| A | B | C | D | E | F | G | H | I | J | ||
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1 | OUSD Grade 8 Yearlong Scope and Sequence | ||||||||||
2 | Documents titled “OLD” are still functional. They need to put into the “NEW” format. | How to Use the 8th Grade Curriculum? CLICK HERE FIRST | |||||||||
3 | Curriculum Tools folder | ||||||||||
4 | Instructional Tool Kit | ||||||||||
5 | Overarching Question: | How has the evolution of technology change human interaction and the quality of life? | |||||||||
6 | Unit of Study: | Unit 0: Launch / Like an Engineer | Unit 1: Forces & Motion | Unit 2: Space & Gravity | Benchmark 1 - OUSD Only | Unit 3: Earthquake Rescue Plan (Waves Properties) | Unit 4: Laser Alarm System (Electromagnetic Radiation) | Unit 5: Evolution and Extinction of Life on Earth IN DEVELOPMENT | Unit 6: 8th Grade Defense IN DEVELOPMENT | Unit: Science Fair (Floating Unit) | |
7 | Table of Contents: | Unit 0: ToC | Unit 1: ToC | Unit 2: ToC | Teacher Overview | Unit 3: ToC | Unit 4: ToC | Unit 5: ToC | Unit 6: ToC | ||
8 | Unit Feedback: | Unit 0 Feedback | Unit 1 Feedback | Unit 2 Feedback | Benchmark 1 Feeback | Unit 3 Feedback | Unit 4 Feedback | Unit 5 Feedback | Unit 6 Feedback | ||
9 | Unit Length & Dates: | 2 weeks | 8 weeks | 6 weeks | 3 days within Jan. 13th - 20th | 4 weeks | 4 weeks | 8 weeks | 3 weeks | 2 Weeks | |
10 | Essential Question(s): | How can failure lead to innovation? | How have we used force for innovations? | How do things move in space? | How does the wheel-lo toy work? | How do sound waves behave? | How can we use our knowledge of light behavior to design and test a laser alarm system? | Are we on the verge of the 6th mass extinction event? | Reference the OUSD Science Fair Participation Guidelines on the website | ||
11 | Anchor Phenomenon: | N/A | How does a skateboarder flip their board? | How does a ball traveling around on a string model orbital motion? | Wheel-lo | How does the amount of water in a glass bottle affect sound? | Why does a pencil appear to be broken in a glass of water? | ||||
12 | Storyline: (Student's role) | You are aeronautical engineer investigating designs for aeronautical devices. Your team will develop a prototype and model showing a slow landing device. | You are an engineering designing a drop delivery system. The application of your system could be used to drop food and/or equipment to remote locations around the world or in space. You will design, build, and test a drop delivery prototype through iterative tests. | As a consultant for a private space company, you have to convince a telecommunications company that a geostationary satellite is the best way to send their signals. | - | You are an eighth grade student trapped inside your science classroom after a major earthquake. Using your knowledge of sound waves and the materials you have present in the classroom, you must design a plan to send a rescue message to the firefighters looking for survivors outside the collapsed building. | You are a security consultant for the world’s most renound security company. Your team has been hired to design and construct a lazer alarm system to protect the world’s largest, most valuable diamond. | The year is 2050. Earth’s resources are depleted, and extinction of species is rampant. Although some people are preparing for relocation to outer space settlements, there are those who will remain behind. How can humans use scientific data (environmental, evolutionary and genetic) to ensure life continues on Earth? | K-12 OUSD Science Fair website | ||
13 | Learning Tasks: OUSD email required | 8.0.0: Building a Plane | 8.1.0: Tablecolth Challenge | 8.2.0: Ball on a String | - | 8.3.1: Glass Bottle Music | 8.4.0:Optical Illusions | 8.5.0: Earth on the Brink | |||
14 | 8.0.1: What happened here? | 8.1.1: Car Crashes | 8.2.1: It's Electric...magnetic | - | 8.3.1:Vibrations and Tuning Forks | 8.4.1: Absorb, Reflect, Transmit, and Refract | 8.5.1: Rock of Ages: A Geologic Time Scale | ||||
15 | 8.1.2: Craters | 8.2.2: Total Eclipse of the... | - | 8.3.2: Wave Motion, Amplitude, and Frequency | 8.4.2: Wave Models and the Electromagnetic Spectrum | 8.5.2: Evidence for Evolution | |||||
16 | 8.1.3: Kinetic Energy Graphs | 8.2.3: Round and Round | - | 8.3.3: Waves Through Mediums | 8.5.3: Bye Bye Birdie | ||||||
17 | 8.2.4: Scale of the Universe | - | 8.3.4: Digital vs. Analog Signals | ||||||||
18 | - | ||||||||||
19 | 8.0.S: Building a Lander | 8.1.S Air Drop Delivery System | 8.2.S Geostationary Satellite | - | 8.3.S: Earthquake Rescue Plan | 8.4.S: Laser Security System | 8.5.S: Extinction Debate | ||||
20 | NSS Alignment | ||||||||||
