
sources with that gained from reading a text on the same topic.
Writing Genres 6-8.LST.5.1: Write arguments focused on discipline-specific content.
6-8.LST.5.2: Write informative texts, including scientific procedures/experiments or technical processes that
include precise descriptions and conclusions drawn from data and research.
Writing Process 6-8.LST.6.1: Plan and develop; draft; revise using appropriate reference materials; rewrite; try a new approach;
and edit to produce and strengthen writing that is clear and coherent, with some guidance and support from peers
and adults.
6-8.LST.6.2: Use technology to produce and publish writing and present the relationships between information
and ideas clearly and efficiently.
Research Process 6-8.LST.7.1: Conduct short research assignments and tasks to answer a question (including a self-generated
question), or test a hypothesis, drawing on several sources and generating additional related, focused questions that
allow for multiple avenues of exploration.
6-8.LST.7.2: Gather relevant information from multiple sources, using search terms effectively; annotate sources;
assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others
while avoiding plagiarism and following a standard format for citation (e.g., APA or CSE
6-8.LST.7.3: Draw evidence from informational texts to support analysis, reflection, and research
CONTENT STANDARDS
Students are expected to build upon and continue applying concepts learned in previous grade levels.
2014-2015 Standards
Standard 1
Physical Science
Describe how atomic structures determine chemical properties and how atoms and molecules interact.
Standard 2
Earth and Space
Explain how the sun’s energy heats the air, land and water and drives the processes that result in wind, ocean
currents and the water cycle. Describe how human activities have changed the land, water and atmosphere.
Standard 3
Life Science
Understand the predictability of characteristics being passed from parents to offspring. Explain how a particular
environment selects for traits that increase the likelihood of survival and reproduction by individuals bearing
those traits.
Standard 4
Science,
Engineering,
And Technology
Identify the appropriate materials t be used to solve a problem based on their specific properties and
characteristics.
Pacing Guide
Quarter 1
Routines
Vocabulary Study (List specific word parts here)
Daily Science Review Template Monday
Tuesday
Wednesday
Thursday
Assessment:
DSR
Pacing Guide
Goal Clarity Windows Q1 – LC1
Standard Vocabulary
Learning Check 1
8.1.1 Explain that all matter is composed of particular arrangements of
atoms and that there are approximately one hundred types of atoms (i.e.,
elements).
8.1.2 Understand that elements are organized on the periodic table based
on atomic number
8.1.6 Explain that elements and compounds have characteristic properties
such as density, boiling points and melting points that remain unchanged
regardless of sample size.
8.4.1 Understand how the strength of attractive forces among particles in a
material helps to explain many physical properties of the material, such as
why different materials exist as gases, liquids or solids at a given
temperature.
8.4.2 Rank the strength of attractions among the particles of room-
temperature materials.
8.4.3 Investigate the properties (i.e., mechanical, chemical, electrical,
thermal, magnetic and optical) of natural and engineered materials.
WALT/WILT
Resources
Pacing Guide
Learning and Assessment Rubric
DOK 1
DOK 2
DOK 3
DOK 4
Pacing Guide
Goal Clarity Windows Q1 – LC2
Standard Vocabulary
Learning Check 2
8.1.1 Explain that all matter is composed of particular arrangements of atoms
and that there are approximately one hundred types of atoms (i.e., elements).
8.1.2 Understand that elements are organized on the periodic table based on
atomic number
8.1.6 Explain that elements and compounds have characteristic properties such
as density, boiling points and melting points that remain unchanged regardless
of sample size.
8.4.1 Understand how the strength of attractive forces among particles in a
material helps to explain many physical properties of the material, such as why
different materials exist as gases, liquids or solids at a given temperature.
8.4.2 Rank the strength of attractions among the particles of room-temperature
materials.
8.4.3 Investigate the properties (i.e., mechanical, chemical, electrical, thermal,
magnetic and optical) of natural and engineered materials
WALT/WILT
Resources
Pacing Guide
Learning and Assessment Rubric
DOK 1
DOK 2
DOK 3
DOK 4
Pacing Guide
Goal Clarity Windows Q1 – LC3
Standard Vocabulary
Learning Check 3
8.1.1 Explain that all matter is composed of particular arrangements of
atoms and that there are approximately one hundred types of atoms (i.e.,
elements).
8.1.2 Understand that elements are organized on the periodic table based
on atomic number
8.1.6 Explain that elements and compounds have characteristic
properties such as density, boiling points and melting points that remain
unchanged regardless of sample size.
8.4.1 Understand how the strength of attractive forces among particles in
a material helps to explain many physical properties of the material, such
as why different materials exist as gases, liquids or solids at a given
temperature.
8.4.2 Rank the strength of attractions among the particles of room-
temperature materials.
8.4.3 Investigate the properties (i.e., mechanical, chemical, electrical,
thermal, magnetic and optical) of natural and engineered materials
WALT/WILT
Resources
Pacing Guide
Learning and Assessment Rubric
DOK 1
DOK 2
DOK 3
DOK 4
Pacing Guide
Goal Clarity Windows Q1 – LC4
Standard Vocabulary
Learning Check 4
8.1.1 Explain that all matter is composed of particular arrangements of
atoms and that there are approximately one hundred types of atoms (i.e.,
elements).
