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Meigs County |
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Meigs County Curriculum |
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8th Grade - Science |
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Earth: Structure/Changes/Speed
The learner will be able to
understand the structure of the Earth and comprehend that the Earth's surface changes slowly (e.g., weathering) and quickly (e.g., earthquakes).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth: Properties |
Comprehension |
Master |
0.5 |
National Science Education Standards, 1996, Grades 5-8, p. 160; TN: Curriculum Framework (K-12), December 8, 1995, Grade 6-8, p.26,2.5b,6-8 |
Classroom
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| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 40 - Section D, Lesson 2 [Textbook]. |
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Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 40 Test [Tests]. |
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Rocks: Cycle/Explain/Illustrate
The learner will be able to
explain the components of, illustrate, and label a diagram of the rock cycle: erosion, transportation, deposition.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Rocks |
Comprehension |
Master |
0.5 |
National Science Education Standards, 1996, Grades 5-8, p. 160; TN: Curriculum Standards, 2001, Grade 8, 8.10.2, 10.2, 8.10.2.a, 8.10.tpi.5 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 40 - Section D, Lesson 2 [Textbook]. |
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Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 40 Test [Tests]. |
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Natural Phenomena: Understand/Challenge
The learner will be able to
understand that natural phenomena present societal challenges to humans, comprehend that the wish to predict the course of natural phenomena is in eveyone because such phenomena may be a hazard to humans, and identify that natural phenomena exhibit various similarities and dissimilarities.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Natural Phenomena |
Comprehension |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 6-8, p.18,2.3a, 30,3.1c.; National Science Education Standards, 1996, Grades 5-8, p. 168 |
Classroom
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Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 31 - p. 34-35 [Textbook]. |
| · |
Macmillan/McGraw-Hill Science, Unit 38 - Section B - Lesson 3 [Textbook]. |
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Macmillan/McGraw-Hill Science, Workbook p. 43-44 [Workbook]. |
| · |
Macmillan/McGraw-Hill Science, Unit 37 - Lesson 3 [Textbook]. |
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Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 38 Test [Tests]. |
| · |
Macmillan/McGraw-Hill Science, Unit 37 Test [Tests]. |
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Solar System: Components/Model
The learner will be able to
understand the components of and develop a model of the solar system: the sun, nine planets and their moons, asteroids, and comets.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Solar System |
Knowledge |
Master |
0.5 |
National Science Education Standards, 1996, Grades 5-8, p. 160 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 37 - Section A, Lesson 4 [Textbook]. |
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Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 37 Test [Tests]. |
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Solar System: Sun
The learner will be able to
understand that our solar system is centered around the sun.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Solar System |
Comprehension |
Master |
0.5 |
National Science Education Standards, 1996, Grades 5-8, p. 160 |
Classroom
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| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 37 - Section A, Lesson 1 [Textbook]. |
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Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 37 Test [Tests]. |
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Solar System: Earth
The learner will be able to
understand Earth as it exists in our solar system and be able to recognize that the Earth is the third planet from the sun in our solar system.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Solar System |
Knowledge |
Master |
1.0 |
Terra Nova, Complete Battery, 1997, Level 18, Item#40 week tested: 30.; National Science Education Standards, 1996, Grades 5-8, p. 158.; National Science Education Standards, 1996, Grades 5-8, p. 160 |
Classroom
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| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 37 - Section A, Lesson 1 [Textbook]. |
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Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 37 Test [Tests]. |
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Solar System: Motion
The learner will be able to
understand that most objects in the solar system, such as planets, are in regular and predictable motion and that the motions in the solar system explain certain phenomena, such as eclipses or phases of the moon.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Solar System |
Knowledge |
Master |
0.5 |
National Science Education Standards, 1996, Grades 5-8, p. 160 |
Classroom
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| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 37 - Section A, Lesson 1 [Textbook]. |
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Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 37 Test [Tests]. |
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Gravity: Description
The learner will be able to
understand that gravity is a force that pulls objects toward the center of the Earth, that gravitational forces impact all objects in the universe, that gravity is the force that maintains the orbit of planets around the sun, that gravity explains the tides phenomena, and that gravity has a function in the movements, development and preservation of planets, stars, and the solar system.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Gravity |
Comprehension |
Master |
0.5 |
National Science Education Standards, 1996, Grades 5-8, p. 161.; TN: Curriculum Framework (K-12), December 8, 1995, Grade 6-8, p.15,2.2a,6-8; TN: Curriculum Standards, 2001, Grade 8, 7.4 |
Classroom
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| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 37 - Section A, Lesson 3 [Textbook]. |
| · |
Macmillan/McGraw-Hill Science, Unit 39 - Section C, Lesson 1 [Textbook]. |
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Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 37 Test [Tests]. |
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Systems: Understand
The learner will be able to
understand that there are many different systems, such as the water cycle or solar system, that exist in our world.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Systems |
Comprehension |
Master |
1.0 |
Terra Nova, Complete Battery, 1997, Level 18, Item#8, Item#21, #22, Item#31 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 37 - Section A, Lesson 2 [Textbook]. |
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Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 39 Test [Tests]. |
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Universe: Structure/Features/Components
The learner will be able to
explore the structure of the universe, identify the basic features, and define the components of the Universe and their relationship to one another.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Universe |
Comprehension |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 8, 7.0, 7.1 |
Classroom
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| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 37 - Section A, Lesson 4 [Textbook]. |
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Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 37 Test [Tests]. |
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Seasons: Cause
The learner will be able to
understand that the tilt of the Earth's rotation on its axis and the length of the day cause the sun's energy to hit the Earth in varying amounts. This phenomena causes the different seasons.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Seasons |
Comprehension |
Master |
0.5 |
Meigs County Core Curriculum, 1999, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 161 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 37 - Section A, Lesson 1 [Textbook]. |
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Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 37 Test [Tests]. |
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Soil: Components
The learner will be able to
understand that soil consists of weathered rocks and decomposed organic material and that soil is often found inlayers. (Each layer of soil has a different chemical composition and texture.).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Soil |
Knowledge |
Master |
0.5 |
National Science Education Standards, 1996, Grades 5-8, p. 160 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 40 - Section D, Lesson 2 [Textbook]. |
| · |
Macmillan/McGraw-Hill Science, Unit 29 [Textbook]. |
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Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 40 Test [Tests]. |
| · |
Macmillan/McGraw-Hill Science, Unit 29 Test [Tests]. |
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Atmosphere: Components
The learner will be able to
understand that a mixture of nitrogen, oxygen, and trace gases that include water vapor makes up the atmosphere.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Atmosphere |
Knowledge |
Master |
0.5 |
Meigs County Core Curriculum, 1999, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 160 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 40 - Section D, Lesson 2 [Textbook]. |
| · |
Macmillan/McGraw-Hill Science, Unit 37 - Lesson 2 [Textbook]. |
| · |
Macmillan/McGraw-Hill Science, Unit 39 - Section A - Lesson 2 [Textbook]. |
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Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 40 Test [Tests]. |
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Weather: Patterns/Understand/Water Cycle
The learner will be able to
understand that water cycling in and out of the atmosphere is an important factor in determining climatic patterns.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Weather: Patterns |
Comprehension |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 6-8, p.23,2.4b,6-8 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 34 - p. 13-28 [Textbook]. |
| · |
