8th Grade Earth Science Objectives - Bartlesville Public Schools

BARTLESVILLE SCHOOLS - SCIENCE DEPARTMENT

8th Grade Earth Science Curricular Objectives Revised Summer 2010 th

8 Grade Earth Science Objective 8-1-A

Quarters: All (assessed in Q1)

Duration: On-going Edusoft Coding: BPSSciX--OKPASS Science (2002)--Grade 6--D--D.5 Objective 1 Earth has four main systems that interact: the atmosphere, the hydrosphere, the biosphere, and the geosphere. 1. Structures of the Earth A. Earth has four main systems that interact: the atmosphere, the hydrosphere, the

(Local, State, National)

biosphere, and the geosphere.

PASS Grade 6 5.1

Suggested Teaching Strategies Discussion of how these spheres interact with each other continuously throughout Earth’s existence. These systems covered under other objectives and throughout the year. Aligned Resources Atmosphere in weather and climate Hydrosphere in weather and hydrology Geosphere in geology Biosphere in all parts of life covered in small integrated spots throughout the textbook

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8 Grade Earth Science Quarters 2 & 4 Objective 8-1-B Duration: On-going 1. Structures of the Earth B. Water, which covers the majority of the earth’s surface, circulates through the


crust, oceans, and atmosphere in what is known as the water cycle.

PASS Grade 6 5.2

Local Units Hydrology, Oceanography, Meteorology Suggested Teaching Strategies Reading and discussion from our textbook about the water cycle. Notes are taken including a diagram depicting the water cycle. Water quality is also discussed at this time.

Flood safety is covered and we discuss the local flood situations that have occurred in Bartlesville over recent years. Water Cycle Bracelet

Aligned Resources Core Lab 7: Earth’s Surface and Landforms Core Lab:14: Clouds in a Bottle Chapter 11: Fresh Water th

8 Grade Earth Science Quarter: 3 Objective 8-1-C Duration: One week Edusoft Coding: BPSSciX--OKPASS Science (2002)--Grade 6--D--D.5 Objective 3 The sun provides the light and heat necessary to maintain life on Earth and is the ultimate source of energy (i.e., producers receive their energy from the sun). 1. Structures of the Earth C. The sun provides the light necessary to maintain life on Earth and is the ultimate


source of energy (i.e., producers receive their energy from the sun).

PASS Grade 6 5.3

Suggested Teaching Strategies Discussion related to Solar Energy Chapter 20 Chapter 7 EIS: The Sun as an Energy Source Aligned Resources Core Lab 10: Greenhouse Effect & Radiant Energy Core lab 11: Walking The Solar System & The Force of Gravity Core Lab 12: Seasons Core Lab 13: Moon Phases & Eclipses

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8 Grade Earth Science Quarter: 4 Objective 8-1-D Duration: One month 1. Structures of the Earth D. Global patterns of atmospheric movement influence local weather such as oceans’


effect on climate.

PASS Grade 7 5.1

Local Units Meteorology

Suggested Teaching Strategies By plotting the path of two hurricanes, students investigate the travel paths and destruction of hurricanes. Global atmospheric movement is a hurricane helping to dissipate some of Earth’s atmospheric heat and energy. Students keep track of Oklahoma’s changing weather for a period of two weeks. They record highs, lows, air pressure, clouds, precipitation and forecast. This is constructed on a chart and three of the items are graphed. Draw, label and describe each layer of the atmosphere as well as the distinguishing features of each layer. Discuss, demonstrate possible development of weather instruments. Demonstration of weather phenomena. Aligned Resources Core Lab 10: Greenhouse Effect & Radiant Energy Core Lab 14: Clouds in a Bottle Core Lab 16: Weather Map & Hurricane Plotting Chapter 15: The Atmosphere Chapter 16: Weather Factors Chapter 17: Weather Patterns Chapter 18: Climate and Climate Change Videos on weather, thunderstorms, hurricanes. th

8 Grade Earth Science Quarter: 4 Objective 8-1-E Duration: 3 weeks 1. Structures of the Earth E. Clouds, formed by the condensation of water vapor, affect local weather and


climate.

PASS Grade 7 5.2

Local Units Meteorology Suggested Teaching Strategies Students will use the knowledge they have gained about meteorology to construct a weather map on posterboard. They will come up with a reasonable forecast for the state they have chosen. They give the forecast as an oral presentation with the weathermap beside them similar to a TV meteorologist.

