© 2005 by
Queen Bee School District 16
and
Scantron Corporation.
All Rights Reserved.
Made with
Curriculum Designer by
Scantron Corporation
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Queen Bee School District 16 |
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science, August 2005 |
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Science - Grade 8 |
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Earth: Properties/System Changes
The learner will be able to
describe how continual alterations in the earth's system have occurred because of interactions between the solid earth, the oceans, the atmosphere and living things.
| Strand |
Bloom's |
Scope |
Activities |
| Earth: Properties |
|
Reinforce |
Classroom
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Systems: Interpret/Describe/Impact
The learner will be able to
interpret and describe the impact of large-scale dynamic forces, processes, and phenomena on the land, water, and atmospheric systems of the earth.
| Strand |
Bloom's |
Scope |
Activities |
| Systems |
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Reinforce |
Classroom
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Universe: Concepts/Earth
The learner will be able to
understand and use concepts about the structure and makeup of the universe including the earth's place in it.
| Strand |
Bloom's |
Scope |
Activities |
| Universe |
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Reinforce |
Classroom
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Earth: Concepts/Understand/Use
The learner will be able to
understand and use concepts about the earth's features, processes, and resources.
| Strand |
Bloom's |
Scope |
Activities |
| Earth |
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Reinforce |
Classroom
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Environment: Understand/Quality of Life
The learner will be able to
understand that advancements in science and technology can enhance the quality of life while detrimentally affecting the environment.
| Strand |
Bloom's |
Scope |
Activities |
| Science, Tech. & Society: Environmen |
Comprehension |
Reinforce |
Classroom
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Environment: Policy/Management/Recognize
The learner will be able to
recognize the pros and cons of natural resource management and conservation programs.
| Strand |
Bloom's |
Scope |
Activities |
| Environment: Policy |
Knowledge |
Reinforce |
Classroom
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Environment: Resources/Biodegradable
The learner will be able to
assess renewable and nonrenewable resources in terms of how biodegradable they are.
| Strand |
Bloom's |
Scope |
Activities |
| Environment: Resources |
Evaluation |
Reinforce |
Classroom
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Ecosystems: Human/Interpret/Interact
The learner will be able to
interpret how the interaction of technological progress and the acquisition of resources impacts ecosystems.
| Strand |
Bloom's |
Scope |
Activities |
| Ecosystems: Human Activities |
Analysis |
Reinforce |
Classroom
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Environment: Organisms
The learner will be able to
evaluate the relationship between an environment and its organisms.
| Strand |
Bloom's |
Scope |
Activities |
| Environment |
Evaluation |
Reinforce |
Classroom
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Environment: Abiotic/Biotic
The learner will be able to
recognize and sort abiotic and biotic environmental factors that impact habitat, population density, and living things' positions in an energy pyramid.
| Strand |
Bloom's |
Scope |
Activities |
| Environment |
|
Reinforce |
Classroom
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Living and Non-Living: Survival
The learner will be able to
explain how the interaction of living and non-living things is necessary for the survival of living things.
| Strand |
Bloom's |
Scope |
Activities |
| Living/Non-Living Things |
Comprehension |
Reinforce |
Classroom
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Organisms: Characteristics/Liken/Judge
The learner will be able to
liken and judge the characteristics of living things in terms of their adaptive, survival, and competitive potential.
| Strand |
Bloom's |
Scope |
Activities |
| Organisms: Characteristics |
|
Reinforce |
Classroom
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Animals & Plants: Stimulus/Response
The learner will be able to
examine the stimulus-response relationships in both plants and animals.
| Strand |
Bloom's |
Scope |
Activities |
| Animals and Plants |
Analysis |
Reinforce |
Classroom
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Cells: Need/Explain
The learner will be able to
explain what cells need to be alive.
| Strand |
Bloom's |
Scope |
Activities |
| Cells |
Comprehension |
Master |
Classroom
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Cells: Common Structures
The learner will be able to
liken the structures that are common to all cells.
| Strand |
Bloom's |
Scope |
Activities |
| Cells: Function and Structure |
Application |
Master |
Classroom
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Cells: Function/Describe/Building Blocks
The learner will be able to
describe the role of cells as the building blocks of living things.
