RCS 8th Grade Science Standards Guide

RCS 8th Grade Science Standards Guide

RCS 8th Grade Science Standards Guide

RCS 8th Grade Science Standards Guide

Grading Period Standards Pacing (9 weeks)

1st

Introductory Period, SEP, and CCC 5 Days

8.PS2.3—Position, forces, and direction (velocity and acceleration) 12 days

8.PS2.4—Newton’s Second Law

8.PS2.5—Newton’s Third Law

8.PS4.1—Basic properties of waves 12 Days

8.PS4.2—Mechanical waves and electromagnetic waves

8.PS4.3—Waves and communication systems

8.PS2.2—Non-contact forces 10 Days

8.PS2.1—Magnetism and electricity

8.ETS1.1—Optimal solution design: electromagnets

Grading Period Standards Pacing (9.5 weeks)

2nd

8.ESS1.1—The universe and its stars 12 Days

8.ESS1.2—Earth and the solar system

8. ETS1.2—Technology, the solar system, and the universe

8.ESS2.2—Seismic waves and Earth’s structure 15 Days 8.ESS2.4—Plate movement and convection cycles

8.ESS2.5—Processes of plate tectonics

8.ESS3.2—Natural hazards

8.ESS2.3—Rocks 6 days

Grading Period Standards Pacing (9 weeks)

3rd

8.ESS3.1—Natural resources 4 Days

8.ESS2.1--Biogeology 15 Days

8.LS4.1—Fossil record

8.LS4.2—Evidence of common ancestry

8.LS4.3—Natural selection 17 Days

8.LS4.4—Species survival and genetics

8.LS4.5—Technology and artificial selection

Grading Period Standards Pacing (9 weeks)

4th

Review

Testing

End of Year Enrichment

RCS 8th Grade Science Standards Guide Table of Contents

8.PS2: Motion and Stability: Forces and Interactions

Standard 01: 8.PS2.1—Magnetism and electricity

Standard 02: 8.PS2.2—Non-contact forces

Standard 03: 8.PS2.3—Position, forces, and direction (velocity and acceleration)

Standard 04: 8.PS2.4—Newton’s Second Law

Standard 05: 8.PS2.5—Newton’s Third Law

8.PS4: Waves and Their Applications in Technologies for Information Transfer

Standard 06: 8.PS4.1—Basic properties of waves

Standard 07: 8.PS4.2—Mechanical waves and electromagnetic waves

Standard 08: 8.PS4.3—Waves and communication systems

8.LS4: Biological Change: Unity and Diversity

Standard 09: 8.LS4.1—Fossil record

Standard 10: 8.LS4.2—Evidence of common ancestry

Standard 11: 8.LS4.3—Natural selection

Standard 12: 8.LS4.4—Species survival and genetics

Standard 13: 8.LS4.5—Technology and artificial selection

8.ESS1: Earth’s Place in the Universe

Standard 14: 8.ESS1.1—The universe and its stars

Standard 15: 8.ESS1.2—Earth and the solar system

8.ESS2: Earth’s Systems

Standard 16: 8.ESS2.1--Biogeology

Standard 17: 8.ESS2.2—Seismic waves and Earth’s structure

Standard 18: 8.ESS2.3—Rocks

Standard 19: 8.ESS2.4—Plate movement and convection cycles

Standard 20: 8.ESS2.5—Processes of plate tectonics

8.ESS2: Earth and Human Activity

Standard 21: 8.ESS3.1—Natural resources

Standard 22: 8.ESS3.2—Natural hazards

8.ETS1: Engineering Design

Standard 23: 8.ETS1.1—Optimal solution design: electromagnets

Standard 24: 8. ETS1.2—Technology, the solar system, and the universe

Lessons from the Tennessee Department of Education:

1. Asking questions and defining problems (8.ESS2.3)

2. Developing and using models (8.ESS2.2)

3. Planning and carrying out investigations (8.PS2.1)

4. Analyzing and interpreting data (8.PS4.2)

5. Using mathematics and computational thinking

(8.PS4.1)

6. Constructing explanations and designing solutions

(8.PS2.2)

7. Engaging in argument from evidence (8.LS4.2)

8. Obtaining, evaluating, and communicating

information (8.LS4.5)

RCS 8th Grade Science Standards Guide

Disciplinary Core Idea: 8.PS2: Motion and Stability: Forces and Interactions

Standard: 8.PS2.1 Standard 01 Explanation: Component Idea:

Design and conduct investigations depicting the relationship between magnetism and electricity in electromagnets, generators, and electrical motors, emphasizing the factors that increase or diminish the electric current and the magnetic field strength. Students should develop a basic understanding that electric currents produce magnetic fields as well as understanding a conductor moved through a magnetic field will develop an electric current. The phenomena of induced currents can be observed using a galvanometer attached to the two ends of an unplugged extension cord if the cord is moved in a jump-rope type manner. The reciprocal phenomena of magnetic fields produced by electric currents can be observed with a compass placed around a current carrying wire. Once the reciprocal nature of electric and magnetic fields have been investigated, students can apply their knowledge through investigations into motors, generators and solenoids and the design factors that influence the functioning of these devices. B. Types of Interactions

Science and Engineering Practice Crosscutting Concept Phenomenon

Planning and carrying out controlled investigations Students begin to investigate independently, select appropriate independent variables to explore a dependent variable and recognize the value of failure and revision in the experimental process.

Structure and Function Students design systems, selecting materials for their relevant properties.

Electrical current flowing through a wire forms a magnetic field, and magnets moving through a coiled wire generates electricity. Click here for video link

Learning Experiences

• Explain how to manipulate electricity to create a magnetic field and identify which tools produce strong magnetic fields (solenoids and electromagnets).

• Draw a model to demonstrate how to use a magnet and coil of wire to produce electricity. Explain how to manipulate these components to create the most electricity.

• Develop and label a model to explain the function of the parts of a basic electric generator (permanent magnet, coil of wire, slip rings, and brushes), using the model as supporting evidence for the production of electricity.

• Create an electromagnet and relate its strength to the number of coils it contains.

Textbook Connections Standard Connections

Chapter 2: Magnetism and Electromagnetism -Lesson 3: Electromagnetic Forces (page 62) -Lesson 4: Electricity, Magnetism, and Motion (page 68) -Lesson 5: Electricity from Magnetism (page 62)

8.PS2.2—Non-contact forces

Lesson Resources

Video (1 min 27 sec): Magnetism-Induction Video (1 min 54 sec): Understanding Electromagnet Induction Video (1 min 55 sec): How does and electromagnet work? Video (1 min 59 sec): Magnetism-Motors and Generators Lesson: Build and Test an Electromagnet Resources from the RCS 8th Grade Science Website: Stnd 01-Electricity and Magnetism Lessons from the Tennessee Department of Education—Planning and carrying out investigations

RCS 8th Grade Science Standards Guide

Disciplinary Core Idea: 8.PS2: Motion and Stability: Forces and Interactions

Standard: 8.PS2.2 Standard 02 Explanation: Component Idea:

Conduct an investigation to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. Students have already been exposed to the idea of gravity in fifth grade and have discussed the mechanisms for storing potential energy in magnetic, gravitational, and electric fields. However, this is the first time where students explore that forces can act on without the objects making contact. These non-contact forces should be incorporated in discussions of Newton’s Laws in other standards. Once a student is competent in diagramming motion maps, and grounded in Newton’s Second Law, a foundation exists to infer that non-contact forces must exist in order for objects in freefall to accelerate. B. Types of Interactions

Science and Engineering Practice Crosscutting Concept Phenomena

Constructing explanations and designing solutions Students form explanations using source (including student developed investigations) which show comprehension of parsimony, utilize quantitative and qualitative models to make predictions, and can support or cause revisions of a particular conclusion.

Systems and System Models Students develop models for systems which include both visible and invisible inputs and outputs for that system.

When you place the same poles of two magnets near each other, the magnets will repel. When you place opposite poles of two magnets near each other, the magnets will attract. Click here for video link

Learning Experiences

Gravity: Research the varying gravities of other planets and explain the reason behind the changes of gravity. Draw a model to explain how gravity can be affected by changes in mass and distance. Magnetism: Demonstrate the repulsive and attractive forces using small magnets (students should be able to explain how distance and size of magnetic fields controls the forces produced) Gravity and Magnetism: Compare and contrast gravitational forces and magnetic forces using a graphic organizer and developing written piece.