Using cotton balls, glue and markers, the students make models of the three basic types of clouds that form from condensation of water vapor in the atmosphere. They then write detailed descriptions of each cloud type, including how it is formed, where it would be located (altitude), and what it is made up of (water droplets, ice crystals). Discuss hydrologic cycle. Read, take notes. Tornado safety is discussed and then students are asked to select a spot in their residence that would be their safe spot and tell why. Discuss saferoom technology. Discuss school tornado drill. Aligned Resources Core Lab 10: Greenhouse Effect & Radiant Energy Core Lab 14: Clouds in a Bottle Core Lab 16: Weather Map & Hurricane Plotting Chapter 15: The Atmosphere Chapter 16: Weather Factors Chapter 17: Weather Patterns Chapter 18: Climate and Climate Change Videos on hurricanes, tornadoes, and weather. Water cycle bracelet th

8 Grade Earth Science Quarter: 2 Objective 8-1-F Duration: One month Edusoft Coding: BPSSciX--OKPASS Science (2002)--Grade 8--D--D.4 Objective 1 Landforms result from constructive forces such as crustal deformation, volcanic eruption, and deposition of sediment and destructive forces such as weathering and erosion. 1. Structures of the Earth F. Land forms result from constructive forces such as crustal deformation, volcanic


eruption, and deposition of sediment and destructive forces such as weathering and

PASS Grade 8 4.1

erosion. Local Units Geology: faults, folds, volcanoes, earthquakes, plate tectonics Suggested Teaching Strategies Fold and fault model investigations. Students color, cut out and glue together models of 2 kinds of faults and two kinds of folds. After construction there are questions about each model to help understand some of the destructive forces at work in our Earth as well as the relative ages of the layers of Earth. Use slinky to do hands-on demonstration of P-wave and S-wave motions of earthquake waves. Have students become P and S waves by standing in a line and showing the motion of each waves (pushing, side-to-side). Students will investigate how different forces effect the earth’s surface

Demonstrate faulting and fault block mountains/basins with fault block models. Demonstrate folding with foam strips. Aligned Resources Core Lab 5: Pangaea & Plate Tectonics Core Lab 6: Faulting and Folding Core Lab 7: Earth’s Surface & Landforms Chapter 4: Plate Tectonics Chapter 5: Earthquakes Chapter 6: Volcanoes Chapter 15 CE: Investigating Plate Movement and Faults Video: Earthquakes, volcanoes, mountain building

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8 Grade Earth Science Quarter: 1 Objective 8-1-G Duration: Three months Edusoft Coding: BPSSciX--OKPASS Science (2002)--Grade 8--D--D.4 Objective 2 The formation, weathering, sedimentation, and reformation of rock constitute a continuing "rock cycle" in which the total amount of material stays the same as its form changes. 1. Structures of the Earth G. The formation, weathering, sedimentation, and reformation of rock constitute a


continuing “rock cycle” in which the total amount of material stays the same as its

PASS Grade 8 4.2

forms change. Local Units Geology Suggested Teaching Strategies Discussion of the rock cycle and how one rock can change into another given enough time and the right conditions inside Earth. Rocks are set out each day to show the difference between sedimentary, igneous and metamorphic rock types. Using marshmallows, students demonstrate the formation of sedimentary rocks (stack tightly together), metamorphic rocks (press together with some force) and igneous rocks (apply heat to begin melting). Students participate in the rock cycle using crayons Story of a rock: students write a creative writing story in which they change from one type of rock to the next as they pass through the rock cycle.

Aligned Resources Core Lab 1: Determining Density Core Lab 2: Rock Cycle Core Lab 3: Fossil Dig & Geological Time Line Core Lab 4: Identifying Minerals Chapter 2: Minerals Chapter 3: Rocks Chapter 8: Erosion and Deposition Chapter 9: A Trip Through Geologic Time Chapter EIS 18: Fossils as Evidence of Asteroid Impact

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8 Grade Earth Science Quarter: 2 Objective 8-1-H Duration: Two to three weeks Edusoft Coding: BPSSciX--OKPASS Science (2002)--Grade 8--D--D.5 Objective 2 Fossils provide important evidence of how life and environmental conditions have changed. 1. Structures of the Earth H. Geologic time can be estimated by observing rock sequences and using fossils to


correlate the sequences at various locations. Fossils provide important evidence of

