Curriculum Map for SC08 (Mesa Public Schools) Revised 7/29/10

8TH GRADE SCIENCE CURRICULUM MAP

This curriculum map lists objectives organized by quarter. All objectives listed for each quarter should be taught within the time frame specified.

DRAFT 7.29.10

Developed for Mesa Public Schools Curriculum Map for SC08 (Mesa Public Schools) Revised 7/29/10

Timeline for 8th Grade Science Curriculum Page(s) 1 st QUARTER 2 1. HEREDITY 3 a. Inquiry: scientific question & hypothesis; nature of science; safety 4 b. Historical: Gregor Mendel 5 c. Personal /Social Perspectives: genetic engineering; radiation treatments 5

2. ADAPTATIONS (may extend into 2nd quarter) 6-7 a. Inquiry: experimental design; nature of science; safety reinforced 8 b. Historical: Charles Darwin 9 c. Personal /Social Perspectives: human impact on habitat 9

2 nd QUARTER 10 3. FORCE AND MOTION (Strand 1objectives must be completed by the end of 2nd quarter; other strands may extend into 3rd quarter) 11 a. Inquiry: results/data and conclusions; nature of science; safety reinforced 12-14 b. Historical: Isaac Newton 15 c. Personal /Social Perspectives: airbags 15

3 rd QUARTER 16 4. PROPERTIES OF MATTER 17-18 a. Inquiry: reinforce entire process; safety reinforced b. Historical: Dmitri Mendeleev 19 c. Personal /Social Perspectives: chemical waste disposal; greenhouse gases 20

4 th QUARTER 21 5. COMPREHENSIVE REVIEW (Complete before the Science AIMS test.)

2 Curriculum Map for SC08 (Mesa Public Schools) Revised 7/29/10 1st QUARTER

Heredity must be taught during 1st quarter. Adaptation objectives may extend into 2nd quarter. It is expected that the listed inquiry, historical, and personal/social perspective objectives will be integrated within units.

Page(s) 1. HEREDITY 3 a. Inquiry: scientific question & hypothesis; nature of science; safety 4 b. Historical: Gregor Mendel 5 c. Personal /Social Perspectives: genetic engineering; radiation treatments 5

2. ADAPTATIONS (may extend into 2nd quarter) 6-7 a. Inquiry: experimental design; nature of science; safety reinforced 8 b. Historical: Charles Darwin 9 c. Personal /Social Perspectives: human impact on habitat 9

Italics = a performance objective introduced at an earlier grade level Bolded = knowledge or skill connected to a major concept Knowledge PO’s without terms = no new vocabulary to be taught

3 Curriculum Map for SC08 (Mesa Public Schools) Revised 7/29/10 1st Quarter HEREDITY

8th GRADE SCIENCE CLUSTERED Pos UNWRAPPED Pos Priority PO Linking POs Knowledge Skills

S4 C2 PO 2 S4 C2 PO 1 S4 C2 PO 1 S4 C2 PO 1 Explain the basic Explain the purposes of *cell 1. Identify the (*) terms in a principles of heredity. cell division: *nucleus model of a cell.  growth & repair *chromosome 2. Describe the relationships  reproduction *gene among the (*) terms. *DNA 3. Explain the purposes (not growth processes) of cell division. reproduction repair

S4 C2 PO 3 S4 C2 PO 3 S4 C2 PO 3 Distinguish between the heredity/inheritance 1. Define each term. nature of dominant and *trait 2. Use letters to represent recessive traits. *dominant dominant and recessive *recessive alleles. gene 3. Construct and interpret the *allele results of a Punnett square *cross for the inheritance of: *probability ● eye color (dark/light) Punnett square ● widow’s peak *heterozygous ● blood type (co-dominant) *homozygous 4. Predict the appearance of *genotype traits given parental *phenotype genotypes. *co-dominant 5. Apply each of the (*) terms when using a Punnett square.