Textbook Connections Standard Connections

Chapter 2: Magnetism and Electromagnetism -Lesson 1: What is Magnetism (page 52) -Lesson 2: Magnetic Fields (page 56) Chapter 5: Earth, Moon, and Sun -Lesson 2: Gravity and Motion (page 166)

8.PS2.1—Magnetism and electricity 8.PS4.1—Basic properties of waves 8.ESS1.2—Earth and the solar system

Lesson Resources

Video (2:46): Magnets and a copper tube Video (2:30): What is a magnetic field? Video (4:45): Science Behind Magnets Resources from the RCS 8th Grade Science Website: Stnd 02 Non-Contact Forces Lessons from the Tennessee Department of Education—Constructing explanations and designing solutions

RCS 8th Grade Science Standards Guide

Disciplinary Core Idea: 8.PS2: Motion and Stability: Forces and Interactions

Standard: 8.PS2.3 Standard 03 Explanation: Component Idea:

Create a demonstration of an object in motion that describe the position, force, and direction of the object. Position, velocity (motion), acceleration (motion) and force are all examples of vector quantities. Vectors must include both a size/quantity and a direction (e.g. forward, backward, up, down). This standard introduces students to different conventions for representing these vector quantities. Representations of position and motion can be carried out using motion maps or simple graphs of position vs time and velocity vs time. Students should be able to perform qualitative comparisons from multiple representations. Forces can be represented using free-body diagrams. (See 8.PS2.3) (Performing calculations from graphs, such as determining velocity from a position time graph, is beyond the scope of this standard.) A. Forces, Fields, and Motion

Science and Engineering Practice Crosscutting Concept Phenomenon

Analyzing and interpreting data Students should create and analyze graphical presentations of data to identify linear and non-linear relationships, consider statistical features within data and evaluate multiple data sets for a single phenomenon.

Systems and System Models Students make and evaluate derived/proportional measurements.

Cadbury Egg Pendulum (students can work up to this phenomenon) Newton’s Cradle (start with Newton’s Cradle phenomenon)

Learning Experiences

• Present students with two identical objects. Then ask students to draw a model that helps explain how there will be a difference in motion between the two objects when the velocity, acceleration, and force exerted on the objects are not the same. Then have them write a prediction about what will happen to the motion of the two objects using the model as supporting evidence.

Textbook Connections Standard Connections

Chapter 1: Forces -Lesson 3: Newton’s Laws (page 24) -Lesson 4: Momentum (page 32) -Lesson 5: Free Fall and Circular Motion (page 36)

8.ESS1.1—The universe and its stars 8.ESS1.2—Earth and the solar system

Lesson Resources

Video (3:34): Usain Bolt-The Fastest Man Ever Video (3:58): Gemini VIII-Orbital Space Flight Animation Video (2:54): Billiards (Pool) Trick Shots Resources from the RCS 8th Grade Science Website: Stnd 03 Kinematics

RCS 8th Grade Science Standards Guide

Disciplinary Core Idea: 8.PS2: Motion and Stability: Forces and Interactions

Standard: 8.PS2.4 Standard 04 Explanation: Component Idea:

Plan and conduct an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object. This standard is an introduction to Newton’s Second Law. Correctly stated, this law explains that acceleration is proportional to the sum of the forces acting an object and inversely proportional to the mass of an object. More simply stated, it is harder to change the motion of more massive objects. Free-body diagrams are an excellent tool for students to use to quantitatively represent multiple forces acting on an object. Students can use the free body diagrams to determine total amounts of force acting parallel or perpendicular to the direction of motion of an object. Students should be able to calculate acceleration given a set of forces and the mass of an object. (Objects on inclined planes are beyond the scope of this standard. Forces should act in either the parallel or perpendicular direction, and not at intermediate angles. Forces should cancel such that net forces are either parallel or perpendicular and not at intermediate angles.) A. Forces, Fields, and Motion

Science and Engineering Practice Crosscutting Concept Phenomenon

Asking questions (for science) and defining problems (for engineering) Questions originate based on experience as well as need to clarify and test other explanations or determine explicit relationships between variables.

Cause and Effect Students use cause and effect relationships to make predictions.

It is more difficult to slow down and stop a train than it is to slow down and stop a car even if they were both traveling at the same speed.

Learning Experiences

• Observe examples of motion and change in motion of an object in terms of the forces acting on the object.

• Draw a model to explain the change in an object’s motion and direction due to outside forces in both a parallel and perpendicular directions.

Textbook Connections Standard Connections

Chapter 1: Forces -Lesson 3: Newton’s Laws of Motion (page 24)

8.PS2.3—Position, forces, and direction 8.PS2.5—Newton’s Third Law

Lesson Resources

Video (3:07): Newton's 2nd Law of Motion Simulation: Bumper Cars Simulation: Everglades Airboat Simulation: Elevator Simulation: Airplane Simulation: Unicycle Simulation: Hot Air Balloon Lesson: Newton’s 2nd Law of Motion Resources from the RCS 8th Grade Science Website: Stnd 04 2nd Law of Motion

RCS 8th Grade Science Standards Guide

Disciplinary Core Idea: 8.PS2: Motion and Stability: Forces and Interactions

Standard: 8.PS2.5 Standard 05 Explanation: Component Idea:

Evaluate and interpret that for every force exerted on an object there is an equal force exerted in the opposite direction. This standard provides students with exposure to Newton’s Third Law. This standard provides a complement to 8.PS2.4. When diagramming forces using free-body diagrams, it should be noted that a pair of third law forces will not be found on the same diagram. It will always require two diagrams to show a third law pair. For example, when a person stands of a bathroom scale, they exert a normal force acting downward on the scale which results in an equal, yet opposite normal force being exerted upwards by the scale. One force is exerted by the person, the other by the scale. Even when a force results in motion for only one object, there is an equal and opposite force resulting from the first force. Jumping is accomplished because a person pushes down on the ground, and the ground pushes back up with an equal and opposite force accelerating the person upwards. A. Forces, Fields, and Motion

Science and Engineering Practice Crosscutting Concept Phenomenon

Constructing explanations and designing solutions Students form explanations using source (including student developed investigations) which show comprehension of parsimony, utilize quantitative and qualitative models to make predictions, and can support or cause revisions of a particular conclusion.

Cause and Effect Students begin to connect their explanations for cause and effect relationships to specific scientific theory

As you step forward off of a skateboard, the skateboard will move backward with exactly the same amount of force as your forward motion.

Learning Experiences

• Construct an explanation for how forces acting on an object cause changes in the motion of an object. Develop a model showing how forces act on an object to cause changes in the motion of an object.

• Produce an explanation about the action of two colliding objects in terms of forces and motion using data from an investigation as evidence.

Textbook Connections Standard Connections

Chapter 1: Forces -Lesson 3: Newton’s Laws of Motion (page 24)

8.PS2.3—Position, forces, and direction (velocity and acceleration) 8.PS2.4—Newton’s Second Law

Lesson Resources

Video (2:56): Newton's 3rd Law-Skateboards Video (20 sec): Artillery Fail Video (4 min 11 sec): Science of Football

Lesson: Air Force Lesson Resources from the RCS 8th Grade Science Website: Stnd 05 Newton's 3rd Law of Motion

RCS 8th Grade Science Standards Guide

Disciplinary Core Idea: 8.PS4: Waves and Their Applications in Technologies for Information Transfer

Standard: 8.PS4.1 Standard 06 Explanation: Component Idea:

Develop and use models to represent the basic properties of waves including frequency, amplitude, wavelength and speed. The speed of a wave is dependent on properties of the medium that the wave travels through. In a given medium, a specific type of wave will have a set speed. (E.g. the speed of sound is approximately 340m/s) Given that the speed of the wave is set, waves of differing frequencies will have different wavelengths, as these two factors describe the propagation of a wave. The amplitude of a wave is dependent on the amount of energy being transported by the wave. Students have diagrammed waves and labeled parts for both longitudinal and transverse waves in fourth grade while exploring interference patterns when two waves intersect. Students should now be performing quantitative analysis of wave behaviors. A. Wave Properties: Mechanical and Electromagnetic

Science and Engineering Practice Crosscutting Concept Phenomenon

Developing and using models Students create models which are responsive and incorporate features that are not visible in the natural world but have implications on the behavior of the modeled systems and can identify limitations of their models.

Scale, Proportion, and Quantity Students develop models to investigate scales that are beyond normal experiences.

When you drop a rock into a pond, you see energy being transmitted through the water in the form of waves. Rock creating waves Floating objects dropped in water move up and down.

Learning Experiences

• Construct a model (diagram) for both longitudinal and transverse waves including frequency, amplitude, wavelength and speed, then ask students to compare the models to identify both common and unique model components, relationships, and mechanisms.

• Use mathematical models to describe the relationships between the frequency, amplitude, wavelength, speed, and energy in a wave.

Textbook Connections Standard Connections

Chapter 3: Characteristics of Waves -Lesson 1: What are Waves? (page 96) -Lesson 2: Properties of Waves (page 102) -Lesson 3: Interactions of Waves (page 108) Chapter 4: Electromagnetic Waves -Lesson 1: Nature of Electromagnet Waves (page 122)

8.PS4.2—Mechanical waves and electromagnetic waves 8.PS4.3—Waves and communication systems

Lesson Resources

Video (5:52): Science of Music-Sound Wave Demonstrations Video (1:18): Wave Pendulum Model Video (1:50): Pendulum Wave Effect Video (4:12): Tacoma Bridge-Wave Effect Resources from the RCS 8th Grade Science Website: Stnds 6-7-8 Waves Lessons from the Tennessee Department of Education—Using mathematics and computational thinking

RCS 8th Grade Science Standards Guide

Disciplinary Core Idea: 8.PS4: Waves and Their Applications in Technologies for Information Transfer

Standard: 8.PS4.2 Standard 07 Explanation: Component Idea:

Compare and contrast mechanical waves and electromagnetic waves based on refraction, reflection, transmission and absorption and their behavior through a vacuum and/or various media. Wave speed is dependent on the properties of the medium. Phenomena such as refraction occur when a wave travels out of one medium and into a different medium, resulting in a change to the wave speed. Regardless of type, waves are a means of transferring energy from one location to another. It is electromagnetic waves that carry energy from the sun to our planet. While sound waves travel through a medium, ultimately transferring energy to ear drums creating the sensation of hearing. The principal difference between wave types is the ability to propagate without a medium in the case of electromagnetic waves. However, even mechanical waves leave the medium undisturbed after passing through. (Students should be exposed to the varying frequencies for EM waves, but memorization of specific frequencies/wavelengths is not expected.) A. Wave Properties: Mechanical and Electromagnetic

Science and Engineering Practice Crosscutting Concept Phenomenon

Constructing explanations and designing solutions Students form explanations using source (including student developed investigations) which show comprehension of parsimony, utilize quantitative and qualitative models to make predictions, and can support or cause revisions of a particular conclusion.