PASS Grade 8 5.2

how life and environmental conditions have changed. Suggested Teaching Strategies Students use sketches of rock layers in the earth to decide which happened first and evidence to support their choices. Using the fold/fault lab, students observe rock sequences to determine oldest and youngest rock layers on the block diagrams they have constructed. Using the fossil dig and geological time line students can correlate a sequence of event to a time Students construct a large chart that shows the major breaks in geologic time by name and by the predominant plants and animals present during that point in time. Aligned Resources Core Lab 2: Rock Cycle Core Lab 3: Fossil Dig & Geological Time Line Core Lab 6: Faulting & Folding Chapter 9: A Trip Through Geologic Time Lesson 18 EIS: Fossils as Evidence

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8 Grade Earth Science Quarter: 2 Objective 8-1-I Duration: Two to three weeks 1. Structures of the Earth I. The solid crust of the earth consists of separate plates that move very slowly,


pressing against one another in some places and pulling apart in other places (i.e., volcanoes, earthquakes and mountain building). Suggested Teaching Strategies We, as a class, read and discuss the reason for the existence of the San Andreas Fault as well as how to be safe during an earthquake. Pangaea Construction Activity allows students to reconstruct the supercontinent of Pangaea and see how landmasses have changed shape and position over time according to the theory of plate tectonics. Notes and diagrams of the mid-ocean ridge and deep-ocean trenches. Discuss, diagram, study guide over layers of the earth. Aligned Resources Core Lab 5: Pangaea & Plate Tectonics Chapter 4: Plate Tectonics Chapter 15 CE: Investigating Plate Movements and Faults th

8 Grade Earth Science Quarter: 2 & 3 Objective 8-2 Duration: On-going Edusoft Coding: BPSSciX--OKPASS Science (2002)--Grade 8--D--D.5 Objective 1 Earth's history has been punctuated by occasional catastrophic events, such as the impact of asteroids or comets, enormous volcanic eruptions, periods of continental glaciation, and the rise and fall of sea level. 2.

Earth’s history has been punctuated by occasional catastrophic events, such as

the impact of asteroids or comets, enormous volcanic eruptions, periods of continental

(Local, State, National) PASS Grade 8 5.1

glaciation, and the rise and fall of sea level. Local Units Astronomy, Geology, Oceanography Suggested Teaching Strategies Discussion of Arizona’s meteor crater: when it occurred, the scientists that discovered it was an impact crater, as well as the museum of space items included; followed by slides of asteroids and impact craters on Earth and other planets. Discuss ice ages, global warming, potential effect on sea level.

Discuss historic volcanic eruptions and their effects/lack of effects on climate. Current events that occur in the world are always mentioned and incorporated into the classroom discussions. Often these are catastrophic events like volcanic eruptions, earthquakes, wildfires, mudslides and storms. Aligned Resources Core Lab 7: Earth’s Surface and Landforms Chapter 17 EIS: Asteroids, Comets, and Meteoroids Chapter 18 EIS: Fossils as Evidence of Asteroid Impact Chapter 19 EIS: Comparing Planets: Is Earth Unique Slide set of Mt. St. Helens – shows the catastrophic nature of some volcanoes. Also shows the recovery of the biosphere following an event such as this. th

8 Grade Earth Science Quarter: 3 Objective 8-3-A Duration: Two months for all of 8-3 Edusoft Coding: BPSSciX--Science (2009)--Grade 8 Science--1.0 1.1 The earth is the third planet from the sun in a system that includes the moon, the sun, eight other planets and their moons, and smaller objects, such as asteroids and comets. 3. Earth and the Solar System A. The earth is the third planet from the sun in a system that includes the moon, the


sun, eight other planets and their moons, and smaller objects, such as asteroids and comets.

Reassigned PASS Content Objective from 9-12 Physical

Local Version

Science

Astronomy Suggested Teaching Strategies Model of the solar system. Students walk a scaled solar system. We discuss scale and perspective and what would be necessary for a true accurate model of the solar system. Chart to organize the characteristics of each planet. Introduce devices (songs/mnemonic devices) to help remember order of planets. Compare similarities and differences between Earth and other planets. Discuss the exploration of Mars and other bodies in the solar system. Aligned Resources Core Lab 11: Walk the Solar System & Force of Gravity Core Lab 13: Moon Phases and Eclipses

Chapter 19: Earth, Moon and Sun Chapter 20: Solar System Chapter 10 EIS: Anchor Activity: Space Exploration Video on solar system Video on International Space Station th

