Curriculum Frameworks

State required core content for 8^th grade science is described in detail below. Students can show mastery of much of this content through pre-assessments. Below each framework, you will find possible extensions for each framework. Italicized frameworks have been covered. Current frameworks are in bold.

Structure and Transformation of Matter

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Students will: (1) interpret models/representations of elements; (2) classify elements based upon patterns in their physical (e.g., density, boiling point, solubility) and chemical (e.g., flammability, reactivity) properties. Models enhance understanding that an element is composed of a single type of atom. Organization/interpretation of data illustrates that when elements are listed according to the number of protons, repeating patterns of physical (e.g., density, boiling point, solubility) and chemical properties (e.g., flammability, reactivity), can be used to identify families of elements with similar properties. DOK 2

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Students will describe interactions which cause the movement of each element among the solid Earth, oceans, atmosphere and organisms (biogeochemical cycles). Earth is a system containing essentially a fixed amount of each stable chemical atom or element that can exist in several different reservoirs. The interactions within the earth system cause the movement of each element among reservoirs in the solid Earth, oceans, atmosphere and organisms as part of biogeochemical cycles. DOK 2

Extensions: Quantum Mechanics, Electron Configurations, Periodic Law, Chemical Bonding, Chemical Formulas and Compounds (Inorganic and Organic), Stoichiometry, Gas Laws, Acids and Bases, Nuclear Chemistry

Energy Transformations

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Students will: explain the cause and effect relationships between global climate and energy transfer; use evidence to make inferences or predictions about global climate issues. Global climate is determined by energy transfer from the Sun at and near Earth’s surface. DOK 3

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Students will: (1) describe or explain energy transfer and energy conservation; (2) evaluate alternative solutions to energy problems. Energy can be transferred in many ways, but it can neither be created nor destroyed. DOK 3

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Students will: (1) analyze information/data about waves and energy transfer; (2) describe the transfer of energy via waves in real life phenomena. Waves, including sound and seismic waves, waves on water and electromagnetic waves, can transfer energy when they interact with matter. DOK 2

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Students will: (1) describe the relationships between organisms and energy flow in ecosystems (food chains and energy pyramids); (2) explain the effects of change to any component of the ecosystem. Energy flows through ecosystems in one direction from photosynthetic organisms to herbivores to carnivores and decomposers. DOK 2

Extensions: Nuclear Energy, Radioactivity

Earth and the Universe

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Students will describe various techniques for estimating geological time (radioactive dating, observing rock sequences, comparing fossils).Techniques used to estimate geological time include using radioactive dating, observing rock sequences and comparing fossils to correlate the rock sequences at various locations. Deductions can be made based on available data and observation of models as to the age of rocks/fossils. DOK 2

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Students will: (1) explain the transfer of Earth’s internal heat in the mantle (crustal movement, hotspots, geysers); (2) describe the interacting components (convection currents) within the Earth’s system. The outward transfer of Earth’s internal heat drives convection circulation in the mantle. This causes the crustal plates to move on the face of the Earth.

DOK 2

Extensions: Isotopes, Earth’s Evolution, Global Climate Change

Interdependence

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Students will describe the interrelationships and interdependencies within an ecosystem and predict the effects of change on one or more components within an ecosystem. Organisms both cooperate and compete in ecosystems. Often changes in one component of an ecosystem will have effects on the entire system that are difficult to predict. The interrelationships and interdependencies of these organisms may generate ecosystems that are stable for hundreds or thousands of years. DOK 3

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Students will: (1) explain the interactions of the components of the Earth system (e.g., solid Earth, oceans, atmosphere, living organisms); (2) propose solutions to detrimental interactions. Interactions among the solid Earth, the oceans, the atmosphere and living things have resulted in the ongoing development of a changing Earth system. DOK 3

Extensions: Population and Systems Ecology, Species Interactions

Biological Change

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Students will draw conclusions and make inferences about the consequences of change over time that can account for the similarities among diverse species. The consequences of change over time provide a scientific explanation for the fossil record of ancient life forms and for the striking molecular similarities observed among the diverse species of living organisms. DOK 3

Extensions: Mutation and Genetic Variation, Speciation, Homology, Effects on Human Health

Unity and Diversity

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Students will explain the relationship between structure and function of the cell components using a variety of representations. Observations of cells and analysis of cell representations point out that cells have particular structures that underlie their function. Every cell is surrounded by a membrane that separates it from the outside world. Inside the cell is a concentrated mixture of thousands of different molecules that form a variety of specialized structures. These structures carry out specific cell functions. DOK 3

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Students will form or justify conclusions as to whether a response is innate or learned using data/evidence on behavioral responses to internal and external stimuli. Behavioral responses to internal changes and external stimuli can be innate or learned. Responses to external stimuli can result from interactions with the organism’s own species or other species, as well as environmental changes. DOK 3

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Students will describe and explain patterns found within groups of organisms in order to make biological classifications of those organisms. Observations and patterns found within groups of organisms allow for biological classifications based on how organisms are related. DOK 2

Extensions: Mitosis, Meiosis, Mendelian Genetics, DNA, Stem Cells, Cloning, Taxonomy

Motion and Forces

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Students will describe and explain the effects of balanced and unbalanced forces on motion as found in real-life phenomena. Objects change their motion only when a net force is applied. Newton’s Laws of Motion are used to describe the effects of forces on the motion of objects. DOK 3

Extensions: One and Two Dimensional Kinematics, Motion, Force, Work, Energy, Gravitation, Relativity, Nuclear Physics, Cosmology