Macmillan/McGraw-Hill Science, Unit 38 - Section B - Lesson 1 [Textbook]. |
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Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 38 Test [Tests]. |
| · |
Macmillan/McGraw-Hill Science, Unit 40 Test [Tests]. |
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Maps: Utilize/Coordinates
The learner will be able to
utilize rectangular and polar coordinates to identify and characterize locations on maps or other flat surfaces.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Instruments: Maps & Globes |
Application |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 6-8, p.5,1.4a,6-8 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, All Units - 25-30 [Textbook]. |
| · |
Macmillan/McGraw-Hill Science, Workbook p. 29, 30 [Workbook]. |
| · |
Macmillan/McGraw-Hill Science, Unit 37 - Lesson 4 [Textbook]. |
| · |
Macmillan/McGraw-Hill Science, Unit 35 - p. 83 [Textbook]. |
| · |
Macmillan/McGraw-Hill Science, Unit 36 - p. 30-31 [Textbook]. |
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Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 36, 37 Test [Tests]. |
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Earth: Major Plates/Boundaries/Move
The learner will be able to
show and comprehend the locatin of the major plates and major plate boundaries of the earth and understand that convection currents in the mantle cause the plates of the Earth to move.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth: Continental Drift/Plate Tectonics |
Knowledge |
Master |
0.5 |
National Science Education Standards, 1996, Grades 5-8, p. 160; TN: Curriculum Standards, 2001, Grade 8, 8.9.1.b, 8.9.1, 9.1 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 40 - Section D, Lesson 5 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 40 Test [Tests]. |
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|
Earth: History/Understand/Describe
The learner will be able to
understand the Earth's history and how Earth's history has been influenced by catastrophes (such as the impact of a comet) estimate the age of the earth through the analysis of scientific information, and describe how the history of the earth can be understood using fossils.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth: History |
Knowledge |
Master |
1.0 |
Terra Nova, Complete Battery, 1997, Level 18, Item#34 week tested: 30.; National Science Education Standards, 1996, Grades 5-8, p. 158; TN: Curriculum Standards, 2001, Grade 8, 8.10.spi.7, 8.10.2.b |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 40 - Section D, Lesson 5 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 40 Test [Tests]. |
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Earth: History/Understand/Sedimentary
The learner will be able to
understand that sedimentary rocks lend credence to Earth's history.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth: History |
Comprehension |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 6-8, p.26,2.5b,6-8 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 35 [Textbook]. |
| · |
Macmillan/McGraw-Hill Science, Unit 29 - Lesson 1 [Textbook]. |
| · |
Macmillan/McGraw-Hill Science, Unit 40 - Lesson 2 [Textbook]. |
| · |
Macmillan/McGraw-Hill Science, Unit 39 - Lesson 1 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 40 Test [Tests]. |
|
|
Meteors and Comets: Origins
The learner will be able to
compare and contrast the origin and physical properties of meteors and comets.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Meteors and Comets |
Application |
Master |
0.5 |
Meigs County Core Curriculum, 1999, Eighth Grade |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 37 - Section A, Lesson 2 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 37 Test [Tests]. |
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Natural Phenomena: Humans/Acceleration
The learner will be able to
understand that human activities, such as urban growth or waste disposal, can accelerate natural phenomena.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Natural Phenomena: Humans |
Comprehension |
Master |
0.5 |
Meigs County Core Curriculum, 1999, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 168 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 40 - Section D, Lesson 4 & 5 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 40 Test [Tests]. |
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|
Earth: Energy/Understand/Flow/Affect
The learner will be able to
understand that the flow of energy affects geological conditions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth: Energy |
Comprehension |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 6-8, p.15,2.2a,6-8 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 33 [Textbook]. |
| · |
Macmillan/McGraw-Hill Science, Unit 29 - Lesson 1 [Textbook]. |
| · |
Macmillan/McGraw-Hill Science, Unit 42 - Lesson 5 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 42 Test [Tests]. |
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Landforms: Constructive/Destructive
The learner will be able to
identify constructive forces (such as crustal deformation, volcanic eruption, or deposition of sediments) and destructive forces (such as weathering or erosion) and understand that constructive and destructive forces create landforms.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Landforms |
Knowledge |
Master |
0.5 |
Meigs County Core Curriculum, 1999, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 160 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 40 - Section D, Lesson 4 & 5 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 40 Test [Tests]. |
|
|
Earth: Layers/Properties/Characteristics
The learner will be able to
understand the layers of the Earth: lithosphere, mantel, and core, comprehend the properties of those layers, and distinguish among the layers of the earth according to their physical characteristics.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth: Layers |
Knowledge |
Master |
0.5 |
National Science Education Standards, 1996, Grades 5-8, p. 159; TN: Curriculum Standards, 2001, Grade 8, 8.9.1.a, 8.9.1, 9.1 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Section A - Unit 37 - Lesson 2 [Textbook]. |
|
|
Earth: Surface/Changes/Speed
The learner will be able to
understand that the Earth's surface changes slowly (e.g., weathering) and quickly (e.g., earthquakes).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth: Surface Changes |
Knowledge |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 6-8, p.26,2.5b,6-8 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 35 [Textbook]. |
| · |
Macmillan/McGraw-Hill Science, Unit 40 - Lesson 4 & 5 [Textbook]. |
| · |
Macmillan/McGraw-Hill Science, Unit 39 - Lesson 2 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 39, 40 Test [Tests]. |
|
|
Celestial Bodies: Compare/Contrast
The learner will be able to
compare and contrast the celestial bodies within our own solar system.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Solar System: Celestial Bodies |
Application |
Master |
0.5 |
Meigs County Core Curriculum, 1999, Eighth Grade |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 37 - Section A, Lesson 4 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 37 Test [Tests]. |
|
|
Earth/Space Science: Concepts
The learner will be able to
comprehend the most pertinent ideas and principles of Earth/Space science.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth/Space Science |
Application |
Master |
1.0 |
Terra Nova, Complete Battery, 1997, Level 18, Obj Statement #22 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 37 - Section A, Lesson 5 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 37 Test [Tests]. |
|
|
Earth/Space Science: Use
The learner will be able to
use understanding, concepts, theories, principles, and laws of Earth/Space science in experiments and real world situations and to gain scientific knowledge.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth/Space Science |
Application |
Master |
1.0 |
Terra Nova, Complete Battery, 1997, Level 18, Obj Statement #22 week tested: 30.; TN: Curriculum Framework (K-12), December 8, 1995, Grade 6-8, p.10,Goal |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 37 - Section A, Lesson 5 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 37 Test [Tests]. |
|
|
Soil: Illustrate/Label/Basic/Profile
The learner will be able to
illustrate and label a basic soil profile.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Soil |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 8, 8.10.tpi.6 |
Classroom
|
|
Acid Rain: Investigate/Effect
The learner will be able to
investigate acid rain and the effect of acid rain on the environment.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Water Quality: Acid Rain |
Analysis |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 8, 8.13.tpi.7 |
Classroom
|
|
Careers: Space Science/Meterology
The learner will be able to
investigate careers in space science and those that are related to meterology.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Careers: Earth/Space Science |
Analysis |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 8, 7.5, 8.4 |
Classroom
|
|
Earth, Moon & Sun: Explain/Positions
The learner will be able to
explain the relative positions of the earth, sun, and moon.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth, Moon, and Sun |
Comprehension |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 8, 7.3 |
Classroom
|
|
Earth: Continental Drift/Build/Models
The learner will be able to
build models that depict continental drift and identify continental drift when provided with illustrations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth: Continental Drift/Plate Tectonics |
Synthesis |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 8, 8.9.tpi.2, 8.9.spi.3 |
Classroom
|
|
Earth: Energy/Importance/Analyze
The learner will be able to
analyze various types of energy resources and the importance of the various types of energy resources to humans.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth: Energy |
Analysis |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 8, 8.10.4, 10.4 |
Classroom
|
|
Earth: Layers/Create/Model/Cross Section
The learner will be able to
create a model showing the major layers of the earth and label a cross section of the world.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth: Layers |
Synthesis |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 8, 8.9.tpi.1, 8.9.spi.1 |
Classroom
|
|
Earth: Plate Tectonics/Build/Models
The learner will be able to
build models that depict plate tectonics and identify plate tectonics when provided with illustrations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth: Continental Drift/Plate Tectonics |
Synthesis |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 8, 8.9.tpi.2, 8.9.spi.3 |