Energy and Matter Students track energy changes through transformations in a system.

Inhaling helium changes your voice. Helium changes your voice The sound of a train approaching you changes as the train gets closer. Then it sounds different as it passes you and moves away from you.

Learning Experiences

• Create a graphic organizer to compare and contrast the motion (refraction, reflection, transmission and absorption) of mechanical waves and electromagnetic waves through various mediums. This graphic organizer can be used to create a more formal written piece that explains the phenomena, using the graphic organizer as supporting evidence.

• Perform an investigation plan in which the student demonstrates the behavior of light when it is transmitted, reflected, refracted, and absorbed using a flashlight.

Textbook Connections Standard Connections

Chapter 3: Characteristics of Waves -Lesson 1: What Are Waves? (page 96) Chapter 4: Electromagnetic Waves -Lesson 1: Nature of Electromagnet Waves (page 128)

8.PS4.1—Basic properties of waves 8.PS4.3—Waves and communication systems

Lesson Resources

Lesson: Waves and Communication Lesson: The Original Auto Tune Resources from the RCS 8th Grade Science Website: Stnd 6-7-8 Waves Lessons from the Tennessee Department of Education—Analyzing and interpreting data

RCS 8th Grade Science Standards Guide

Disciplinary Core Idea: 8.PS4: Waves and Their Applications in Technologies for Information Transfer

Standard: 8.PS4.3 Standard 08 Explanation: Component Idea:

Evaluate the role that waves play in different communication systems. Digitizing is the process of converting information into a series of binary ones and zeroes. Once digitized, information can be transmitted as wave pulses and stored reliably so that the information can be recreated at a later time. This process can be demonstrated for students by connecting a solar cell to a small amplified speaker. A laser pointer flashed on and off striking the surface of the solar cell will make an audible popping noise. For a more profound demonstration, the laser pointer can then be connected to the headphone jack of an audio player and music can be played across open spaces. Interrupting the beam will stop the sound. Students should explore similar applications of information transfer in the functioning of radios, televisions, cellphones, and wireless computer networks. C. Information Technologies and Instrumentation

Science and Engineering Practice Crosscutting Concept Phenomenon

Obtaining, evaluating, and communicating information (Observe) Students can evaluate text, media, and visual displays of information with the intent of clarifying claims and reconciling explanations. Students can communicate scientific information in writing utilizing embedded tables, charts, figures, graphs Students can communicate technical information about proposed design solutions using tables, graphs, and diagrams.

Structure and Function Students design systems, selecting materials for their relevant properties.

Cell phones use waves to send and receive data. Cell Phone – How do they work? You can communicate with a friend using Walkie Talkie radios because wave energy is being transmitted.

Learning Experiences

• Select and research a specific technology communication device focusing on the purpose of the technology, type of wave used, and medium traveled. Construct an explanation of the phenomenon (specific technology), ask questions about the phenomenon based on information found, and communicate findings to a given audience.

• Evaluate the properties of a wave as associated with communication systems using data from previous investigation as evidence. (Previous investigation Standard 07- Perform an investigation plan in which the student demonstrates the behavior of light when it is transmitted, reflected, refracted, and absorbed using a flashlight.)

• Radio Wave Activity

Textbook Connections Standard Connections

Chapter 4: Electromagnetic Waves -Lesson 1: Nature of Electromagnet Waves (page 128) -Lesson 3: Wireless Communication (140)

8.PS4.1—Basic properties of waves 8.PS4.2—Mechanical waves and electromagnetic waves

Lesson Resources

Various Resources: Radio Waves Video (3:54): Communication with waves Video (3:57): Electromagnetic Spectrum-Radio Waves Lesson: Using Waves to Communicate Resources from the RCS 8th Grade Science Website: Stnd 6-7-8 Waves

RCS 8th Grade Science Standards Guide

Disciplinary Core Idea: 8.LS4: Biological Change: Unity and Diversity

Standard: 8.LS4.1 Standard 09 Explanation: Component Idea:

Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change in life forms throughout Earth’s history. Whether or not an organism becomes fossilized is dictated by factors such as the nature of its body tissues and structures, the behavior and habitat of the organisms, and the manner of the organism’s death and burial. Fossils might also include preserved evidence from organisms interacting with their environment and leaving traces such as footprints. Some organisms (e.g. hard-shelled, sediment-dwelling organisms) are more likely to be found as fossils. A chronological history of life on Earth can be reconstructed using sedimentary evidence and radioactive dating. Students may compare structural similarities and differences of organic evidence in geological cross sections to determine evidence presence and changes in taxa on a geologic time scale. Analyze and interpret data from index fossils and the structure and ordering of rock layers to infer the relative age of rocks and fossils. Construct and analyze scientific arguments to support claims that different types of fossils provide evidence of (1) the progressive diversity of life that has existed in the past, and (2) relationships between past and existing life forms in relation to environmental changes that have occurred during Earth’s history. A. Evidence of Common Ancestry

Science and Engineering Practice Crosscutting Concept Phenomenon

Analyzing and interpreting data Students form explanations using source (including student developed investigations) which show comprehension of parsimony, utilize quantitative and qualitative models to make predictions, and can support or cause revisions of a particular conclusion.

Scale, Proportion, and Quantity Students develop models to investigate scales that are beyond normal experiences.

Reptile fossils have been found in Antarctica even though no reptiles currently live there. Fossil Record Whales, which are marine mammals, have small bones near their pelvis that resemble leg bones in terrestrial mammals. When Whales Had Legs Image When Whales Had Legs Image 2 - Bones

Learning Experiences

• Examining the fossil record for a variety of species, students will create an investigation and generate patterns of evidence for the existence, diversity, extinction, and change in life forms throughout Earth’s history using the fossil record as evidence.

• Create a written report and flowchart that analyzes and interprets data for patters in the fossil record.

Textbook Connections Standard Connections

Chapter 14: A Trip Through Geologic Time -Lesson 1: Fossils (page 504) -Lesson 2: The Relative Age of Fossils (page 510) -Lesson 3: Radioactive Dating (page 516) Chapter 15: Change Over Time -Lesson 1: Darwin’s Theory (page 552) -Lesson 2: Evidence of Evolution (page 562)

8.LS4.2—Evidence of common ancestry 8.LS4.3—Natural selection 8.LS4.4—Species survival and genetics

Lesson Resources

Various Resources: Earth’s History and Clues from Fossils CK-12 Various Resources: Fossil Record CK-12 Activity: Far Flung Fossils Lesson: Fossil Evidence for Plate Tectonics Resources from the RCS 8th Grade Science Website: Stnd 09 Fossil Records

RCS 8th Grade Science Standards Guide

Disciplinary Core Idea: 8.LS4: Biological Change: Unity and Diversity

Standard: 8.LS4.2 Standard 10 Explanation: Component Idea:

Construct an explanation addressing the similarities and differences of the anatomical structures and genetic information between extinct and extant organisms using evidence of common ancestry and patterns between taxa. It can be observed that living organisms all share common features, such a genetic information that is passed from parent to offspring. Student explanations should also reconcile that despite this unity, living organisms contain immense biodiversity. Students may compare and contrast examples of the skeletal structure of birds, reptiles and dinosaurs or embryonic forms of mammals compared to other kingdoms. Students may examine cladograms to infer relatedness. Students should recognize patterns seen in anatomical structures and embryonic development between time and taxa. Cladogram dissection as well as construction should be enforced for understanding of hierarchal relationships between the organisms. A. Evidence of Common Ancestry

Science and Engineering Practice Crosscutting Concept Phenomenon

Constructing explanations and designing solutions Students form explanations using source (including student developed investigations) which show comprehension of parsimony, utilize quantitative and qualitative models to make predictions, and can support or cause revisions of a particular conclusion.

Pattern Students recognize, classify, and record patterns in data, graphs, and charts.

Humans did not always look the way we do now. Hominin History Different animals look the same at one point in their lives.

Learning Experiences

• Research species using a variety of cladograms, diagrams, and skeletal structures to find patterns or similarities in the genetic information.

• Write and present a report that explains 1.the anatomical similarities and differences among modern organisms between and 2. compares the anatomical similarities and differences between modern organisms and fossils to infer ancestral relationships.