4 Curriculum Map for SC08 (Mesa Public Schools) Revised 7/29/10 1st Quarter HEREDITY - Inquiry 8th GRADE SCIENCE CLUSTERED Pos UNWRAPPED Pos Priority PO Linking POs Knowledge Skills S 1 C 2 PO 2 S 1 C 1 PO 1 S 1 C 1 PO 1 S 1 C 1 PO 1 Design a controlled Formulate questions scientific methods 1. Define scientific methods. investigation to support or based on observations inquiry process 2. Distinguish between reject a hypothesis. that lead to the observation observations and inferences. development of a inference 3. Write testable scientific hypothesis. question (scientific) questions based on observations.

S 1 C 1 PO 3 S 1 C 1 PO 3 S 1 C 1 PO 3 Generate a hypothesis hypothesis 1. Define (*) terms. that can be tested. *testable 2. Write testable hypotheses *variable based on scientific questions. cause 3. Given possible hypotheses, effect identify non-testable examples.

S1 C 1 PO 2 S 1 C 1 PO 2 S 1 C 1 PO 2 Use appropriate research bias 1. Distinguish between information, not limited to a appropriate and inappropriate single source, to use in the sources of research development of a testable information. hypothesis.

S 1 C 2 PO 1 S 1 C 2 PO 1 S 1 C 2 PO 1 Demonstrate safe 1. Demonstrate safe behaviors behavior and appropriate during investigations procedures in all science (ongoing). inquiry. 2. Conduct investigations using proper procedures (ongoing).

S 1 C 3 PO 7 S 1 C 3 PO 7 S 1 C 3 PO 7 Critique scientific reports 1. Evaluate media sources and from periodicals, identify positive/negative television, or other media. evidence to justify the use/ non-use of a source.

S 2 C 2 PO 4 S 2 C 2 PO 4 S 2 C 2 PO 4 Explain why scientific claims 1. Explain why scientific claims may be question-able if may be questionable based on: based on very small  sample size samples of data, biased  bias samples, or samples for  lack of control which there was no control.

S 2 C 2 PO 1 S 2 C 2 PO 1 S 2 C 2 PO 1 Apply scientific processes compare 1. Apply these scientific processes to other problem solving or classify to everyday situations. decision making situations. predict infer identify variables organizing data 1st Quarter 5 Curriculum Map for SC08 (Mesa Public Schools) Revised 7/29/10 HEREDITY - Historical - Personal/Social Perspectives

8th GRADE SCIENCE CLUSTERED POs UNWRAPPED Pos Priority PO Linking POs Knowledge Skills

S 2 C 2 PO 2 S 2 C 1 PO 1 S 2 C 1 PO 1 S 2 C 1 PO 1 Describe how scientific Identify how diverse 1. Describe Mendel’s important knowledge is subject to people and/or cultures, contributions to scientific change (when new info past and present, have progress. and/or technology made important challenges theories) contributions to scientific innovations.

S 2 C 1 PO 2 S 2 C 1 PO 2 S 2 C 1 PO 2 Evaluate the effects of 1. Evaluate the impact of Mendelian Genetics on Mendelian Genetics on society. society. (e.g. selective breeding, plant hybridization)

S 2 C 1 PO 3 S 2 C 1 PO 3 S 2 C 1 PO 3 Evaluate the impact of a 1. Evaluate the impact of a major major scientific scientific development in development occurring genetics occurring within the within the past decade. past decade. (e.g. pet cloning; DNA profiling)

S 3 C 2 PO 4 S 3 C 2 PO 4 S 3 C 2 PO 4 Compare risks and radiation 1. Compare the risks and benefits of technological genetic engineering benefits of technological advances advancements including:  radiation treatments  genetic engineering (e.g. selective breeding)

S 2 C 1 PO 4 S 2 C 1 PO 4 S 2 C 1 PO 4 Evaluate career biology 1. Evaluate career opportunities opportunities related to life genetics related to life sciences. and physical sciences.