Classroom
|
|
Earth: Plate Tectonics/Create/Model
The learner will be able to
recognize the main plates of the earth and create a model of the main plates of the earth.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth: Continental Drift/Plate Tectonics |
Synthesis |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 8, 8.9.tpi.3, 8.9.spi.2 |
Classroom
|
|
Earth: Plate Tectonics/Identify/Scenario
The learner will be able to
show how the movement of plates cause geological events and identify how major geologic events are caused by plate movements when provided with a scenario.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth: Continental Drift/Plate Tectonics |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 8, 8.9.spi.4, 8.9.2.a |
Classroom
|
|
Earth: Surface Changes/Comprehend
The learner will be able to
explain the forces and processes that shape the earth, comprehend that the earth has numerous geologic features that constantly change, and find similarities and differences in the processes that have shaped the earth in the past and those that are shaping the earth today.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth: Surface Changes |
Comprehension |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 8, 9.0, 8.9.2, 9.2, 8.9.2.b |
Classroom
|
|
Gravity: Recognize/Mass/Force
The learner will be able to
recognize the connection between mass and the amount of gravitational force.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Gravity |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 8, 8.11.spi.4 |
Classroom
|
|
Minerals: Characteristics/Explore
The learner will be able to
explore the characteristics of minerals and recognize minerals by physical characteristics.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Minerals |
Analysis |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 8, 8.10.1, 10.1, 8.10.spi.6 |
Classroom
|
|
Minerals: Explore/Use/Explain/Utilized
The learner will be able to
explore the uses and minerals and explain ways in which minerals are utilized.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Minerals |
Comprehension |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 8, 8.10.1.b, 8.10.1, 10.1 |
Classroom
|
|
Minerals: Test Kits/Charts/Differentiate
The learner will be able to
differentiate between rocks and minerals and differentiate minerals found in rock samples with the use of test kits and/or representative charts.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Minerals |
Analysis |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 8, 8.10.1.a, 8.10.tpi.11, 8.10.spi.2 |
Classroom
|
|
Natural Resources: Conservation/Assess
The learner will be able to
study ways to conserve natural resources and assess the effectiveness of different conservation plans on the earth's natural resources.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Natural Resources |
Evaluation |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 8, 8.10.5, 10.5 |
Classroom
|
|
Resources: Effect/Use/Assess/Study
The learner will be able to
assess and study the effect of human use of resources.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Resources |
Evaluation |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 8, 8.10.3.a |
Classroom
|
|
Rocks and Minerals: Recognize/Utilized
The learner will be able to
recognize rocks or minerals according to their physical properties from provided samples and investigate how rocks and minerals are utilized economically and industrially.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Rocks and Minerals |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 8, 8.10.tpi.9, 8.10.tpi.13, 8.10.spi.6 |
Classroom
|
|
Rocks: Sedimentary/Igneous/Metamorphic
The learner will be able to
construct models of and differentiate between sedimentary, igneous, and metamorphic rocks.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Rocks |
Synthesis |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 8, 8.10.tpi.10, 8.10.spi.4 |
Classroom
|
|
Rocks: Explore/Factors/Cause/Break/Down
The learner will be able to
explore and recognize factors that cause the break down of rocks.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Rocks |
Analysis |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 8, 8.10.tpi.1, 8.10.spi.1 |
Classroom
|
|
Space: Technology/Investigate
The learner will be able to
investigate the role of technology in the study of space.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Space Exploration |
Analysis |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 8, 7.5 |
Classroom
|
|
Universe: Distance/Explore/Objects
The learner will be able to
explore the relative distance between objects in space and identify how the speed of light is used to measure distances in the Universe.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Universe |
Analysis |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 8, 7.2 |
Classroom
|
|
Water: Cycle/Weather/Interpret
The learner will be able to
interpret the connection between weather and the water cycle.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Water: Cycle |
Analysis |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 8, 8.1 |
Classroom
|
|
Weather: Climate/Describe/Conditions
The learner will be able to
describe how alterations in the conditions of the atmosphere and ocean affect climate.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Weather: Climate |
Comprehension |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 8, 8.3 |
Classroom
|
|
Weather: Climate/Explore/Atmospheric
The learner will be able to
explore how weather, climate, and atmospheric conditions are related.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Weather: Climate |
Analysis |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 8, 8.0 |
Classroom
|
|
Weather: Data/Collecting/Explore
The learner will be able to
explore the relationship between collecting weather data and interpreting it.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Weather: Data |
Analysis |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 8, 8.2 |
Classroom
|
|
Ecosystems: Understand
The learner will be able to
begin to understand ecosystems, comprehend that an ecosystem is comprised of all populations living together and the physical interaction among them, and.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Ecosystems |
|
Master |
1.0 |
Terra Nova, Complete Battery, 1997, Level 18, Item#25, Item#39 week tested: 30.; National Science Education Standards, 1996, Grades 5-8, p. 155, 157 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 38 - Section B, Lesson 1 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 38 Test [Tests]. |
|
|
Science: Use/Knowledge
The learner will be able to
use ideas, theories, principles and laws from life/environmental science to gain scientific knowledge .
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Biology |
|
Master |
0.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 6-8, p.10,Goal |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 38 - Lesson 1, 2, 3, 4, 5 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 38 Test [Tests]. |
|
|
Living Things: Behavior
The learner will be able to
explore how living things develop certain behaviors through both heredity and experience.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Living Things: Behavior |
|
Master |
0.5 |
National Science Education Standards, 1996, Grades 5-8, p. 157 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 41 - Section E, Lesson 2 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 41 Test [Tests]. |
|
|
Cells: Living Organisms/Understand
The learner will be able to
understand that the basic unit of structure for all living organisms is the cell, understand that cells produce additional cells by growing and dividing, and recognize that cell division occurs in successive steps (called mitosis).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Cells |
Comprehension |
Master |
0.5 |
National Science Education Standards, 1996, Grades 5-8, p. 156; TN: Curriculum Standards, 2001, Grade 8, 1.3 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 41 - Section E, Lesson 2 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 41 Test [Tests]. |
|
|
Organisms
The learner will be able to
understand that all organisms need to gather and process resources, grow, reproduce, and maintain stable internal conditions while the external environment constantly changes.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Organisms |
Comprehension |
Master |
0.5 |
Meigs County Core Curriculum, 1999, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 157 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 41 - Section E, Lesson 4 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 41 Test [Tests]. |
|
|
Organisms: Adaptation and Diversity
The learner will be able to
understand the adaptations and diversity of organisms.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Organisms |
Comprehension |
Master |
0.5 |
Meigs County Core Curriculum, 1999, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 155 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 41 - Section E, Lesson 4 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 41 Test [Tests]. |
|
|
Organisms
The learner will be able to
understand that millions of species of animals, plants, and microorganisms exist today.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Organisms |
Comprehension |
Master |
0.5 |
Meigs County Core Curriculum, 1999, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 158 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 41 - Section E, Lesson 4 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 41 Test [Tests]. |
|
|
Reproduction: Egg/Sperm
The learner will be able to
understand that all living systems are able to reproduce, comprehend that in many species the female produces eggs and the male produces sperm, and identify that a sexually produced offspring gets its characteristics from both the egg and sperm.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reproduction |
Comprehension |
Master |
0.5 |
National Science Education Standards, 1996, Grades 5-8, p. 155, p. 157 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 41 - Section E, Lesson 2 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 41 Test [Tests]. |
|
|
Reproduction: Sexual/Asexual/Comprehend
The learner will be able to
identify and find the differences between sexual and asexual reproduction, comprehend how sexual and/or asexual reproduction occur, understand that some organisms reproduce asexually, while others reproduce sexaully, and sort living things by sexual or asexual reproduction.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reproduction |
Application |
Master |
1.0 |