Textbook Connections Standard Connections

Chapter 15: Change Over Time -Lesson 1: Darwin’s Theory (page 552) -Lesson 2: Evidence of Evolution (page 562) -Lesson 3: Rate of Change (page 566) -Lesson 4: Advances in Genetics (page 570)

8.LS4.1—Fossil record 8.LS4.3—Natural selection 8.LS4.4—Species survival and genetics

Lesson Resources

Video (3 min 50 sec): What Evolution is NOT Resources from the RCS 8th Grade Science Website: Stnd 10 Common Ancestry Lessons from the Tennessee Department of Education—Engaging in argument from evidence

RCS 8th Grade Science Standards Guide

Disciplinary Core Idea: 8.LS4: Biological Change: Unity and Diversity

Standard: 8.LS4.3 Standard 11 Explanation: Component Idea:

Analyze evidence from geology, paleontology, and comparative anatomy to support that specific phenotypes within a population can increase the probability of survival of that species and lead to adaptation. Students should recognize patterns seen in anatomical structures and embryonic development between time and taxa. Cladogram dissection as well as construction should be enforced for understanding of hierarchal relationships between the organisms. Examples may include the anatomical similarities and differences in finches and unique species of the Galapagos Islands. B. Natural Selection

Science and Engineering Practice Crosscutting Concept Phenomenon

Analyzing and interpreting data Students form explanations using source (including student developed investigations) which show comprehension of parsimony, utilize quantitative and qualitative models to make predictions, and can support or cause revisions of a particular conclusion.

Cause and Effect Students begin to connect their explanations for cause and effect relationships to specific scientific theory.

Some moths fly away from light. Adaptation Chipmunks and other rodents can carry a large quantity of food in their cheeks. Chipmunk Adaptation Phenotype variations in populations increases the chance of individual survival in response to environmental changes.

Learning Experiences

• Predict which organism would best survive the environmental change and identify the adaptation enabling the organism to survive. (Give students a specific scenario to answer the following: 1. Explain the environmental struggle. 2. Predict which species variation (phenotype) will be most successful. 3. Predict how the population will change.)

• Construct an explanation, based on evidence, describing how changes in the peppered moth population in 19th century England affected moth survival.

Textbook Connections Standard Connections

Chapter 15: Change Over Time -Lesson 1: Darwin’s Theory (page 552) -Lesson 2: Evidence of Evolution (page 562) -Lesson 3: Rate of Change (page 566) -Lesson 4: Advances in Genetics (page 570)

8.LS4.1—Fossil record 8.LS4.2—Evidence of common ancestry 8.LS4.4—Species survival and genetics

Lesson Resources

Video (5:13): Natural Selection-Peppered Moth Video (2:05): Peppered Moth Simulation Game: Peppered Moth (reference and simulation) Resources from the RCS 8th Grade Science Website: Stnd 11 Phenotype Variations

RCS 8th Grade Science Standards Guide

Disciplinary Core Idea: 8.LS4: Biological Change: Unity and Diversity

Standard: 8.LS4.4 Standard 12 Explanation: Component Idea:

Develop a scientific explanation of how natural selection plays a role in determining the survival of a species in a changing environment. In 7.LS3, students develop an understanding of alleles and their relationship to the phenotype of an organism through the expression of a gene (production of a protein). Additionally, students relate changes to chromosomes to their phenotypic manifestations. Natural selection explains that certain of these structural changes may increase the survival and reproduction of the affected individual. These traits will be more likely to exist in the gene pool of a species, and over long periods of time their frequency will increase if reproductive successes continue. Sudden changes to the environment can punctuate this process by creating conditions which strongly favor the survival of some species. Organismal models may include peppered moths in England that existed in two phenotypes and different phenotypes persisted before and after the Industrial Revolution, as well as ornamental design of male birds of paradise and their reproductive success. (Hardy-Weinberg and allele frequency are beyond the scope of this standard.) B. Natural Selection

Science and Engineering Practice Crosscutting Concept Phenomenon

Engaging in argument from evidence Students critique and consider the degree to which competing arguments are supported by evidence.

Cause and Effect Students begin to connect their explanations for cause and effect relationships to specific scientific theory.

Adaptations allow animals and plants survive in changing environments because of their adaptations. Some plants can tolerate droughts. Drought Tolerant Plants Some butterflies and moths have patterns on their wings that imitate eyes. Butterfly Eyes Snakes use camouflage to hide. Snake camouflage

Learning Experiences

• Explain the process of natural selection by giving students a specific scenario. (Students can research extinct/endangered organisms and create an adaptation which would help them survive their environmental struggle.) Describe the struggle/change within the environment. (Give students a specific scenario to identify the environmental change.)

• Create a model that uses mathematical representations to explain the influence of natural selection on traits in populations over time.

Textbook Connections Standard Connections

Chapter 15: Change Over Time -Lesson 1: Darwin’s Theory (page 552) -Lesson 2: Evidence of Evolution (page 562) -Lesson 3: Rate of Change (page 566) -Lesson 4: Advances in Genetics (page 570)

8.LS4.1—Fossil record 8.LS4.2—Evidence of common ancestry 8.LS4.3—Natural selection

Lesson Resources

Video (4:42): Natural Selection Explained Simply Video (5:33): Natural Selection (Bozeman Science) Video (2:28): What is Natural Selection? Video (5:49): Evidence of Common Ancestry and Diversity Resources from the RCS 8th Grade Science Website: Stnd 12 Natural Selection

RCS 8th Grade Science Standards Guide

Disciplinary Core Idea: 8.LS4: Biological Change: Unity and Diversity

Standard: 8.LS4.5 Standard 13 Explanation: Component Idea:

Obtain, evaluate, and communicate information about the technologies that have changed the way humans use artificial selection to influence the inheritance of desired traits in other organisms. Early implementations of artificial selection involved selective breeding where certain organisms were selected for breeding based on characteristics that were favorable. Examples of these processes in agriculture include artificially bred producers such as fruit, vegetables and grains to resist strains of disease and pesticides. Animal examples may include dog breeds selected for hypoallergenic characteristics or cattle and livestock. The focus of these discussions should focus on the use of artificial selection to develop organisms with traits that are advantageous or desired. B. Natural Selection

Science and Engineering Practice Crosscutting Concept Phenomenon

Constructing explanations and designing solutions Students form explanations using source (including student developed investigations) which show comprehension of parsimony, utilize quantitative and qualitative models to make predictions, and can support or cause revisions of a particular conclusion.

Cause and Effect Students infer and identify cause and effect relationships from patterns.

In 1985 half of the Papaya crop was destroyed by Papaya Ring Spot Virus however today Papaya is not affected by the virus.

Papacalypse We started off with only a few dog breeds and now we have around 192 breeds. Dog Selective Breeding

Learning Experiences

• Students should research a specific plant or animal species and describe how humans have used technology to alter or improve the species to be better suited for a specific task, location, etc. (Example: genetic modification to increase food production, selective breeding with race horses, etc.)

• Research ad report on a topic related to human manipulation of genetic material, identifying positive and negative consequences and issues of scientific debate.

Textbook Connections Standard Connections

Chapter 15: Change Over Time -Lesson 4: Advances in Genetics

8.LS4.3—Natural selection 8.LS4.4—Species survival and genetics

Lesson Resources

Lesson: Papacalypse Resources from the RCS 8th Grade Science Website: Stnd 13 Artificial Selection Lessons from the Tennessee Department of Education—Obtaining, evaluating, and communicating information

RCS 8th Grade Science Standards Guide

Disciplinary Core Idea: 8.ESS1: Earth’s Place in the Universe

Standard: 8.ESS1.1 Standard 14 Explanation: Component Idea:

Research, analyze, and communicate that the universe began with a period of rapid expansion using evidence from the motion of galaxies and composition of stars. In 5.ESS1.1 students learned that there are different types of stars, while 7.PS1 addresses both atomic structure and the variety of elements found in the universe. This standard unifies these separate discussions. Many students struggle to grasp the idea that the mass of the universe could have emanated from a single point. This misconception illuminates a failure to grasp that all mass was once energy, and energy does not occupy space. Stars are regions in space where immense gravitation facilitates the conversion of mass back into energy via nuclear fusion. The energy released in these processes increases the thermal energy of the gaseous atoms making up the star or radiates out into space. This radiant energy (some of which is visible light) can be detected. The exact color of a star depends on its composition since each element releases only specific colors of light. Thus, a star’s composition can be determined by evaluating the color of light that it radiates. Building on grade level discussions of wave properties, student should explore Doppler shift as evidence for the expansion of the universe. A model used to demonstrate Doppler shift can be created by placing a buzzer into a tennis ball and twirling the tennis ball in a circular motion above one’s head. The person twirling the ball will not hear a variation in the tone as the ball is a fixed distance from their head, but observers will experience the Doppler shift in the sound. A. The Universe and Its Stars

Science and Engineering Practice Crosscutting Concept Phenomenon

Asking questions (for science) and defining problems (for engineering) Questions originate based on experience as well as need to clarify and test other explanations, or determine explicit relationships between variables.

Energy and Matter Students track energy changes through transformations in a system.