6 Curriculum Map for SC08 (Mesa Public Schools) Revised 7/29/10 1st Quarter ADAPTATIONS (page 1 of 2)

S 4 C 4 PO 6 S 4 C 4 PO 6 S 4 C 4 PO 6 (structural) adaptation (structural) 1. Describe plant Describe factors that pollination adaptations that help with allow for the survival of seed dispersal pollination and seed living organisms. protective coloration dispersal. 2. Describe animal adaptations involving beak design and protective coloration.

S 4 C 4 PO 3 (structural) S 4 C 4 PO 3 S 4 C 4 PO 3 Determine characteristics natural selection 1. Predict if a specific trait of organisms that could environment will be passed on to a change over several ecosystem future generation, given a generations. habitat set of environmental conditions. Use the following traits: ● beak design ● protective coloration

S 4 C 4 PO 1 S 4 C 4 PO 5 (behavioral) S 4 C 4 PO 5 S 4 C 4 PO 5 (behavioral) Analyze behavioral cycles adaptation (behavioral) 1. Explain how each of the Explain how an of organisms. behavioral cycles terms contributes organism’s behavior migration to the survival of allows it to survive in hibernation organisms. an environment. estivation dormancy (plants)

S 4 C 4 PO 4 (behavioral) S 4 C 4 PO 4 S 4 C 4 PO 4 Compare the symbiotic and competition 1. Describe behaviors that competitive relationships in predation affect survival of an organisms within an symbiosis organism. (e.g. pack ecosystem. mutualism hunting vs. loners, herding, commensalism animal dwellings) parasitism 2. Define and classify types of interactions between species as competitive, predatory or symbiotic. 3. Classify the type of symbiotic relationships for pairs of organisms.

7 Curriculum Map for SC08 (Mesa Public Schools) Revised 7/29/10 1st Quarter ADAPTATIONS (page 2 of 2)

S 4 C 4 PO 1 S 4 C 4 PO 2 S 4 C 4 PO 2 S 4 C 4 PO 2 (behavioral) & (behavioral & structural) endotherm 1. Describe how an S 4 C 4 PO 6 Describe how an organism ectotherm organism’s (including (structural) can maintain a stable diurnal humans) structural and internal environment while nocturnal behavioral adaptations living in a constantly are used to maintain changing external body temperature. (e.g. environment. ways to get warm/stay cool, color/thickness of fur, type of dwelling, panting, molting, etc.) 2. Compare diurnal and nocturnal behaviors in organisms.

8 Curriculum Map for SC08 (Mesa Public Schools) Revised 7/29/10 1st Quarter ADAPTATIONS - Inquiry

8th GRADE SCIENCE CLUSTERED POs UNWRAPPED POs Priority PO Linking POs Knowledge Skills S 1 C 2 PO 2 S 1 C 2 PO 2 S 1 C 2 PO 2 Design a controlled controlled 1. Identify variables that need investigation to support or experiment to be controlled during reject a hypothesis. controlled variable investigations. (constant) 2. Identify control and control group experimental groups for experimental group investigations. 3. Design a controlled experiment to test a hypothesis. 4. Distinguish between controlled and uncontrolled investigations.

S 1 C 1 PO 3 S 1 C 1 PO 3 S 1 C 1 PO 3 Generate a hypothesis independent 1. Identify independent that can be tested. variable variables to be tested. dependent 2.Identify dependent variables variable to be measured.