Terra Nova, Complete Battery, 1997, Level 18, Item#4, Item#7, Item#30 week tested: 30., Meigs County Core Curriculum, 1999, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 157; TN: Curriculum Standards, 2001, Grade 8, 8.4.tpi.5, 4.1, 8.4.spi.1 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 41 - Section E, Lesson 2 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 41 Test [Tests]. |
|
|
Environment: Understand/Everyone
The learner will be able to
understand that the desire to comprehend the natural environment is in everyone.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Environment |
Comprehension |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 6-8, p.30,3.1c |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 37 - Lesson 2 [Textbook]. |
| · |
Macmillan/McGraw-Hill Science, Unit 41 - Lesson 5 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 37, 41 Test [Tests]. |
|
|
Environment: Degradation
The learner will be able to
understand that degradation of the environment varies depending on the region and country.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Environment |
Comprehension |
Master |
0.5 |
Meigs County Core Curriculum, 1999, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 168 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 38 - Section B, Lesson 3 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 38 Test [Tests]. |
|
|
Environment: Quality
The learner will be able to
develop an understanding about environmental quality.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Environment |
Comprehension |
Master |
1.0 |
Terra Nova, Complete Battery, 1997, Level 18, Item#26 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 38 - Section B, Lesson 3 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 38 Test [Tests]. |
|
|
Fossils: Evidence of Life & Environm
The learner will be able to
understand and identify how fossils provide evidence of prehistoric life (including organisms that lived many years ago and are now extinct) and environmental conditions and indicate living things have changed over time.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Fossils |
Knowledge |
Master |
0.5 |
National Science Education Standards, 1996, Grades 5-8, p. 158-160; TN: Curriculum Standards, 2001, Grade 8, 6.2 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 41 - Section E, Lesson 5 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 41 Test [Tests]. |
|
|
Biology: Concepts
The learner will be able to
comprehend the most pertinent ideas and principles of biology.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Biology |
Application |
Master |
1.0 |
Terra Nova, Complete Battery, 1997, Level 18, Obj Statement #21 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 41 - Section E, Lesson 4 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 41 Test [Tests]. |
|
|
Biology: Use
The learner will be able to
use understanding of biology in experiments and real world situations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Biology |
Application |
Master |
1.0 |
Terra Nova, Complete Battery, 1997, Level 18, Obj Statement #21 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 41 - Section E, Lesson 4 [Textbook]. |
| · |
Macmillan/McGraw-Hill Science, Unit 41 - Section E, Lesson 5 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 41 Test [Tests]. |
|
|
Heredity: Living Things/Understand
The learner will be able to
understand the heredity of living things, comprehend that heredity involves the passing of traits from the parents to their offspring, and explain probabiliyt relative to the study of heredity.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Heredity |
Knowledge |
Master |
1.0 |
Terra Nova, Complete Battery, 1997, Level 18, Item#4, Item#7, Item#30 week tested: 30.; National Science Education Standards, 1996, Grades 5-8, p. 155, 157 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 41 - Section E, Lesson 1 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 41 Test [Tests]. |
|
|
Heredity: Understand/Selective Breeding
The learner will be able to
understand that selective breeding has produced new types of plants and domestic animals and associate the experiments of Gregor Mendel with selective breeding.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Heredity |
Comprehension |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 6-8, p.25,2.5a,6-8 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 41 - Lesson 1 & 3 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 41 Test [Tests]. |
|
|
Diseases: Causes/Microorganisms
The learner will be able to
understand that a disease is caused by the breakdown in structures or functions of an organism and associate human disease with microorganisms, such as bacteria, that invade the body.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Human: Diseases |
Knowledge |
Master |
0.5 |
Meigs County Core Curriculum, 1999, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 157 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Windows on Science, Inside the Human Body [Laser Disc]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 38 Test [Tests]. |
|
|
Diseases: Understand/Change/Function
The learner will be able to
understand that parasites, viruses, bacteria, and/or fungimay may change the function of a living thing.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Human: Diseases |
Comprehension |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 6-8, p.21,2.4a,6-8 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 38 - Lesson 2 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 38 Test [Tests]. |
|
|
Diseases: Immune System
The learner will be able to
explain how the various components of the human immune system attack blood-borne pathogens and other foreign substances and understand that the body's defense system, or immune system, can aid in preventing or overcoming a disease.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Immune System |
Comprehension |
Master |
0.5 |
Meigs County Core Curriculum, 1999, Eighth Grade |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 41 - Section E, Lesson 3 [Textbook]. |
| · |
Windows on Science, Inside the Human Body [Laser Disc]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 41 Test [Tests]. |
|
|
Diseases: Transmitting
The learner will be able to
understand how communicable diseases may be transmitted and be able to recognize that many diseases can be transmitted through sexual intercourse, but that precautions exists to limit exposure.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Human: Diseases |
Comprehension |
Master |
0.5 |
Meigs County Core Curriculum, 1999, Eighth Grade.; National Science Education Standards, 1996, Grades 5-8, p. 168 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 41 - Section E, Lesson 3 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 41 Test [Tests]. |
|
|
Senses, Nerves, and Brain: Understand
The learner will be able to
understand that humans deal with alterations in their surroundings through the interactions between the senses, nerves and brain.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Human: Senses, Nerves, & Brain |
Comprehension |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 6-8, p.21,2.4a,6-8 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 38 - Lesson 1 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 38 Test [Tests]. |
|
|
Humans: Systems
The learner will be able to
understand the different systems of the human organism: digestion, respiration, reproduction, circulation, excretion, coordination, and immune system.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Human: Systems |
Comprehension |
Master |
0.5 |
Meigs County Core Curriculum, 1999, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 156 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Windows on Science, Inside the Human Body [Laser Disc]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 41 Test [Tests]. |
| · |
Macmillan/McGraw-Hill Science, Unit 26 Test [Tests]. |
|
|
Life Cycle: Understand/Comprehend
The learner will be able to
understand the life cycle and how new organisms are created by ones that die, comprehend that a living thing goes through a variety of alterations as it advances through its life cycle, and compare and find differences in the life cycles of a variety of living things.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Living Things: Life Cycle |
Application |
Master |
1.0 |
Terra Nova, Complete Battery, 1997, Level 18, Item#3 week tested: 30.; TN: Curriculum Framework (K-12), December 8, 1995, Grade 6-8, p.25,2.5a,6-8.; TN: Curriculum Standards, 2001, Grade 8, 8.5.spi.2, 8.5.tpi.4 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 41 - Section E, Lesson 3 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 41 Test [Tests]. |
|
|
Cells: Energy
The learner will be able to
understand that cells release or produce energy which organisms need to live.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Cells: Energy and Food |
Comprehension |
Master |
0.5 |
National Science Education Standards, 1996, Grades 5-8, p. 156 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 41 - Section E, Lesson 2 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 41 Test [Tests]. |
|
|
Systems: Components
The learner will be able to
understand that a system contains organs, organs contain tissues, and tissues contain cells.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Systems |
Comprehension |
Master |
0.5 |
National Science Education Standards, 1996, Grades 5-8, p. 156 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 41 - Section E, Lesson 1 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 41 Test [Tests]. |
|
|
Organisms: Survival/Environment
The learner will be able to
understand that the characteristics of animals help them survive in their environment and that environmental changes and poor adaptation characteristics of a species may lead to extinction.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Organisms: Survival |
Comprehension |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 6-8, p.17,2.2b,6-8; TN: Curriculum Standards, 2001, Grade 8, 5.0 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 40 - Lesson 2 [Textbook]. |
| · |
Windows on Science, Inside the Human Body [Laser Disc]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 40 Test [Tests]. |
|
|
Food Web: Definition
The learner will be able to
understand that a food web is the relationship between producers (those that make their own food), consumers (those that obtain fod by eating other organisms), and decomposers (those that use waste materials and dead organisms for food).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Food Webs |
Knowledge |
Master |
0.5 |
National Science Education Standards, 1996, Grades 5-8, p. 158 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 38 - Section B, Lesson 1 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 38 Test [Tests]. |