As we look at the galaxies across the universe, we observe that they are moving away from each other. Galaxies moving

Learning Experiences

• Research to collect data and evidence to create a model which supports the theory that our universe was created from rapid expansion and continues to expand.

• Collect and use data to show that the universe began with rapid expansion that can be illustrated using evidence from the motion of galaxies and from the composition of stars.

Textbook Connections Standard Connections

Chapter 7: Stars, Galaxies, and the Universe -Lesson 4: Characteristics of Stars (page 258) -Lesson 6: The Expanding Universe (page 270)

8.ESS1.2—Earth and the solar system

Lesson Resources

Video (2:12): What is the Big Bang? Video (5:40): Stephen Hawking-The Big Bang Video (5:32): How Do We Know the Universe is Expanding? Resources from the RCS 8th Grade Science Website: Stnd 14 Big Bang

RCS 8th Grade Science Standards Guide

Disciplinary Core Idea: 8.ESS1: Earth’s Place in the Universe

Standard: 8.ESS1.2 Standard 15 Explanation: Component Idea:

Explain the role of gravity in the formation of our sun and planets. Extend this explanation to address gravity’s effect on the motion of celestial objects in our solar system and Earth’s ocean tides. 8.ESS1.1 addresses gravity as the force contributing to the coalescence of gases which eventually forms a star. These same attractive forces explain both the orbit of planets around the sun and the formation of planets. In the collapse of a nebula, dust and gas are drawn together by mutual gravitational attraction. As each particle has some initial velocity, the centrally directed force of gravity causes the particles to begin to swirl, accumulate, and compress into a large flask disk like a spinning disk of pizza dough. Planets accumulate within these spinning protoplanetary disks. This process occurred in our solar system long, long ago. By observing patterns in other distant nebula, we are able to reconstruct the history of our own solar system. We can see the long-range effects of gravitation by observing our own tides. Students should be able to address the changing distribution of water in tidal patterns for spring and neap tides. B. Earth and the Solar System

Science and Engineering Practice Crosscutting Concept Phenomenon Obtaining, evaluating, and communicating information Students can evaluate text, media, and visual displays of information with the intent of clarifying claims and reconciling explanations. Students can communicate scientific information in writing utilizing embedded tables, charts, figures, and graphs.

Scale, Proportion, and Quantity Students develop models to investigate scales that are beyond normal experiences.

Particles of matter (atoms) are drawn towards each other in space to form celestial objects such as stars, planets, and moons. Star Formation

Learning Experiences • Draw/Create a model to demonstrate how gravity attracts matter and how the attraction creates a common spherical shape.

• Describe the relationship between gravity and inertia and write an evidence-based account of how this relationship forms the obit of all objects in space. (Kepler’s Laws)

• Create a diagram to show the relationship between gravity and the motion of Earth’s moon to create the Earth’s tides. (High tides vs. Low tides)

• Create a model to show that proportionality reflects a comet’s orbit. The students should then use this model to explain the role of gravity in the formation of plants and our sun. 1. The models should include the following in their model:

1. One elliptical orbit of a comet 2. Placement of the sun and one of the planet’s orbit 3. Labels for the perihelion and aphelion points in the comet’s orbit and distances from the sun at those points. 4. Identification as long-period or short-period comet 5. Parts of the comet: coma, nucleus, and tail

2. The students should include the following in their report: 1. A summary of how gravity affects the motion of comets and other celestial objects

2. A summary of how gravity helps form celestial bodies

Textbook Connections Standard Connections Chapter 5: Earth, Moon, and the Sun -Lesson 2: Gravity and Motion (page 166) Chapter 6: The Solar System -Lesson 2: Introducing the Solar System (page 192)

8.ESS1.1—The universe and its stars

Lesson Resources Simulation: Planets Orbit Simulator Phet Online Reference: High tide vs Low tide Video (3:05): The Nebular Theory

Video (2:15): Birth of Our Solar System Video (1:30): Newton's Universal Law of Gravitation

Resources from the RCS 8th Grade Science Website: Stnd 15 Gravity and our Solar System

RCS 8th Grade Science Standards Guide

Disciplinary Core Idea: 8.ESS2: Earth’s Systems

Standard: 8.ESS2.1 Standard 16 Explanation: Component Idea:

Analyze and interpret data to support the assertion that rapid or gradual geographic changes lead to drastic population changes and extinction events. Grade level discussion of biological change will include examinations of common ancestry and natural selection. 8.ESS2.1 facilitates a connection between geologic events and biological change. The principles of uniformitarianism, gradualism, and catastrophism should be explored. Rapid geographic changes such as meteor impacts have resulted in mass extinctions. Disturbances both sudden and gradual have resulted in the formation of a variety of ecological niches contributing to diversity seen on Earth. Data may be drawn from rock strata, formation and erosion of Hawaiian Islands, glacial retreat, historic sea levels and elsewhere. Catastrophic events include meteor impacts, massive volcanic eruptions, tsunamis, and/or earthquakes. Gradual changes may include ice ages, warming periods, and or tectonic movements. E. Biogeology

Science and Engineering Practice Crosscutting Concept Phenomenon

Engaging in argument from evidence Students critique and consider the degree to which competing arguments are supported by evidence.

Scale, Proportion, and Quantity Students recognize that phenomena are not necessarily observable at all scales.

Marine fossils are routinely found in mountain ranges. Video (2 min 31 sec): Marine Fossils Dinosaur fossils have been found in Antarctica. Video (3 min 14 sec): Antarctica Fossils

Learning Experiences

• Select and research a specific natural disaster which caused a population shift or extinction event. Students should describe how the natural disaster changes the population through the use of data as a way to support their research.

• The students will collect and use data to support the theory that geographical changes to the Earth can have an effect on the population of a specific organism. They will then present their findings. The student should include:

1. A visual display 2. A written summary of their research 3. A bibliography

Textbook Connections Standard Connections

Chapter 14: A Trip Through Geologic Time -Lesson 6: Eras of Earth’s History (page 528)

8.ESS2.2—Seismic waves and Earth’s structure 8.ESS2.3—Rocks 8.ESS2.4—Plate movement and convection cycles 8.ESS2.5—Processes of plate tectonics

Lesson Resources

Video (1:45): Tectonic Plate Movement and Mass Extinctions Video (2:59): Permian Extinction (The Great Dying) Video (2:02): Siberian Traps-Permian Extinction Resources from the RCS 8th Grade Science Website: Stnd 16 Geology and Extinction

RCS 8th Grade Science Standards Guide

Disciplinary Core Idea: 8.ESS2: Earth’s Systems

Standard: 8.ESS2.2 Standard 17 Explanation: Component Idea:

Evaluate data collected from seismographs to create a model of Earth’s structure. 8.PS4.2 addresses the medium dependent properties of waves. Seismic waves obey these same properties. For example, seismic waves traveling through the Earth’s mantle will be refracted as the density of the material changes due to heating from Earth’s core. Additionally, earthquakes produce two different waves visible on seismographs: pressure waves (P-waves) and shear waves (S-waves). These two waves travel at different speeds, so will be separated by increasing distance at points of increasing distance from the epicenter of an earthquake. Likewise, only P-waves travel efficiently through solids, so a S-wave shadow at seismograph stations on the opposite side of the earth is evidence for Earth’s solid core. A four-layer structure for Earth is developed in fourth grade. To support 8.ESS2.4, further detail is required at this grade level. B. Plate Tectonics and Large-Scale Systems Interactions

Science and Engineering Practice Crosscutting Concept Phenomenon

Developing and using models Students create models which are responsive and incorporate features that are not visible in the natural world, but have implications on the behavior of the modeled systems and can identify limitations of their models.

Pattern Students recognize, classify, and record patterns in data, graphs, and charts.

Mud flies as gas from deep underground fissures escapes through geothermal mud pots, or mud volcanoes, over the southern San Andreas earthquake fault illustrating the release of gas pressure and geothermal activity. Mud Volcanos A volcano eruption viewed from the international space station shows how satellites are used to monitor the planet’s climate and other large-scale processes. Volcano from Space

Learning Experiences

• Create a diagram which illustrates the different speeds of seismic waves and shows the change in motion as a wave travels through the different Earth’s layers.

• Write an explanation which relates the speed of the seismic wave to the composition (state of matter and density) of the Earth’s layers using a model as supporting evidence. o Collect and use seismic data to develop a model of the structure of the Earth. The students should be sure

to include: 1. Examples and diagrams of different types of waves 2. Examples of seismographs and that were used in their research 3. Accurately summarize their research

Textbook Connections Standard Connections

Chapter 8: Introducing Earth and Its Resources -Lesson 2: Earth’s Interior (page 292)

8.ESS2.1--Biogeology 8.ESS2.3—Rocks 8.ESS2.4—Plate movement and convection cycles 8.ESS2.5—Processes of plate tectonics

Lesson Resources

Video (1:04): How A Seismograph Works Video (2:59): Seismic Imaging Video (3:27): The Mystery of Earth's Core Explained Video (3:44): Earth's Interior Resources from the RCS 8th Grade Science Website: Stnd 17 Seismic Waves & Earth's Structure Lessons from the Tennessee Department of Education—Developing and using models

RCS 8th Grade Science Standards Guide

Disciplinary Core Idea: 8.ESS2: Earth’s Systems

Standard: 8.ESS2.3 Standard 18 Explanation: Component Idea:

Describe the relationship between the processes and forces that create igneous, sedimentary, and metamorphic rocks. The forces and processes and forces influencing the rock cycle are respectively enormous and gradual. This is an excellent opportunity to elaborate on this crosscutting concept. Tectonic movements and convection within the earth’s interior act as the engine for change. B. Plate Tectonics and Large-Scale Systems Interactions

Science and Engineering Practice Crosscutting Concept Phenomenon

Asking questions (for science) and defining problems (for engineering) Questions originate based on experience as well as need to clarify and test other explanations, or determine explicit relationships between variables.