8 Grade Earth Science Quarter: 3 Objective 8-3-B Duration: Two months for all of 8-3 Edusoft Coding: BPSSciX--OKPASS Science (2002)--Grade 7--D--D.6 Objective 1 Most objects in the solar system are in regular and predictable motion. Those motions explain such phenomena as the day, the year, phases of the moon, and eclipses. 3. Earth and the Solar System B. Most objects in the solar system are in regular and predictable motion. Those


motions explain such phenomena as the day, the year, the phases of the moon, and

PASS Grade 7 6.1

eclipses. Local Version Astronomy Suggested Teaching Strategies It’s Just a Phase: a hands-on activity to create a model that shows all the phases of the moon that occur during the lunar month. Birthday moon activity – students use computer access to internet to investigate the moon phase on the night they were born and calculate a phase cycle from this date Discussion of eclipse safety, shadows, upcoming events. Explanation of rotation and revolution, as well as how they give us day and year. Aligned Resources Core Lab 12: Seasons Core Lab 13: Moon Phases and Eclipses Chapter 19: Earth, Moon and Sun Chapter 20: Solar System Chapter 3 EIS: racking Shadows Chapter EIS 4: Seasons on Earth Chapter EIS 5: Investigating Lunar Phases Chapter EIS 6: Solar and Lunar Eclipses Video: solar system

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8 Grade Earth Science Quarter: 3 Objective 8-3-C Duration: Two months for all of 8-3 Edusoft Coding: BPSSciX--OKPASS Science (2002)--Grade 7--D--D.6 Objective 2 Seasons result from variations in the amount of the sun's energy hitting the surface, due to the tilt of the earth's rotation on its axis and the length of the day. 3. Earth and the Solar System C. Seasons result from variations in the amount of the sun’s energy hitting the surface, (Local, State, National) due to the tilt of the earth’s rotation on its axis and the length of the day.

PASS Grade 7 6.2

Local Version Astronomy Suggested Teaching Strategies Read Reasons for the Seasons and discuss before, during, and after lab Focus students on the fact that the Earth is on a 23 ° axis and opposite seasons occur above and below the equator

Aligned Resources Core Lab 12: Seasons Chapter 4 EIS: Seasons on Earth th

8 Grade Earth Science Quarter: 3 Objective 8-3-D Duration: Two months for all of 8-3 Edusoft Coding: BPSSciX--OKPASS Science (2002)--Grade 8--D--D.4 Objective 3 Gravity is the force that governs the motion of the solar system and holds us to the earth's surface. 3. Earth and the Solar System D. Gravity is the force that governs the motion of the solar system and holds us to the (Local, State, National) earth’s surface. Local Version Astronomy Suggested Teaching Strategies Discussion of Newton’s laws of motion and the topic of gravity. Discussion of space travel (3-stage rockets, future possibilities) Model rockets.

PASS Grade 8 4.3

Math activity to calculate your weight on other planets and our moon.

The effects of gravity figure into the

calculations to see how “weight” is affected by a planet or moon’s increased or decreased gravity. Discussion of how gravity and inertia work together to keep the planets in orbit. Aligned Resources Core Lab 11: Walk the Solar System and Force of Gravity Chapter 19: Earth, Moon and Sun Chapter 20: Solar System Chapter 14 EIS: Surface Gravity Chapter 15 EIS: Gravity and Orbital Motion Chapter 16 EIS: Gravity and Tides

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8 Grade Earth Science Quarter: 3 Objective 8-4-A Duration: Two to three weeks 4. The Universe A. The stars differ from each other in size, temperature, and age, but they appear to be (Local, State, National) made up of the same elements that are found on the earth. Reassigned PASS Content Objective from 9-12 Physical Science

Suggested Teaching Strategies The Hertzsprung-Russell diagram is plotted and used to help stress that stars are of different sizes, temperatures and ages. We also discuss the common colors of red and blue and how they are used to label objects in our everyday life (hot and cold). Candle Lab is a guided lab activity in class to help students understand the temperatures that are “hotter and cooler” in fire. Since we cannot get to the stars, we use the candle flame. Aligned Resources Core Lab 9: Star Colors vs. Temperature Chapter 21: Stars, Galaxies and Universe Video on universe th

8 Grade Earth Science Quarter: 3 Objective 8-4-B Duration: Two to three weeks

4. The Universe B. All stars have a life cycle including birth, development, and death. Fusion


reactions in stars release great amounts of energy and matter over millions of years. Reassigned PASS Content Objective from 9-12 Physical Science

Suggested Teaching Strategies Life cycle of a star is read and discussed and plotted into the Hertzsprung-Russell diagram to show a relationship between a star’s size, color and age. Discuss the life cycle of our star, the Sun, and its potential effect on the future of the earth. Aligned Resources Core Lab 4: Star Colors vs. Temperature H-R diagram and life cycle of star Chapter 21: Stars, Galaxies and Universe Video on universe