|
|
Species: Characteristics
The learner will be able to
understand that many characteristics of a species are acquired through biological adaptation, such as changes to structure or behaviors.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Species |
Comprehension |
Master |
0.5 |
Meigs County Core Curriculum, 1999, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 158 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 41 - Section E, Lesson 4 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 41 Test [Tests]. |
|
|
Evolution: Species/Diversity
The learner will be able to
understand that evolution accounts for the diversity of species, which change and develop through gradual processes over many generations and analyze how Charles Darwin developed the theory of evolution.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Evolution |
Comprehension |
Master |
0.5 |
Meigs County Core Curriculum, 1999, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 158 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 41 - Section E, Lesson 5 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 41 Test [Tests]. |
|
|
Human Hazards: Environmental
The learner will be able to
understand that the environment contains substances, such as lead, that are harmful to humans.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Hazards |
Knowledge |
Master |
0.5 |
National Science Education Standards, 1996, Grades 5-8, p. 168 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 40 - Section D, Lesson 5 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 40 Test [Tests]. |
|
|
Human Hazards: Environmental
The learner will be able to
understand that environment hazards can be contained through careful monitoring of soil, water, and air.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Hazards |
Knowledge |
Master |
0.5 |
National Science Education Standards, 1996, Grades 5-8, p. 168 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 40 - Section D, Lesson 5 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 40 Test [Tests]. |
|
|
Human Hazards: Risks
The learner will be able to
understand the risks associated with natural hazards (fires, floods, tornadoes, volcanic eruption, earthquakes, etc.), chemical hazards (pollutants in the air, water, soil, and food), biological hazards (pollen, viruses, bacterial, etc.), social hazards (transportation), and personal hazards (smoking, drinking, dieting, etc.).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Hazards |
Knowledge |
Master |
0.5 |
National Science Education Standards, 1996, Grades 5-8, p. 169 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 40 - Section D, Lesson 5 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 40 Test [Tests]. |
|
|
Human Health: Safety Precautions
The learner will be able to
understand the need for safety precautions and an awareness of potentially dangerous situations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Human Health: Safety |
Comprehension |
Master |
0.5 |
National Science Education Standards, 1996, Grades 5-8, p. 168 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 38 - Section B, Lesson 3 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 38 Test [Tests]. |
|
|
Human Nutrition: Food
The learner will be able to
understand that food supplies the energy a body needs to live and grow.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Human Health: Food/Nutrition |
Comprehension |
Master |
0.5 |
National Science Education Standards, 1996, Grades 5-8, p. 168 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 41 - Section E, Lesson 1 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 41 Test [Tests]. |
|
|
Human Nutrition: Requirements
The learner will be able to
understand that the nutritional requirements of humans varies based on weight, age, gender, activity, and other body functions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Human Health: Food/Nutrition |
Comprehension |
Master |
0.5 |
National Science Education Standards, 1996, Grades 5-8, p. 168 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 41 - Section E, Lesson 1 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 41 Test [Tests]. |
|
|
Human Substances: Abuse
The learner will be able to
understand that certain substances, such as tobacco and alcohol, can damage the body and its functions and that the use of tobacco increases the risk of illness in humans.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Human Health: Substances |
Knowledge |
Master |
0.5 |
National Science Education Standards, 1996, Grades 5-8, p. 168 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 41 - Section E, Lesson 4 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 41 Test [Tests]. |
|
|
Human Exercise: Importance/Benefits
The learner will be able to
understand that regular exercise is an important factor in the health of humans and be able to identify the benefits of exercise to the human body: healthy weight, energy, strong bones and muscles, strong heart and lungs, improved mental health.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Human Health: Exercise |
Comprehension |
Master |
0.5 |
National Science Education Standards, 1996, Grades 5-8, p. 168 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Windows on Science, Inside the Human Body [Laser Disc]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 41 Test [Tests]. |
|
|
Human Health: Personal/Community
The learner will be able to
develop an understanding of personal and community health.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Human Health: Personal & Community |
Knowledge |
Master |
1.0 |
Terra Nova, Complete Battery, 1997, Level 18, Item#1, Item#10 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 41 - Section E, Lesson 4 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 41 Test [Tests]. |
|
|
Environment: Human Activities/Understand
The learner will be able to
recognize the activities of humans as having the ability to be beneficial or harmful to the environment, understand how the capacity of the environment to maintain some life forms has been lessened by human actions, and explore how human activities impact the land, oceans, and atmosphere.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Environment: Human Activities |
Comprehension |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 6-8, p.25,2.5a,6-8; TN: Curriculum Standards, 2001, Grade 8, 8.10.3, 10.3, 8.10.spi.5 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 38 - Lesson 1 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 38 Test [Tests]. |
|
|
Organisms: Behavior/Mutual/Compete
The learner will be able to
understand that two living things can have a mutually beneficial relationship or can relate in a competitive way.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Organisms: Behavior |
Comprehension |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 6-8, p.23,2.4b,6-8 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 38 - Lesson 1 & 2 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 38 Test [Tests]. |
|
|
Living Things: Behavior and Regulation
The learner will be able to
understand the behavior and regulation of living things.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Living Things: Behavior |
Comprehension |
Master |
1.0 |
Terra Nova, Complete Battery, 1997, Level 18, Item#9, Item#27 week tested: 30.; National Science Education Standards, 1996, Grades 5-8, p. 155 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 41 - Section E, Lesson 4 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 41 Test [Tests]. |
|
|
Living Things: Behavior/Response
The learner will be able to
understand that behavior is a response to an internal or environmental stimulus and comprehend that a behavioral response requires internal coordination and communication.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Living Things: Behavior |
Knowledge |
Master |
0.5 |
National Science Education Standards, 1996, Grades 5-8, p. 157 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 41 - Section E, Lesson 4 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 41 Test [Tests]. |
|
|
Cells: Functions
The learner will be able to
recognize that cells are specialized based on their function.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Cells: Function and Structure |
Comprehension |
Master |
0.5 |
National Science Education Standards, 1996, Grades 5-8, p. 156 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 41 - Section E, Lesson 1 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 41 Test [Tests]. |
|
|
Cells: Explore/Distinguish/Differentiate
The learner will be able to
explore, distinguish and differentiate between the functions and structures of plant and animal cells and understand that a group of cells with similar structure and function are called tissues.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Tissues |
Comprehension |
Master |
0.5 |
National Science Education Standards, 1996, Grades 5-8, p. 156; TN: Curriculum Standards, 2001, Grade 8, 1.0, 1.2 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 41 - Section E, Lesson 1 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 41 Test [Tests]. |
|
|
Cells: Single Cell Organisms
The learner will be able to
understand that most organisms are single cells, but that humans are multicellular.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Cells: Single and Multiple |
Comprehension |
Master |
0.3 |
National Science Education Standards, 1996, Grades 5-8, p. 156 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 41 - Section E, Lesson 1 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 41 Test [Tests]. |
|
|
Ecosystems: Energy Source/Transfer
The learner will be able to
understand that the major source of energy for an ecosystem is sunlight and comprehend that sunlight entering an ecosystem is transferred by producers into chemical energy through photosynthesis. That energy then moves through the food web to all members of the ecosystem.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Ecosystems: Energy Sources |
Knowledge |
Master |
0.5 |
National Science Education Standards, 1996, Grades 5-8, p. 158 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 38 - Section B, Lesson 1 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 38 Test [Tests]. |
|
|
Environment: Population
The learner will be able to
show that he or she knows and understands populations including the idea that population consists of all members of a species in a particular place at a particular time and that overpopulation can degrade the environment by depleting resources.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Environment: Population |
Application |
Master |
1.0 |