Scale, Proportion, and Quantity Students recognize that phenomena are not necessarily observable at all scales.

A wave-like geologic structure that forms when rocks deform by bending instead of breaking under compressional stress. Geological Folds Sedimentary rock landforms in the Grand Canyon. Grand Canyon Phenomenon As the magma cooled, it condensed into columns and most of the columns that make up Devils Tower are hexagonal (six-sided). Devils Tower

Learning Experiences

• Given one example of each rock type (igneous, sedimentary, and metamorphic) students should write an evidence-based account of the location the rock would have formed, characteristic properties of that rock type, and the processes of the Earth that created the rock. Student can create a model as evidence for their explanation.

• The student will create a presentation or model that can be used to show the processes and forces that create a specific type of rocks. Their model/presentation should summarize: o The information about the rock type (characteristics, etc.) o The rock classification o The processes involved

Textbook Connections Standard Connections

Chapter 9: Minerals and Rocks -Lesson 2: Classifying Rocks (page 336) -Lesson 3: Igneous Rocks (page 340) -Lesson 4: Sedimentary Rocks (page 344) -Lesson 5: Metamorphic Rocks (page 350) -Lesson 6: The Rock Cycle (page 354)

8.ESS2.1--Biogeology 8.ESS2.2—Seismic waves and Earth’s structure 8.ESS2.4—Plate movement and convection cycles 8.ESS2.5—Processes of plate tectonics

Lesson Resources

Lesson: Igneous Butte Resources from the RCS 8th Grade Science Website: Stnd 18 Rock Classifications Lessons from the Tennessee Department of Education—Asking questions and defining problems

RCS 8th Grade Science Standards Guide

Disciplinary Core Idea: 8.ESS2: Earth’s Systems

Standard: 8.ESS2.4 Standard 19 Explanation: Component Idea:

Gather and evaluate evidence that energy from the earth’s interior drives convection cycles within the asthenosphere which create changes within the lithosphere including plate movements, plate boundaries, and sea-floor spreading. Earth is heated by the sun at the surface, but also from its own interior. Having investigated cycles of convection, students should be prepared to understand the way that heat is released from the core would drive convection cycles. Students have been exposed to the structure of atoms in seventh grade, so the concept of neutrons and isotopes will be familiar. The decay of these isotopes within the earth’s solid core is the source of heat. A. Earth Materials and Systems

Science and Engineering Practice Crosscutting Concept Phenomenon

Developing and using models Students create models which are responsive and incorporate features that are not visible in the natural world, but have implications on the behavior of the modeled systems and can identify limitations of their models.

Cause and Effect Students begin to connect their explanations for cause and effect relationships to specific scientific theory.

Home demonstration of convection currents using a candle carousel. Convection Current The rising of hot air exerts force is demonstrated in the relationship between the number of lit candles under a candle carousel, and how fast the carousel spins shows. Make a Candle Carousel The power to manipulate the tectonic plates under the planet's crust. Sub-power of Earth

Learning Experiences

• Students should design and create a flow chart to illustrate the following: 1. Heat within the Earth’s interior drives the convention currents 2. Convection currents in the asthenosphere move the tectonic plates 3. Plate movement in the lithosphere causes plate boundaries and sea floor spread.

• Students will develop a model that will demonstrate plate movements caused by the energy from the Earth’s core which causes plates to interact along the boundaries in some areas and create seafloor spreading in other areas.

1. These models should accurately represent patterns of convection cycles in the asthenosphere 2. The student should also be able to describe how seafloor spreading occurs and impact seafloor spreading

has on plate tectonics.

Textbook Connections Standard Connections

Chapter 8: Introducing the Earth and Its Resources -Lesson 2: Earth’s Interior (page 292) Chapter 10: Plate Tectonics -Lesson 1: Drifting Continents (page 370) -Lesson 2: Sea-Floor Spreading (page 374) -Lesson 3: The Theory of Plate Tectonics (page 380)

8.ESS2.1--Biogeology 8.ESS2.2—Seismic waves and Earth’s structure 8.ESS2.3—Rocks 8.ESS2.5—Processes of plate tectonics

Lesson Resources

Video (2:10): Sea Floor Spreading and Plate Tectonics Video (7:08): Plate Tectonics (BrainPOP YouTube Video) Resources from the RCS 8th Grade Science Website: Stnd 19 Tectonic Plate Movement

RCS 8th Grade Science Standards Guide

Disciplinary Core Idea: 8.ESS2: Earth’s Systems

Standard: 8.ESS2.5 Standard 20 Explanation: Component Idea:

Construct a scientific explanation using data that explains that the gradual processes of plate tectonics accounting for A) the distribution of fossils on different continents, B) the occurrence of earthquakes, and C) continental and ocean floor features (including mountains, volcanoes, faults, and trenches). As early as second grade, students were beginning to make observations about features on the earth’s surface. Prior to eighth grade, the focus of studies regarding geologic history has been on collecting observations which begged for explanation. Students are now prepared to describe a cause for this collection of observations. As this is one of the first scientific theories students will be exposed to by name, it is important properly introduce theories as explanations of observations/patterns in nature. In this case, tectonic theory explains the three components of the standard. Though not part of the standard, it might be interesting to discuss prior explanations for these same observations. B. Plate Tectonics and Large-Scale Systems Interactions

Science and Engineering Practice Crosscutting Concept Phenomenon

Constructing explanations and designing solutions Students form explanations using source (including student developed investigations) which show comprehension of parsimony, utilize quantitative and qualitative models to make predictions, and can support or cause revisions of a particular conclusion.

Scale, Proportion, and Quantity Students recognize that phenomena are not necessarily observable at all scales.

The plate tectonic evolution of the Earth from the time of Pangea, 240 million years ago, to the formation of Pangea Proxima, 250 million years in the future begs the question. Evolution of Plate Tectonics Paleogeographic representation of the Earth during the Early Cretaceous showing the approximate locations of some palaeontinid fossil sites. Palaeontinid Distribution

Learning Experiences

• Research the distribution of a specific fossil on multiple continents and write an explanation which draws connections to the movements of tectonic plates.

• Create a model to illustrate the plate boundaries, frequent earthquake locations, mountains, trenches, faults and volcanoes.

• The student will create a chart or model showing continental drift over time and then analyze and interpret evidence for the theory of continental drift.

• Ask students to label the components, interactions, and mechanisms in the model, and write a description of what is shown in the drawing.

Textbook Connections Standard Connections

Chapter 10: Plate Tectonics -Lesson 1: Drifting Continents (page 370) -Lesson 2: Sea-Floor Spreading (page 374) Chapter 11: Earthquakes -Lesson 1: Forces in Earth’s Crust (page 400)

8.ESS2.1--Biogeology 8.ESS2.2—Seismic waves and Earth’s structure 8.ESS2.3—Rocks 8.ESS2.4—Plate movement and convection cycles

Lesson Resources

Online Reference: Continental Movement by Plate Tectonics Resources from the RCS 8th Grade Science Website: Stnd 20 Tectonic-Fossils & Features

RCS 8th Grade Science Standards Guide

Disciplinary Core Idea: 8.ESS3: Earth and Human Activity

Standard: 8.ESS3.1 Standard 21 Explanation: Component Idea:

Interpret data to explain that Earth’s mineral, fossil fuel, and groundwater resources are unevenly distributed as a result of tectonic processes. Discussions of natural resources have been developed in kindergarten, fourth, and sixth grade. These discussions have progressed from consideration of the use of nature to meet human needs, to extraction and its effects and onto global distributions of earth’s natural resources. The function of this standard is to finally utilize tectonic theory as an explanation for the apparently random distribution of natural resources. Students can collect data on the locations of minerals, fossil fuel, and groundwater resources. These locations can then be compared to geologic activities to reveal patterns. Examples include the location of groundwater sources related to the presence of permeable in impermeable rock layers and amounts of precipitation or the creation of fossil fuels where geologic heat and pressure acted on biomass covered by sediment. (Rock and mineral identification is useful as enrichment, but beyond the scope of this standard.) A. Natural Resources

Science and Engineering Practice Crosscutting Concept Phenomenon

Obtaining, evaluating, and communicating information Students can evaluate text, media, and visual displays of information with the intent of clarifying claims and reconciling explanations. Students can communicate scientific information in writing utilizing embedded tables, charts, figures, and graphs.

Cause and Effect Students infer and identify cause and effect relationships from patterns.