21 | Performance Expectations (PEs) - Linked to Evidence Statements. Evidence Statements should not be used as assessments but as a guide. | MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. | MS-PS2-1. Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects | MS-ESS1-1. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. | MS-PS2-2. Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object. | MS-PS4-1. Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave. | MS-PS4-2. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials | MS-LS4-1. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. | |||
22 | MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. | MS-PS2-2. Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object. | MS-ESS1-2. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. | MS-PS2-3. Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. | MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. | MS-PS4-3. Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals. | MS-ESS1-4. Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth’s 4.6-billion-year-old history. | ||||
23 | MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. | MS-PS3-1. Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object. | MS-ESS1-3. Analyze and interpret data to determine scale properties of objects in the solar system | MS-PS2-5. Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. | MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. | MS-LS4-3. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. | |||||
24 | MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. | MS-PS3-2. Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. | MS-PS2-3. Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. | MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. | MS-LS4-2. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. | ||||||
25 | MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. | MS-PS2-4. Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects | MS-LS3-1. Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. | ||||||||
26 | MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. | MS-PS2-5. Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. | MS-LS4-4. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment. | ||||||||
27 | MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. | MS-LS4-6. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time. | |||||||||
28 | MS-LS4-5. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. | ||||||||||
29 | MS-ESS3-4. Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems. | ||||||||||
30 | Science and Engineering Practices (SEPs): | 1. Asking questions and defining problems | 1. Asking questions and defining problems | ||||||||
31 | 2. Developing and Using Models | 2. Developing and using models | 2. Developing and using models | 2. Developing and using models | 2. Developing and using models | 2. Developing and using models | |||||
32 | 3. Planning and Carrying Out Investigations | ||||||||||
33 | 4. Analyzing and Interpreting Data | 4. Analyzing and Interpreting Data | 4. Analyzing and Interpreting Data | 4. Analyzing and Interpreting Data | 4. Analyzing and Interpreting Data | ||||||
34 | 5. Using Matematics and Computational Thinking | 5. Using Matematics and Computational Thinking | |||||||||
35 | 6. Constructing Explanation and Designing Solutions | 6. Constructing Explanations and Design Solutions | 6. Constructing Explanations and Design Solutions | 6. Constructing Explanations and Design Solutions | |||||||
36 | 7. Engaging in Arguments from evidence | 7. Engaging in Arguments from evidence | |||||||||
37 | 8. Obtaining, Evaluating, and Communicating Information | ||||||||||
38 | Disciplinary Core Ideas | PS2.A Forces and Motion PS2.B: Types of Interactions PS3.A: Definitions of Energy PS3.C: Relationship between energy and Forces | PS2.B: Types of Interactions | PS2.A Forces and Motion PS2.B: Types of Interactions | PS4.A: Wave Properties | PS4.A: Wave Properties PS4.B: Electromagnetic Radiation | |||||
39 | LS4.A: Evidence of Common Ancestry and Diversity | ||||||||||
40 | ESS1.A: The Universe and Its Stars ESS1.B: Earth and the Solar System | ESS1.C: The History of Planet Earth ESS3.C Human Impacts on Earth Systems | |||||||||
41 | ETS1.B: Developing Possible Solutions ETS1.C: Optimizing the Design Solution | ETS1.B: Developing Possible Solutions ETS1.C: Optimizing the Design Solution | ETS1.B: Developing Possible Solutions | ||||||||
42 | Cross Cutting Concepts (CCC): | 1. Patterns | 1. Patterns | 1. Patterns | 1. Patterns | ||||||
43 | 2. Cause and Effect | 2. Cause and Effect | 2. Cause and Effect | 2. Cause and Effect | 2. Cause and Effect | 2. Cause and Effect | |||||
44 | 3. Scale, Proportion, and Quantity | 3. Scale, Proportion, and Quantity | 3. Scale, Proportion, and Quantity | ||||||||
45 | 4. Systems and System Models | 4. Systems and System models | 4. Systems and System models | 4. Systems and System models | 4. Systems and System models | 4. Systems and System models | |||||
46 | |||||||||||
47 | 6. Structure and Function | 6. Structure and Function | 6. Structure and Function | ||||||||
48 | 7. Stability and Change | 7. Stability and Change | |||||||||