Terra Nova, Complete Battery, 1997, Level 18, Item#25, Item#39 week tested: 30.; National Science Education Standards, 1996, Grades 5-8, p. 168, 155 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 38 - Section B, Lesson 4 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 38 Test [Tests]. |
|
|
Organisms: Similarities
The learner will be able to
understand that organisms that appear dissimilar may be very similar in internal structures, chemical processes, and ancestry.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Organisms: Characteristics |
Comprehension |
Master |
0.5 |
Meigs County Core Curriculum, 1999, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 158 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 41 - Section E, Lesson 5 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 41 Test [Tests]. |
|
|
Structure and Function: Comprehend
The learner will be able to
comprehend the relationship between an organisms structure and function, explain how form and function are related in living things, and compare and contrast various organisms according to structures and functions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Organisms: Function and Structure |
Application |
Master |
1.0 |
Terra Nova, Complete Battery, 1997, Level 18, Item#19 week tested: 30.; TN: Curriculum Standards, 2001, Grade 8, 8.5.tpi.4, 8.5.tpi.2, 8.5.2.b |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 41 - Section E, Lesson 5 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 41 Test [Tests]. |
|
|
Ecosystems: Organisms/Number
The learner will be able to
understand that the number of organisms that can survive in an ecosystem is dependent upon the available resources and abiotic factors, such as temperature or quality of water.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Ecosystems: Biotic/Abiotic Components |
Comprehension |
Master |
0.5 |
Meigs County Core Curriculum, 1999, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 158 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 38 - Section B, Lesson 3 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 38 Test [Tests]. |
|
|
Ecosystems: Function/Categorized
The learner will be able to
comprehend that each population serves a function in the ecosystem: producer, consumer, decomposer and understand that populations can be categorized by the function they serve in an ecosystem.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Ecosystems: Population |
Knowledge |
Master |
0.5 |
Meigs County Core Curriculum, 1999, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 157 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 38 - Section B, Lesson 3 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 38 Test [Tests]. |
|
|
Organisms: Environment/Understand/Growth
The learner will be able to
understand that the growth of living things is dependent on the physical factors of their environment. A population within an ecosystem may grow rapidly when adequate biotic and abiotic resources are available or may stop growing or decrease in size when there are inadequate resources or other negative factors.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Organisms: Environment |
Comprehension |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 6-8, p.23,2.4b,6-8; National Science Education Standards, 1996, Grades 5-8, p. 158 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 38 - Lesson 1 [Textbook]. |
| · |
Macmillan/McGraw-Hill Science, Unit 41 - Lesson 4 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 38, 41 Test [Tests]. |
|
|
Heredity: Traits/Understand/Influence
The learner will be able to
understand that the properties of living organisms are influenced by heredity and environment.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Heredity: Traits |
Comprehension |
Master |
0.5 |
National Science Education Standards, 1996, Grades 5-8, p. 157 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 41 - Section E, Lesson 1 [Textbook]. |
| · |
Macmillan/McGraw-Hill Science, Unit 41 - Section E, Lesson 3 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 41 Test [Tests]. |
|
|
Genes: Understand/Comprehend/Identify
The learner will be able to
understand that genes are located in the chromosomes of each cell, comprehend that genes contain hereditary information and identify that a single gene carries a single unit of hereditary information.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Genes |
Comprehension |
Master |
0.5 |
National Science Education Standards, 1996, Grades 5-8, p. 157 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 41 - Section E, Lesson 2 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 41 Test [Tests]. |
|
|
Biosphere: Understand/Conditions
The learner will be able to
understand that the flow of energy affects biological conditions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Biosphere |
Comprehension |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 6-8, p.15,2.2a,6-8 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 42 - lesson 5 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 42 Test [Tests]. |
|
|
Heredity: DNA/Genes/Illustrate
The learner will be able to
explore and/or illustrate or build a model representing the relationship among DNA, genes, chromosomes, and the genetic code.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Heredity: DNA |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 8, 8.4.3.b, 8.4.3, 4.3 |
Classroom
|
|
Animals & Plants: Establish/Utilize/
The learner will be able to
establish that plants and animals utilize food to support life.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Animals and Plants |
Application |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 8, 3.0 |
Classroom
|
|
Animals: Physical Attributes/Classify
The learner will be able to
classify animals by their physical attributes.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Animals: Physical Attributes |
Analysis |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 8, 8.5.spi.3 |
Classroom
|
|
Biomes: Identify/Distinguish Between
The learner will be able to
identify the major biomes of the world and distinguish among the major biomes according to particular environmental features.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Biomes |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 8, 8.2.3, 2.3 |
Classroom
|
|
Biomes: Living Things/Found/Recognize
The learner will be able to
recognize the living things commonly found in the major biomes and select the correct biome for a living thing when provided with an explanation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Biomes |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 8, 8.2.3, 8.2.tpi.5, 8.2.spi.1 |
Classroom
|
|
Careers: Biotechnology/Diversity
The learner will be able to
research, investigate, and present information dealing with careers related to biotechnology and/or diversity.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Biotechnology |
Analysis |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 8, 8.4.4, 4.4, 8.4.tpi.7, 8.5.tpi.5 |
Classroom
|
|
Cells: Meiosis/Choose/Order/Model
The learner will be able to
choose the order that describes how chromosomes move during meiosis in animal cells and create a model of the process of meiosis which shows how chromosomes move during meiosis in plant and animal cells.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Cells: Mitosis/Meiosis |
Application |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 8, 8.4.spi.6, 8.4.3.c, 8.4.tpi.6 |
Classroom
|
|
Cells: Membrane/Materials/Understand
The learner will be able to
understand that materials move into and out of cells.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Cells: Membrane |
Comprehension |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 8, 1.4 |
Classroom
|
|
Cells: Photosynthesis/Differentiate
The learner will be able to
differentiate between the process of photosynthesis and respiration.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Cells: Photosynthesis/Respiration |
Analysis |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 8, 3.2 |
Classroom
|
|
Communities: Predators/Prey
The learner will be able to
differentiate between predators and prey.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Biological Communities |
Analysis |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 8, 8.2.tpi.4 |
Classroom
|
|
Ecosystem: Cycles/Movement/Explain
The learner will be able to
explain the movement of oxygen and carbon dioxide between organisms and the environment.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Ecosystems: Cycles |
Comprehension |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 8, 3.3 |
Classroom
|
|
Ecosystems: Competition/Analyze
The learner will be able to
analyze competition between organisms in an ecosystem.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Ecosystems: Interactions |
Analysis |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 8, 2.2 |
Classroom
|
|
Ecosystems: Human/Deduce/Affect
The learner will be able to
deduce how the activities of people affect an ecosystem when provided with an example.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Ecosystems: Human Activities |
Analysis |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 8, 8.2.spi.3 |
Classroom
|
|
Ecosystems: Make/Maintain/Build/Model
The learner will be able to
make and maintain a model ecosystem and build ecosystems that represent the regions of his/her state.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Ecosystems |
Synthesis |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 8, 8.2.tpi.6, 8.2.tpi.8 |
Classroom
|
|
Environment: Impact/Technology/Research
The learner will be able to
research ways advances in technology have affected the environment.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Environment: Impact |
Analysis |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 8, 8.10.3.b |
Classroom
|
|
Environment: Resources/Explore
The learner will be able to
explore the characteristics, uses, and conservation of the earth's resources.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Environment: Resources |
Analysis |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 8, 10.0 |
Classroom
|
|
Food Chains: Relationships/Identify
The learner will be able to
identify relationships in food chains.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Food Chains |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 8, 3.1 |
Classroom
|
|
Fossils: Establish/Age/Explore/Order
The learner will be able to
establish the relative age of different fossils within a rock column, explore fossil evidence found in sedimentary rock layers, and order diagrams exhibiting the stages in the formation of a fossil.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Fossils |
Application |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 8, 8.10.tpi.8, 6.1, 8.10.tpi.7 |
Classroom
|
|