| Strand |
Bloom's |
Scope |
Activities |
| Cells: Function and Structure |
Comprehension |
Master |
Classroom
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Cells: Structure/Understand
The learner will be able to
understand cell structure and organelles.
| Strand |
Bloom's |
Scope |
Activities |
| Cells: Function and Structure |
Application |
Master |
Classroom
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Diseases: Microorganisms
The learner will be able to
associate human disease with microorganisms, such as bacteria, that invade the body.
| Strand |
Bloom's |
Scope |
Activities |
| Human: Diseases |
Synthesis |
Master |
Classroom
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Systems: Organs/Group
The learner will be able to
group organs according to their function.
| Strand |
Bloom's |
Scope |
Activities |
| Systems |
Analysis |
Master |
Classroom
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Reproduction: Sexual/Asexual/Traits/Find
The learner will be able to
find similarities among the traits of living things that are produced through asexual reproduction and those produced through sexual reproduction.
| Strand |
Bloom's |
Scope |
Activities |
| Reproduction |
Analysis |
Master |
Classroom
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Heredity: Probability/Explain
The learner will be able to
explain probability relative to the study of heredity.
| Strand |
Bloom's |
Scope |
Activities |
| Heredity |
Comprehension |
Master |
Classroom
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Heredity: Breeding and Gregor Mendel
The learner will be able to
associate the experiments of Gregor Mendel with selective breeding.
| Strand |
Bloom's |
Scope |
Activities |
| Heredity |
Synthesis |
Master |
Classroom
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Heredity: Genetics/Variables
The learner will be able to
create descriptions pertaining to two or more genetic variables.
| Strand |
Bloom's |
Scope |
Activities |
| Heredity: Genetics |
Application |
Master |
Classroom
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Heredity: Genetics/Model
The learner will be able to
create a simple model to show genetic variables.
| Strand |
Bloom's |
Scope |
Activities |
| Heredity: Genetics |
Application |
Master |
Classroom
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Growth & Development: Evaluate/Desig
The learner will be able to
evaluate the design of a scientific investigation about growth conditions.
| Strand |
Bloom's |
Scope |
Activities |
| Organisms: Growth & Development |
Evaluation |
Master |
Classroom
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Physical Properties: Model
The learner will be able to
explain and model the physical properties of matter.
| Strand |
Bloom's |
Scope |
Activities |
| Chemical and Physical Properties |
Synthesis |
Reinforce |
Classroom
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Matter: Properties/Explain/Chemical
The learner will be able to
explain and model the chemical characteristics of matter.
| Strand |
Bloom's |
Scope |
Activities |
| Matter: Properties |
Comprehension |
Reinforce |
Classroom
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Energy: Matter/Explain/Interactions
The learner will be able to
explain the interactions of matter and energy including state changes and mass and energy conservation.
| Strand |
Bloom's |
Scope |
Activities |
| Energy: Matter |
Comprehension |
Master |
Classroom
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Energy: Transfer/Models
The learner will be able to
evaluate models representing energy transfer.
| Strand |
Bloom's |
Scope |
Activities |
| Energy: Transfer |
Evaluation |
Reinforce |
Classroom
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Forces: Describe
The learner will be able to
describe how forces affect moving objects.
| Strand |
Bloom's |
Scope |
Activities |
| Forces |
Comprehension |
Master |
Classroom
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Gravity: Describe/Impact
The learner will be able to
describe factors that impact the forces of gravity on objects.
| Strand |
Bloom's |
Scope |
Activities |
| Gravity: Physical Science |
Comprehension |
Master |
Classroom
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Forces: Actions/Reactions/Describe
The learner will be able to
describe how forces produce actions and reactions.
| Strand |
Bloom's |
Scope |
Activities |
| Forces |
Comprehension |
Master |
Classroom
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Forces: Actions/Reactions/Show
The learner will be able to
show how forces produce actions and reactions.