Alfred Wegener noted that features of the Appalachian Mountains of the United States and Canada closely resemble mountain belts in southern Greenland, Great Britain, Scandinavia, and northwestern Africa. Continental Drift

Learning Experiences

• Using data from maps develop an argument to explain the causes of the uneven distribution of fossil fuels, minerals, and ground water.

o Plate Movement Map o Plate Movement Map 2 o Earth’s Mineral Resources pg. 335 o Groundwater Map o Earth Fossil Fuel Consumption o Earth Fossil Fuel Exports

• Students will research and explain the process that cause a natural resource to form in a specific location. The student should be sure to include the location, the conditions, process, and time needed to form this resource. The student should also include how human activity impacts the distribution and availability of this resource. In addition, the student needs to be able to discuss why this resource is considered nonrenewable.

Textbook Connections Standard Connections

Chapter 8: Introducing Earth and Its Resources -Lesson 1: The Earth System (page 286) -Lesson 4: Fossils Fuels (page 304) Chapter 9: Minerals and Rocks -Lesson 1: Properties of Minerals (page 324)

8.ESS2.3—Rocks

Lesson Resources

Lesson: Copper in Utah Resources from the RCS 8th Grade Science Website: Stnd 21 Tectonics and Resource Distribution

RCS 8th Grade Science Standards Guide

Disciplinary Core Idea: 8.ESS3: Earth and Human Activity

Standard: 8.ESS3.2 Standard 22 Explanation: Component Idea:

Collect data, map, and describe patterns in the locations of volcanoes and earthquakes related to tectonic plate boundaries, interactions, and hotspots. Such maps have been addressed extensively in 4.ESS2.2 as well as 8.ESS2.5. The focus of this standard is to consider the utilization of such maps and data in decision making processes. For example, structural decisions in building must weigh out cost factors against the likelihood of natural hazards. Unlike forecastable natural disasters, earthquakes and volcanoes are unpredictable with respect to their timing, but predictable with respect to patterns in their locations. B. Natural Hazards

Science and Engineering Practice Crosscutting Concept Phenomenon

Analyzing and interpreting data Students should create and analyze graphical presentations of data to identify linear and non-linear relationships, consider statistical features within data and evaluate multiple data sets for a single phenomenon.

Pattern Students recognize, classify, and record patterns in data, graphs, and charts.

Patterns in the location of earthquakes and volcano eruptions reflect the movements of Earth’s major tectonic plates and many smaller plates or fragments of plates (including microplates). Earthquake/Volcano Interactive Map A 2011 earthquake in Japan shows that patterns exist in respect to the location of natural hazards. Earthquake in the Ocean Maps have been created of earthquake and volcanic activity near the eastern edge of Japan, New Zealand, and North America. Such maps can be used to inform decisions made about engineering, infrastructure, and ecological systems in those areas. Ring of Fire Yellowstone Supervolcano

Learning Experiences

• From maps of tectonic plates, students determine where earthquakes and/or volcanos are most likely to occur. As an extension, students can design a model home designed that could survive in an earthquake zone such as Japan or a volcanic zone like Hawaii.

• Produce a map that outlines the locations of volcanoes and/or recent earthquakes which can be placed over a map of the Earth showing tectonic plate boundaries and then the student will discuss the relationship of the boundaries and the volcanic/earthquake activity.

Textbook Connections Standard Connections Chapter 10: Plate Tectonics -Lesson 3: The Theory of Plate Tectonics (page 380) Chapter 11: Earth Quakes -Lesson 1: Forces in Earth’s Crust (page 400) -Lesson 2: Earthquakes and Seismic Waves (page 408) -Lesson 3: Monitoring Earthquakes (page 416) Chapter 12: Volcanoes -Lesson 1: Volcanoes and Plate Tectonics (page 434) -Lesson 2: Volcanic Eruptions (page 438) -Lesson 3: Volcanic Landforms (page 446)

8.ESS2.3—Rocks

Lesson Resources

Plate boundary activities with maps

Resources from the RCS 8th Grade Science Website: Stnd 22 Tectonic Events

RCS 8th Grade Science Standards Guide

Disciplinary Core Idea: 8.ETS1: Engineering Design

Standard: 8.ETS1.1 Standard 23 Explanation: Component Idea:

Develop a model to generate data for ongoing testing and modification of an electromagnet, a generator, and a motor such that optimal design can be achieved. Design plans and specifications may permit evaluation of a solution, but these early plans cannot be subjected to physical tests. Prototypes are models that are developed and that can be subjected to actual testing. Well-designed tests allow for a systematic evaluation of competing solutions. The testing of multiple competing solutions may reveal certain ideas in each different prototype that lead to a completely new prototype that incorporates the strengths of each prior design. Examples of models may include creating, testing, and modifying simple electromagnets, using a coil of wire and a magnet to produce electricity, and creating a simple electric motor with magnets, a battery and paper clips. This can be expanded to include engineering design feats such as junkyard electromagnets or motor strengths for the job required under certain design constraints. C. Optimizing the Solution Design

Science and Engineering Practice Crosscutting Concept Phenomenon

Developing and using models Students can design tests which determine the effectiveness of a device under varying conditions.

Pattern Students recognize, classify, and record patterns in data, graphs, and charts.

Magnetic fields acting on current-carrying wires can be used to drive an electric motor.

A handheld device with a crank handle can create enough energy that it can charge a cell phone. Picture link : AC Generator

Learning Experiences

• First build an electromagnet using a nail, wire, and battery and determine two ways to strengthen the magnetic field around the electromagnet. Graph and analyze the data taken during the investigation to determine the most effective (strongest) electromagnet design.

• Draw a design for an electric motor. Students should label the parts of the motor (wire coil, magnets, power source, direction of electric flow). Use this drawing to build and test a prototype electric motor. Students should manipulate the prototype to determine the most effective motor design.

Textbook Connections Standard Connections

Chapter 2: Magnetism and Electromagnetism -Lesson 3: Electromagnetic Force (page 62) -Lesson 4: Electricity, Magnetism, and Motion (page 68) -Lesson 5: Electricity from Magnetism (page 74)

8.PS2.1—Magnetism and electricity 8.PS2.2—Non-contact forces

Lesson Resources

Video (4:57): Electromagnets-How Can Electricity Create a Magnet? Video (2:19): How to Make an Electromagnet Video (1:45): How to Make a Simple Motor Video (2 :33): How to Make a Simple Generator Video (1:27): Electromagnetic Induction Activity: Building electromagnets and motors

RCS 8th Grade Science Standards Guide

Disciplinary Core Idea: 8.ETS1: Engineering Design

Standard: 8.ETS1.2 Standard 24 Explanation: Component Idea:

Research and communicate information to describe how data from technologies (telescopes, spectroscopes, satellites, and space probes) provide information about objects in the solar system and universe. The increases in scientific knowledge facilitating technological advances have enabled dynamic views of our universe. Early astronomers were limited to observing patterns in the motion of the cosmos to make measurements using principles of geometry. More sophisticated tools such as spectroscopes allow us to determine the types of elements in distant stars as well as make observations about the relative motion of heavenly bodies. Examples may include the types of data/information that come from each of the various listed technologies and their uses. For example, how the Hubble Space telescope allows for imaging at greater distances than terrestrial-based telescopes. Emphasis is on tool selection and its alignment with function as it embeds with the content standard. Students should discuss the development of each technology and be able to rudimentarily explain how each gathers information. A. Interdependence of Science, Technology, Engineering, and Math

Science and Engineering Practice Crosscutting Concept Phenomenon

Obtaining, evaluating, and communicating information Students can evaluate text, media, and visual displays of information with the intent of clarifying claims and reconciling explanations. Students can communicate scientific information in writing utilizing embedded tables, charts, figures, and graphs

Structure and Function Students begin to attribute atomic structure and interactions between particles to the properties of a material.

The Hubble Space Telescope’s collects light from stars to help us analyze and better understand our universe. Video (1:55): Hubble Telescope

Learning Experiences

• Explain the function of each of the following: telescope, spectroscope, satellites, and space probes. Select the correct tool based off a given scenario.

• Use data from space technologies to compare and contrast characteristics of Earth and another planet.

Textbook Connections Standard Connections

Chapter 6: The Solar System -Lesson 2: Introducing the Solar System (page 192) Chapter 7: Stars, Galaxies, and the Universe -Lesson 1: Telescopes (page 238) -Lesson 2: The History of Space Exploration (page 244) -Lesson 4: Characteristics (page 258)

8.PS4.2—Mechanical waves and electromagnetic waves 8.PS4.3—Waves and communication systems 8.ESS1.1—The universe and its stars 8.ESS1.2—Earth and the solar system

Lesson Resources

Video (5:43): Hubble Telescope Observations Video (5:20): Five Space Telescopes You Should Know About Video (1:04): Spectroscopy for Astronomy Video (5:12): How Do We Know What Stars Are Made Of? Resources from the RCS 8th Grade Science Website: Stnd 24 Celestial Observation Technology

RCS 8th Grade Science Standards Guide

Science Lesson Planning Template

Context Issues of the Lesson

Unit or Lesson

Title:

Force and Motion: Newton’s 2nd Law

Grade Level

8 (but in Plymouth Canton we address HSCEs so part of content

address mathematical model for 2nd Law)

Topic/Theme/Nature of

the Investigation:

Newton’s 2nd Law: The relationship between the mass, force and

acceleration of an object.