Genetic Engineering: Assess/Debate
The learner will be able to
assess and debate the effect of genetic engineering on society when provided with an example.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Genetic Engineering |
Evaluation |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 8, 8.4.spi.5, 8.4.tpi.8 |
Classroom
|
|
Heredity: Comprehend/Principles
The learner will be able to
comprehend the principles of inheritance.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Heredity |
Comprehension |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 8, 4.0 |
Classroom
|
|
Heredity: DNA/Model
The learner will be able to
make a model of DNA, select DNA models or illustrations that are representative, and recognize alterations in DNA sequence that may cause mutations when provided with DNA diagrams.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Heredity: DNA |
Synthesis |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 8, 8.4.3.a, 8.4.tpi.2, 8.4.spi.4, 8.4.spi.7 |
Classroom
|
|
Heredity: Punnet Square
The learner will be able to
make a Punnet Square, interpret Punnet Suqares to discover the genotype and phenotype of offspring and to predict the results of a monohybrid cross, and establish the outcomes of a monohybrid cross from a Punnett Square.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Heredity: Genetics |
Application |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 8, 8.4.spi.3, 8.4.tpi.3, 8.4.2.b |
Classroom
|
|
Heredity: Traits/Dominant/Recessive
The learner will be able to
study the differences between dominant and recessive traits and utilize test cross results to differentiate between dominant and recessive traits.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Heredity: Traits |
Analysis |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 8, 8.4.2, 4.2, 8.4.2.a, 8.4.tpi.4, 8.4.spi.2 |
Classroom
|
|
Living Things: Habitats/Niche/Explain
The learner will be able to
explain the habitat and niche of a living thing in an ecosystem.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Living Things: Habitats |
Comprehension |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 8, 8.2.tpi.7 |
Classroom
|
|
Living/Non-Living: Explore/Interact
The learner will be able to
explore the interaction of living things with the non-living and living components of their environment.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Living/Non-Living Things |
Analysis |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 8, 2.0 |
Classroom
|
|
Organisms: Adapted/Alter/Comprehend
The learner will be able to
comprehend how organisms are adapted for surviving in specific environments and understand that living things alter over time.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Organisms |
Comprehension |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 8, 5.1, 6.0 |
Classroom
|
|
Organisms: Characteristics/Find/Symmetry
The learner will be able to
find similarities and differences in the symmetry of organisms.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Organisms: Characteristics |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Grade 8, 8.5.tpi.4 |
Classroom
|
|
Plants: Classify/Explore/Examine/Find
The learner will be able to
classify plants by their physical attributes, explore how plants make food, examine the basic plant structures, and find similarities and differences in the methods of plant reproduction.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Plants |
Analysis |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 8, 8.5.spi.3, 8.4.tpi.1, 3.0 |
Classroom
|
|
Species: Extinction/Reason
The learner will be able to
reason as to how environmental alterations are related to the extinction of a species.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Species |
Synthesis |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 8, 6.3 |
Classroom
|
|
Symbiosis: Understand/Recognize
The learner will be able to
understand symbiotic relationships and recognize an example of commensalism, mutualism, parasitism.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Organisms: Symbiosis |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 8, 8.2.spi.2, 2.1 |
Classroom
|
|
Systems: Differences/Identify
The learner will be able to
identify the differences between cells, tissues, organs, and systems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Systems |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 8, 1.1 |
Classroom
|
|
Taxonomy: Recognize/Based/System
The learner will be able to
recognize characteristics on which a classification system is based and deduce the relatedness of various living things using a classification system.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Taxonomy |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 8, 8.5.2, 5.2, 8.5.2.a |
Classroom
|
|
Taxonomy: Utilize/Key/Identify
The learner will be able to
utilize a basic taxonomic key to identify a living thing.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Taxonomy |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 8, 8.5.spi.4 |
Classroom
|
|
Light: Understand/Comprehend
The learner will be able to
develop an understanding of light and comprehend the nature of light, including the electromagnetic spectrum.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Light |
|
Master |
1.0 |
Terra Nova, Complete Battery, 1997, Level 18, Item#17 week tested: 30.; TN: Curriculum Standards, 2001, Grade 8, 14.5 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 42 - Section F, Lesson 4 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 42 Test [Tests]. |
|
|
Electricity: Understand
The learner will be able to
develop an understanding of electricity and its fundamental principles.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Electricity |
|
Master |
1.0 |
Terra Nova, Complete Battery, 1997, Level 18, Item#17 week tested: 30.; TN: Curriculum Standards, 2001, Grade 8, 14.3 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 42 - Section F, Lesson 4 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 42 Test [Tests]. |
|
|
Systems: Understand/Interactions
The learner will be able to
understand that interactions within and among systems may result in alterations in the characteristics, position, motion, structure or function of systems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Systems |
|
Master |
0.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 6-8, p.24,2.5 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 37 - Lesson 2 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 37 Test [Tests]. |
|
|
Substances: Recognize/Measure/Group
The learner will be able to
recognize and measure the basic properties of a substance and understand that substances are grouped according to the way they react to certain elements.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Substances |
Comprehension |
Master |
0.5 |
Meigs County Core Curriculum, 1999, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 154; TN: Curriculum Standards, 2001, Grade 8, 12.2 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 41, Lesson 1 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 41 Test [Tests]. |
|
|
Atoms: Understand/Arrangement/Mass
The learner will be able to
understand that various arrangements of atoms into groups compose all substances and comprehend that the total mass of atoms remains constant despite their arrangement.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Atoms |
Comprehension |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 6-8, p.20,2.3b,6-8 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 42 - Lesson 2 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 42 Test [Tests]. |
|
|
Matter: Understand/Conservation
The learner will be able to
comprehend and investigate the properties of matter and how those properties change and understand that even when matter alters form and location, the total amount of matter stays the same.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Matter |
Comprehension |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 6-8, p.27,2.6a,6-8; National Science Education Standards, 1996, Grades 5-8, p. 149; TN: Curriculum Standards, 2001, Grade 8, 12.0 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 37 - Lesson 1 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 37 Test [Tests]. |
|
|
Chemical Reactions: Understand/Explore
The learner will be able to
understand chemical reactions and explore chemical reaction processes.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Chemical Reactions |
Knowledge, Analysis |
Master |
1.0 |
Terra Nova, Complete Battery, 1997, Level 18, Item#37 week tested: 30.; TN: Curriculum Standards, 2001, Grade 8, 8.13.tpi.4 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 42 - Section F, Lesson 1 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 42 Test [Tests]. |
|
|
Forces: Constant/Unbalanced
The learner will be able to
comprehend that an object not subjected to a force will move at a constant speed in a straight line and understand that unbalanced forces will cause a change in an object's speed or direction.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Forces |
Knowledge |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 6-8, p.26,2.5b,6-8; National Science Education Standards, 1996, Grades 5-8, p. 154 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 39 - Section C, Lesson 1 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 39 Test [Tests]. |
| · |
Macmillan/McGraw-Hill Science, Unit 25 Test [Tests]. |
|
|
Motion: Description
The learner will be able to
understand that motion can be described by its position, direction, and/or speed.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Motion |
Comprehension |
Master |
0.5 |
National Science Education Standards, 1996, Grades 5-8, p. 154 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 39 - Section C, Lesson 2 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 39 Test [Tests]. |
| · |
Macmillan/McGraw-Hill Science, Unit 25 Test [Tests]. |
|
|
Heat: Understand
The learner will be able to
develop an understanding of heat.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Heat |
Comprehension |
Master |
1.0 |
Terra Nova, Complete Battery, 1997, Level 18, Item#17 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 42 - Section F, Lesson 3 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 42 Test [Tests]. |
|
|
Energy: Environment/Understand/Affect
The learner will be able to
comprehend that the flow of energy affects conditions of the environment, understand that various methods of obtaining, transforming and distributing energy affect the environment differently, and identify that actions and reactions of matter and energy at all levels in systems decide the nature of the environment.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Environment: Energy |