| Strand |
Bloom's |
Scope |
Activities |
| Forces |
Application |
Reinforce |
Classroom
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Graphs: Motion/Evaluate
The learner will be able to
evaluate graphs representing motion.
| Strand |
Bloom's |
Scope |
Activities |
| Graphs: Motion |
Evaluation |
Master |
Classroom
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Forces: Motion/Understand/Use
The learner will be able to
understand and use concepts about and principles of force and motion.
| Strand |
Bloom's |
Scope |
Activities |
| Forces: Motion |
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Master |
Classroom
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Forces: Motion/Show
The learner will be able to
show the impact of forces on the motion of objects.
| Strand |
Bloom's |
Scope |
Activities |
| Forces: Motion |
Application |
Master |
Classroom
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Questioning: Create/Subject/Select/Steps
The learner will be able to
create questions about a certain subject in science and select the steps required to answer these questions.
| Strand |
Bloom's |
Scope |
Activities |
| Questioning |
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Reinforce |
Classroom
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Technology: Data/Gather/Explorations
The learner will be able to
use technologies to gather data for explorations.
| Strand |
Bloom's |
Scope |
Activities |
| Technology: Data |
Application |
Reinforce |
Classroom
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Changes: Observe/Explain/Record
The learner will be able to
observe, record and explain alterations in size, mass, color, positions, quantity, time, temperature, sound and movement.
| Strand |
Bloom's |
Scope |
Activities |
| Changes |
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Reinforce |
Classroom
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Processes: Use/Explorations/Data
The learner will be able to
use scientific processes, including observation, approximation and measurement, to gather data for explorations.
| Strand |
Bloom's |
Scope |
Activities |
| Processes |
Application |
Reinforce |
Classroom
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Results: Presentation of Investigation
The learner will be able to
present the results of a scientific investigation.
| Strand |
Bloom's |
Scope |
Activities |
| Results |
Comprehension |
Reinforce |
Classroom
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Results: Describe/Unanticipated/Data
The learner will be able to
describe unanticipated results in a set of data.
| Strand |
Bloom's |
Scope |
Activities |
| Results |
Comprehension |
Reinforce |
Classroom
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Variables: Understand/Same
The learner will be able to
understand that an investigation can be performed again and results anticipated if the variables remain the same.
| Strand |
Bloom's |
Scope |
Activities |
| Investigations: Variables |
Comprehension |
Reinforce |
Classroom
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Design: Solution/Compose/Report
The learner will be able to
compose a report regarding an instrument he/she created to solve a design problem, the process used to test the instrument, and the results that were generated.
| Strand |
Bloom's |
Scope |
Activities |
| Technology: Design/Solution |
Synthesis |
Reinforce |
Classroom
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Data: Explanations
The learner will be able to
use scientific data to make reasonable explanations.
| Strand |
Bloom's |
Scope |
Activities |
| Data: Assessment |
Synthesis |
Reinforce |
Classroom
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Records: Accuracy/Detail/Significant
The learner will be able to
describe why accuracy and detail are significant when maintaining records.
| Strand |
Bloom's |
Scope |
Activities |
| Records |
Comprehension |
Reinforce |
Classroom
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Safety: Behavior
The learner will be able to
show correct safety conduct in science activities.
| Strand |
Bloom's |
Scope |
Activities |
| Safety |
Application |
Reinforce |
Classroom
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Science & Technology: Describe/Appli
The learner will be able to
describe how technology is applied for various purposes in science.
| Strand |
Bloom's |
Scope |
Activities |
| Science and Technology |
Comprehension |
Reinforce |
Classroom
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Technology: Design
The learner will be able to
recognize a real design problem; determine criteria for establishing the success of a solution; sketch, suggest, and compare possible solutions, taking into consideration accessible materials, instruments, cost effectiveness and safety; choose the most suitable design; create a prototype or simulation; test the prototype utilizing accessible materials, tools, and technology; record the data from the test; assess test results using the determined criteria; note sources of error and suggest improvements; present, utilizing accessible technology, the relative success of the design on the basis of criteria and test results.
| Strand |
Bloom's |
Scope |
Activities |
| Technology: Design |
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Reinforce |
Classroom
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