NGSS Performance

Expectation(s)

MS-PS2-2: Plan an investigation to provide evidence that the

change in an object’s motion depends on the sum of the forces

acting on the object and the mass of the object.

NGSS Dimension 1

component

Planning and Carrying Out Investigations

Planning and carrying out investigations to answer questions or test

solutions to problems in 6-8 builds on K-5 experiences and

progresses to include investigations that use multiple variables and

provide evidence to support explanations or design solutions.

• Plan an investigation individually and collaboratively, and in the design: identify the independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim.

RCS 8th Grade Science Standards Guide

NGSS Dimension 2

component

Stability and Change

• Explanations of stability and change in natural or designed systems can be constructed by examining the changes over time and forces at different scales.

NGSS Dimension 3

component

PS2-A: Forces and Motion

• The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion.

Duration: Engage: About 15 minutes

Explore: 40 minutes to complete stations and another 20

minutes to discuss findings

Explain: two 50-minute periods

Elaborate: four to five 50-minute class periods

RCS 8th Grade Science Standards Guide

Planning Stages Within the 5-E Inquiry Model

Engage

PURPOSE:

• to convey the context of the lesson(s)/unit by conveying an important Key Question

• to engage students in investigations that reveal their thinking to themselves and the teacher

• to record the initial ideas of students

• to engage their interest

What teacher and students do?

1. Teacher poses initial statement verbally: “Applying a constant, unbalanced force on an object

results in constant velocity.” Do you agree or disagree?

2. Students individually decide whether they agree or disagree with the statement and document

their reasoning. (Students will also be given this as a written prompt that they DO NOT write their

name on.)

3. When done, students crumple their paper into a ball and wait until others are finished.

4. Teacher walks around with small laundry basket looking at student thinking and collecting

responses. Once all the responses are collected, the teacher shakes up the responses in the

laundry basket.

5. Teacher walks around and has students select a random response out of the basket. Students

open the response and read carefully.

6. Students with responses that agree go to the right side of the classroom. Those with disagree

go to the left side of the classroom

7. Random students are asked to share the reasoning on their paper. Other students can raise

their hand and respond after listening to the reasoning to either refute or support the thinking.

8. All papers are collected to give a quick statistical look at student thinking prior to the lesson

(assessing prior knowledge).

TEACHER DOES NOT SHARE CORRECT ANSWER AT THIS POINT.

Explore

PURPOSE:

• to test ideas and develop knowledge using explorations, investigations, experiments

• to modify and record ideas as they change due to activities

• to develop new questions and testable hypotheses

RCS 8th Grade Science Standards Guide

Activities (list) Driving Questions

2 different station activities: Students will rotate through

each of the three stations in groups of 4. Enough materials

should be provided to ensure that each student is

participating. See attachments for descriptions of activities.

Students: see attached documents

1. Launch It. (4 launchers needed for class of 32 in groups

of 4)

Using a rubber band launcher pulled back to varying

positions to increase or decrease force, students will launch

regular and/or plastic golf balls.

2. Race of the Masses. (One bowling ball and one

basketball per group, straight hallway area with a start and

finish line wide enough for 2 students to travel down

simultaneously)

Using a rolled-up sheet of 8 ½ x 11 paper (preferably

recycled), two students will push a bowling ball or basketball

with the paper to the finish line.

Teacher will:

• listen to student thinking while walking around

• correct procedural errors

• elicit problem solving through questioning if groups are having difficulty

• ask probing questions such as

How does changing the amount of

force acting on objects of the same

mass and shape affect their

acceleration?

How does the mass of an object

affect its acceleration, given a

constant force?

RCS 8th Grade Science Standards Guide

o “When you double the force, does the ball go twice as far? Why or why not? Should it?

o What tool could you use to measure the amount of force you are applying to the ball?

o With the same force, if acceleration increases as mass decreases, what kind of relationship is that?

o What would you have to do to get the bowling ball to win the race?

o What type of errors might be involved? How can you minimize those?

o What would happen if you used a beach ball? Other ball?

Student Communication Product: (written report, oral presentation, poster, etc.)

(consider showing “Models” of student products to help student identify characteristics of quality)

Students will fill out the attached “Stations: Newton’s 2nd Law” handout.

Different groups will be selected to “share out” putting their results on a document camera to generate

discussion.

Explain

PURPOSE:

• to answer the Key Question through student explanations

• to provide students with relevant vocabulary, formal definitions and explanations of concepts

Content Media: (written material, video, teacher lecture, technology)

1. Video—Crew of European Agency, Newton's Laws of Motion (2); Force, Mass And Acceleration

https://www.youtube.com/watch?v=WzvhuQ5RWJE

• Show as a class

• Have students connect activities in video clip to those done in the stations from day two through a think, pair, share.

2. Reading and self-checked practice: The Physics Classroom: Newton’s Second Law

http://www.physicsclassroom.com/class/newtlaws/Lesson-3/Newton-s-Second-Law

Teacher will make sure students with reading difficulties get set up with assistive technology to

read content to students and walk through the classroom monitoring progress.

Probing questions: “Why do you think you got that problem wrong?”

RCS 8th Grade Science Standards Guide

“ Given the relationship, should you have divided or multiplied?”

“Can you relate this, to the activity (s) we did in class?”

3. Practice problems solving for acceleration, mass, and force given values for the other two

variables. They will do this first using the 4-step method (see attached) graphic organizer with a

partner, then finish for homework or in class on own.

Student Communication Product: (assessment, unit test, written report, oral presentation, poster,

etc.)

Students will answer the key questions from the explore section in their science notebook, citing

evidence (multiple pieces) from readings and video.

Elaborate

PURPOSE:

• to extend students' conceptual understanding through application or practice in new settings

Activities:

1. Students will design an investigation with limited materials to illustrate Newton’s 2nd Law,

answering the following two questions:

• How does changing the mass of an object affect its acceleration using a constant, unbalanced force?

• How does changing the force applied to an object affect its acceleration?

Materials given (or can be brought by student):

Spring Scales—various sizes from 2.5-25 N

RCS 8th Grade Science Standards Guide

Skateboard(s)

Rollerblades(s) (if use these, safety equipment is a necessary—knee pads, helmet, elbow

pads and wrist guards.

Meter sticks

Masking tape

Timers/stopwatches

Bricks

String

Others if okayed by instructor

2. Students will write a conclusion using our school’s CSI2 format (based on McNeill and Kracjik’s

(2011) Supporting Grade 5-8 Students in Constructing Explanations in Science: The Claim, Evidence,

and Reasoning Framework for Talk and Writing

(see attached)

3. If students finish, using the iPads or other electronic, internet connected device, find and share

at least one application of Newton’s 2nd Law in Earth science and at least one in biological sciences

(like anatomy or ecology).

Teacher will: prompt students who are stuck prompt them to think about ways the Earth changes

or a body changes or where they see a change in motion

Content Media: (written material, video, teacher lecture, technology)

• Students CAN, but are not required to, use graphing software such as excel.

• All final conclusions should be typed (word processing software necessary)

• Internet access for activity 3.

Extending/Application Questions for Whole/Small Group Discourse:

“What difficulties did groups have with measurements?”

“How are you going to summarize and communicate your data?”

RCS 8th Grade Science Standards Guide

“What type of graph should you use? Why?”

“Is your data reliable? Why or why not?”

“What other forces may have affected the acceleration and velocity)?

Student Communication Product (assessment): (unit test, written report, oral presentation,

poster, etc.)

For Activity 1 and 2: Depending on when in school year this is done, students will use an

investigation template to write up their “experiments” or be asked to just record in their science

notebooks. In either case, the following sections are expected:

Questions/Problems

Hypotheses with reasons

Identification of variables for each question:

• Independent variable

• Dependent variable

• Constants (at least 3 carefully considered and listed)

Materials

Procedure

Data (should be in organized table format) showing repeated trials—students should also list

any qualitative observations

Graphs (line graph)

Written Conclusion (see attached checklist rubric)

For Activity 3: Post response to a poster placed in room listing applications of Newton’s 2nd Law.

This can be added to as the Force and Motion Unit Progresses.

Evaluate

PURPOSE:

RCS 8th Grade Science Standards Guide

Skill/Reasoning Learning and Knowledge

Learning Objectives

Assessment Instrument(s)

1. Students can predict how changes in mass

and force affect acceleration.

2. Students can solve numerical problems using

the mathematical relationship between force,

mass and acceleration.

3.Students can plan an investigation to provide

evidence that the change in an objects motion

depends on the sum of the forces on the object

and the mass of the object.

4. Students can evaluate experimental design

and data.

5. Students will identify examples of

applications of Newton’s 2nd Law outside the

traditional content area of physics.

6. Students will be able to explain that constant

force does not result in constant motion, but

instead results in a change in motion.

Written Quiz (not included) and Hypothesis on

Elaborate Activity

Written quiz

Experimental Design write-up and CSI2 Rubric

CSI2 Rubric

Class Poster

Reissue the prompt used as the engage activity

and have students support their reasoning with

evidence from lab activities or reading.