Comprehension |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 6-8, p.36,3.4b,6-8, 21, 2.4 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 42 - Lesson 2 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 42 Test [Tests]. |
|
|
Elements: Reactions
The learner will be able to
understand that chemical elements do not break down during exposure to normal laboratory reactions involving heat, electrical current, or acids.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Elements |
Comprehension |
Master |
0.5 |
Meigs County Core Curriculum, 1999, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 154 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 42 - Section F, Lesson 4 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 38, 41 Test [Tests]. |
| · |
Macmillan/McGraw-Hill Science, Unit 42 Test [Tests]. |
|
|
Elements: Understand/Combine/Classify
The learner will be able to
understand that there are over one hundred known elements, comprehend that combining elements produces compounds, use atomic electron configuration to classify elements, and comprehend that groups of elements have similar characteristics.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Elements |
Knowledge |
Master |
0.5 |
National Science Education Standards, 1996, Grades 5-8, p. 154; TN: Curriculum Framework (K-12), December 8, 1995, Grade 6-8, p.21,2.4a,6-8 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 42 - Section F, Lesson 4 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 42 Test [Tests]. |
|
|
Electricity: Circuits/Transfer Energy
The learner will be able to
understand that electrical circuits transfer electrical energy when heat, light, sound, and chemical change are produced.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Electricity: Circuits |
Comprehension |
Master |
0.5 |
Meigs County Core Curriculum, 1999, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 155 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 42 - Section F, Lesson 4 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 42 Test [Tests]. |
|
|
Heat: Identify/Movement/Understand
The learner will be able to
identify how heat and temperature differ and understand that heat moves in a predictable pattern, from warmer objects to cooler objects until one common temperature is reached.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Heat: Movement |
Knowledge |
Master |
0.5 |
Meigs County Core Curriculum, 1999, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 155; TN: Curriculum Standards, 2001, Grade 8, 14.2 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 42 - Section F, Lesson 1 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 42 Test [Tests]. |
|
|
Objects: Properties/Understand
The learner will be able to
understand that an object's structure is related to how it functions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Objects: Properties |
Comprehension |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 6-8, p.15,2.2a |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 42 - Lesson 4 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 42 Test [Tests]. |
|
|
Substances: Properties
The learner will be able to
understand that a substance has certain properties, such as density or solubility.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Substances: Properties |
Knowledge |
Master |
0.5 |
Meigs County Core Curriculum, 1999, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 154 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 37 - Lesson 2 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 37 Test [Tests]. |
|
|
Substances: Properties/Understand/Weight
The learner will be able to
understand that equal volumes of unlike substances usually do not have the same weight.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Substances: Properties |
Comprehension |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 6-8, p.15,2.2a,6-8 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 37 - Lesson 2 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 37 Test [Tests]. |
|
|
Substances: Mixture
The learner will be able to
understand that the original substances of a mixture can often be identified based on the substances' different properties.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Substances: Properties |
Knowledge |
Master |
0.5 |
Meigs County Core Curriculum, 1999, Eighth Grade; National Science Education Standards, 1996, Grades 5-8, p. 154 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 37 - Lesson 3 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 37 Test [Tests]. |
|
|
Substances: New
The learner will be able to
understand that substances can be combined to create new substances and that a new substance will have new physical and chemical properties.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Substances: New |
Knowledge |
Master |
0.5 |
National Science Education Standards, 1996, Grades 5-8, p. 154 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 37 - Lesson 3 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 37 Test [Tests]. |
|
|
Electricity & Magnetism: Understand
The learner will be able to
understand that currents of electricity and magnets apply force on one another.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Electricity and Magnetism |
Comprehension |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 6-8, p.23,2.4b,6-8 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 42 - Lesson 3 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 42 Test [Tests]. |
|
|
Heat: Transfer/Radiation/Atoms
The learner will be able to
understand that heat is able to be transferred by radiation and/or materials by the collisions of atoms.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Heat: Transfer |
Comprehension |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 6-8, p.23,2.4b,6-8 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 42 - Lesson 3 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 42 Test [Tests]. |
|
|
Light: Interaction/Object/Sight
The learner will be able to
comprehend how light interacts with matter via transmission (including refraction), absorption, or scattering (including refraction) and understand that in order to see an object, light must be emitted by it or scattered from it.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Light: Matter/Objects |
Knowledge |
Master |
0.5 |
National Science Education Standards, 1996, Grades 5-8, p. 155 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 42 - Section F, Lesson 2 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 42 Test [Tests]. |
| · |
Macmillan/McGraw-Hill Science, Unit 33 Test [Tests]. |
|
|
Energy: Transfer/Reactions
The learner will be able to
understand the transfer of energy and identify that energy is transferred into or out of a system in most chemical and nuclear reactions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Energy: Transfer |
Comprehension |
Master |
0.5 |
National Science Education Standards, 1996, Grades 5-8, p. 149, 155 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 42 - Section F, Lesson 4 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 42 Test [Tests]. |
|
|
Forces: Motion/Relationship/Multiple
The learner will be able to
understand that there exists a relationship between force and motion and comprehend that multiple forces on an object will either reinforce or cancel each other, depending on the direction and magnitude of the forces.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Forces: Motion |
Application |
Master |
1.0 |
Terra Nova, Complete Battery, 1997, Level 18, Item#5, Item#15 week tested: 30.; National Science Education Standards, 1996, Grades 5-8, p. 154 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 39 - Section C, Lesson 1 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 39 Test [Tests]. |
|
|
Energy: Source/Sun
The learner will be able to
understand that the sun is a major source of energy.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Energy: Sources |
Knowledge |
Master |
0.5 |
National Science Education Standards, 1996, Grades 5-8, p. 155, p. 161 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 42 - Section F, Lesson 2 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 42 Test [Tests]. |
|
|
Gravity: Definition/Understand/Force
The learner will be able to
understand that gravity is a universal force that each body of mass exerts on any other body of mass recognize factors (such as the mass of the objects and the distance between them) that affect the amount of gravitational force between objects.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Gravity: Physical Science |
Knowledge, Comprehension |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 6-8, p.21,2.4a,6-8; TN: Curriculum Standards, 2001, Grade 8, 8.11.3, 11.3 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 37 - Lesson 2 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 37 Test [Tests]. |
|
|
Physical Science: Concepts
The learner will be able to
comprehend the most pertinent ideas and principles of physical science.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Physical Science |
Application |
Master |
1.0 |
Terra Nova, Complete Battery, 1997, Level 18, Obj Statement #20 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 38 - Lesson 1, 2, 3, 4, 5 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 38 Test [Tests]. |
|
|
Physical Science: Use
The learner will be able to
use understanding of physical science including concepts, theories, principles, and laws in experiments and real world situations to gain scientific knowledge.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Physical Science |
Application |
Master |
1.0 |
Terra Nova, Complete Battery, 1997, Level 18, Obj Statement #20 week tested: 30.; TN: Curriculum Framework (K-12), December 8, 1995, Grade 6-8, p.10,Goal |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 38 - Lesson 1, 2, 3, 4, 5 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 38 Test [Tests]. |
|
|
Events: Understand/Theories
The learner will be able to
understand that theories have been created to describe events.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Events |
Comprehension |
Master |
0.5 |
TN: Curriculum Framework (K-12), December 8, 1995, Grade 6-8, p.30,3.1c,6-8 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 37 - Lesson 2 [Textbook]. |
| · |
Macmillan/McGraw-Hill Science, Unit 41 - Lesson 5 [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Macmillan/McGraw-Hill Science, Unit 37, 41 Test [Tests]. |
|
|
Energy: Develop/Understanding
The learner will be able to
develop an understanding of energy, identify that energy occurs in various forms, and know that a form of energy can be transformed into another form of energy, but it cannot be created or destroyed.
| Strand |
Bloom's |
Scope |
Hours |
| | |