8.1.2 Understand that elements are organized on the periodic table based
on atomic number
8.1.6 Explain that elements and compounds have characteristic
properties such as density, boiling points and melting points that remain
unchanged regardless of sample size.
8.4.1 Understand how the strength of attractive forces among particles in
a material helps to explain many physical properties of the material, such
as why different materials exist as gases, liquids or solids at a given
temperature.
8.4.2 Rank the strength of attractions among the particles of room-
temperature materials.
8.4.3 Investigate the properties (i.e., mechanical, chemical, electrical,
thermal, magnetic and optical) of natural and engineered materials
WALT/WILT
Resources
Pacing Guide
Learning and Assessment Rubric
DOK 1
DOK 2
DOK 3
DOK 4
Pacing Guide
Pacing Guide
Quarter 2
Routines
Vocabulary Study (List specific word parts here)
Daily Science Review Template Monday
Tuesday
Wednesday
Thursday
Assessment:
DSR
Pacing Guide
Goal Clarity Windows Q2 – LC1
Standard Vocabulary
Learning Check 1
8.1.4 Describe the structure of an atom and relate the arrangement of electrons to how that atom interacts with other atoms.
atom
proton
neutron
electron
nucleus
electron cloud
element
WALT/WILT
Resources
SEPUP Science Resources
Pacing Guide
Learning and Assessment Rubric
DOK 1
DOK 2
DOK 3
DOK 4
Pacing Guide
Goal Clarity Windows Q2 – LC2
Standard Vocabulary
Learning Check 2
8.1.5 Explain that atoms join together to form molecules and compounds and illustrate with diagrams the relationship between compounds and/or molecules.
chemical reactions
compounds
chemical formula
chemical bond
molecules
WALT/WILT
Resources
SEPUP Science Resources
Pacing Guide
Learning and Assessment Rubric
DOK 1
DOK 2
DOK 3
DOK 4
Pacing Guide
Goal Clarity Windows Q2 – LC3
Standard Vocabulary
Learning Check 3
8.1.3 Explain how the arrangement of atoms and molecules determines the chemical properties of substances.
8.1.7 Explain that chemical changes occur when substances react and form one or more different products whose physical and chemical properties are different from those of the reactants.
elements
groups families
periodic table
valence electrons
covalent bonds
ionic bonds
reactants products
chemical reaction
chemical properties
physical properties
WALT/WILT
Resources
Pacing Guide
Learning and Assessment Rubric
DOK 1
DOK 2
DOK 3
DOK 4
Pacing Guide
Goal Clarity Windows Q2 – LC4
Standard Vocabulary
Learning Check 4
8.1.8 Demonstrate that in a chemical change, the total number of each kind of atom in the product are the same as the reactants and that the total mass of the reacting system is conserved.
Balancing chemical equations conservation of mass
products
reactants
WALT/WILT
Resources
SEPUP Science Resources
Pacing Guide
Learning and Assessment Rubric
DOK 1
DOK 2
DOK 3
DOK 4
Pacing Guide
Pacing Guide
Quarter 3
Routines
Vocabulary Study (List specific word parts here)
Daily Science Review Template Monday
Tuesday
Wednesday
Thursday
Assessment:
DSR
Pacing Guide
Goal Clarity Windows Q3 – LC1
Standard Vocabulary
Learning Check 1
8.3.1 Explain that reproduction is essential for the continuation of every species and is the mechanism by which all organisms transmit genetic information. 8.3.5 Identify and describe the difference between inherited traits and the physical and behavioral traits that are acquired or learned.
characteristics, traits, inherited, genes, reproduction, sperm, egg, fertilization, cloning
WALT/WILT
Resources
Activities 54, 55, 56, 57
Pacing Guide
Learning and Assessment Rubric
DOK 1
DOK 2
DOK 3
DOK 4
Pacing Guide
Goal Clarity Windows Q3 – LC2
Standard Vocabulary
Learning Check 2
8.3.10 – Recognize and describe how new varieties of organisms have come about from selective breeding.
Offspring generations dominant trait recessive trait ratio Mendel allele
WALT/WILT
Resources
Activities 58, 59, 60
Pacing Guide
Learning and Assessment Rubric
DOK 1
DOK 2
DOK 3
DOK 4
Pacing Guide
Goal Clarity Windows Q3 – LC3
Standard Vocabulary
Learning Check 3
8.3.3 Explain that genetic information is transmitted from parents to offspring mostly by chromosomes. 8.3.4 Understand the relationship between deoxyribonucleic acid (DNA), genes and chromosomes
genotype, phenotype, homozygous, heterozygous, punett square, DNA, chromosomes, mitosis, meiosis, mutation
WALT/WILT
Resources
Activities 61, 62, 63
Spongebob Genetics!!
Pacing Guide
Learning and Assessment Rubric
DOK 1
DOK 2
DOK 3
DOK 4
Pacing Guide
Goal Clarity Windows Q3 – LC4
Standard Vocabulary
Learning Check 4
8.3.3 Explain that genetic information is transmitted from parents to offspring mostly by chromosomes. 8.3.5 Identify and describe the difference between inherited traits and the physical and behavioral traits that are acquired or learned.
Incomplete dominance,
WALT/WILT
Resources
Activities 64, 65, 67
Pacing Guide
Learning and Assessment Rubric
DOK 1
DOK 2
DOK 3
DOK 4
Pacing Guide
Pacing Guide
Quarter 4
Routines
Vocabulary Study (List specific word parts here)
Daily Science Review Template Monday
Tuesday
Wednesday
Thursday
Assessment:
DSR
Pacing Guide
Goal Clarity Windows Q4 – LC1
Standard Vocabulary
Learning Check 1
8.3.9 Describe the effect of environmental changes on populations of organisms when their adaptive characteristics put them at a disadvantage for survival. Describe how extinction of a species can ultimately result from a disadvantage.
evolution,
endangered species,
fossil,
paleontologist,
prediction
WALT/WILT
Resources
Activities 89, 90, 91
Pacing Guide
Learning and Assessment Rubric
DOK 1
DOK 2
DOK 3
DOK 4
Pacing Guide
Goal Clarity Windows Q4 – LC2
Standard Vocabulary
Learning Check 2
8.3.6 Observe anatomical structures of a variety of organisms and describe their similarities and differences. Use the data collected to organize the organisms into groups and predict their relatedness. 8.3.8 Examine traits of individuals within a population of organisms that may give them an advantage in survival and reproduction in given environments or when the environments change.
extinction, fossil, geologic time scale, adaptation, evolution, natural selection, variation
WALT/WILT
Resources
: Activities 92, 94, 95
Pacing Guide
Learning and Assessment Rubric
DOK 1
DOK 2
DOK 3
DOK 4
Pacing Guide
Goal Clarity Windows Q4 – LC3
Standard Vocabulary
Learning Check 3
8.3.6 Observe anatomical structures of a variety of organisms and describe their similarities and differences. Use the data collected to organize the organisms into groups and predict their relatedness. 8.3.8 Examine traits of individuals within a population of organisms that may give them an advantage in survival and reproduction in given environments or when the environments change. 8.3.9 Describe the effect of environmental changes on populations of organisms when their adaptive characteristics put them at a disadvantage for survival. Describe how extinction of a species can ultimately result from a disadvantage.
mutation, speciation, DNA, trade-offs, adaptation, environment
WALT/WILT
Resources
Activities 96, 99, 100, 101
Pacing Guide
Learning and Assessment Rubric
DOK 1
DOK 2
DOK 3
DOK 4
Pacing Guide
Goal Clarity Windows Q4 – LC4
Standard Vocabulary
Learning Check 4
8.2.1 Recognize and demonstrate how the sun’s energy drives convection in the atmosphere and in bodies of water, which results in ocean currents and weather patterns. 8.2.2 Describe and model how water moves through the earth’s crust, atmosphere and oceans in a cyclic way as a liquid vapor and solid. 8.2.3 Describe the characteristics of ocean currents and identify their effects on weather patterns. 8.2.4 Describe the physical and chemical composition of the atmosphere at different elevations. 8.2.5 Describe the conditions that cause Indiana weather and weather-related events such as tornadoes, lake effect snow, blizzards, thunderstorms and flooding. 8.2.6 Identify, explain and discuss some effects human activities (e.g., air, soil, light, noise and water pollution) have on the biosphere. 8.2.7 Recognize that some of Earth’s resources are finite and describe how recycling, reducing consumption and the development of alternatives can reduce the rate of their depletion.
meteorologists, precipitation, weather, climate, climatologist
WALT/WILT
Resources
Activities 51, 53, 55, 58
Pacing Guide
Learning and Assessment Rubric
DOK 1
DOK 2
DOK 3
DOK 4
Pacing Guide
Lesson Plan Template
Module / Date Topic/Theme
Materials/Resources/ Technology
Standards Addressed: Essential Questions:
Anticipatory Set / Bell-Ringer Routine: What will students do EVERY day when they arrive to class that allows you the opportunity to check attendance and capture all instructional minutes?
Focused Instruction (“I Do”) Focused Instruction: Is lesson purpose clear to students? Does lesson connect to prior learning? Has relevancy been established? Have I modeled Think Aloud of skill(s)?
Guided Instruction (“We Do”) Guided Instruction: Have students thought through task(s)? Have prompts and cues been provided? Are students allowed a variety of methods in which to respond?
Collaborative Learning (“You Do Together”) Collaborative Learning: Are there hands-on opportunities? Are student groupings intentional? Are students accountable for learning?
Independent Learning (“You Do Alone”) Independent Learning: Are students ready for independent tasks? Does assignment reflect required learning? Does assignment reflect required format? Will students receive feedback?
Assessment Formative “Learning Check” Summative