S 1 C 4 PO 4 S 1 C 4 PO 4 S 1 C 4 PO 4 Write clear, step-by-step 1. Write clear, step-by-step instructions (procedures) instructions for conducting for conducting investigations investigations or operating or operating equipment equipment (without (without personal personal pronouns). pronouns)

S 1 C 3 PO 5 S 1 C 3 PO 5 S 1 C 3 PO 5 Explain how evidence validity 1. Evaluate the validity of an supports the validity and experimental design reliability of a conclusion. based on the following evidence:  testing a single variable  controlling extraneous variables  experimental design tests the hypothesis

9 Curriculum Map for SC08 (Mesa Public Schools) Revised 7/29/10 1st Quarter ADAPTATIONS - Historical

S 2 C 2 PO 2 S 2 C 1 PO 1 S 2 C 1 PO 1 S 2 C 1 PO 1 Describe how scientific Identify how diverse theory (Darwin) 1. Describe Darwin’s important knowledge is subject to people and/or cultures, contributions to scientific change (when new info past and present, have progress (specifically natural and/or technology made important selection). challenges theories) contributions to scientific innovations.

S 2 C 1 PO 4 S 2 C 1 PO 4 S 2 C 1 PO 4 Evaluate career biology 1. Evaluate career opportunities opportunities related to life ecology related to life sciences. and physical sciences.

1st Quarter ADAPTATIONS - Personal/Social Perspectives

S 3 C 1 PO 2 S 3 C 2 PO 3 S 3 C 2 PO 3 S 3 C 2 PO 3 Analyze possible solutions Design and construct a Design and construct a solution to address the solution to an identified to a local need or problem using environmental risks need or problem using simple classroom materials. associated with chemicals simple classroom (e.g. human impact on habitat, and biological systems. materials. water pollution)

10 Curriculum Map for SC08 (Mesa Public Schools) Revised 7/29/10

2nd QUARTER

By the end of 2nd quarter, all Strand 1 objectives and Adaptations objectives should have been taught. Strand 2, 3, and 5 objectives may extend into 3rd quarter. It is expected that the listed inquiry, historical and personal/social perspective objectives will be integrated within units.

Page(s) 3. FORCE AND MOTION (Strand 1objectives must be completed 11 by the end of 2nd quarter; other strands may extend into 3rd quarter) a. Inquiry: results/data and conclusions; nature of science; safety reinforced 12-14 b. Historical: Isaac Newton 15 c. Personal /Social Perspectives: airbags 15

11 Curriculum Map for SC08 (Mesa Public Schools) Revised 7/29/10 2nd Quarter FORCE AND MOTION 8th GRADE SCIENCE CLUSTERED POs UNWRAPPED Pos Priority POs Linking POs Knowledge Skills S 5 C 2 PO 2 S 5 C 2 PO 2 S 5 C 2 PO 2 (1st Law of Motion) inertia 1. Define each term. Identify the conditions force 2. Identify variables that (variables) under which net force affect inertia. an object will continue in Newton (unit of meas.) 3. Explain why given its state of motion. motion situations reference point demonstrate Strand 5 objectives may extend position Newton’s 1st Law. into 3rd Quarter. mass 4. Predict the outcome of situations involving Newton’s 1st Law. S 5 C 2 PO 1 S 5 C 2 PO 1 Demonstrate velocity as rate S 5 C 2 PO 1 the rate of change of speed 1. Define each term. position over time. displacement 2. Differentiate between velocity = displacement distance & displacement. 3. Differentiate among examples of speed, time velocity & acceleration. average velocity 4. Calculate the average acceleration velocity of an object, negative acceleration given the formula (v=d/t). S 5 C 2 PO 3 nd S 5 C 2 PO 3 (2 Law of Motion) S 5 C 2 PO 3 1. Predict what will Describe how the force =

acceleration of a body is mass x happen to the other two dependent on its mass acceleration variables when one and the net applied force. variable increases or decreases. (F=ma) 2. Explain why given situations demonstrate Newton’s 2nd Law. 3. Predict the outcome of situations involving Newton’s 2nd Law. S 5 C 2 PO 5 S 5 C 2 PO 5 Create a graph devised 1. Create & interpret the from measurements of S 5 C 2 PO 5 results of position- moving objects and their constant velocity time graphs & velocity- interactions. constant acceleration time graphs. S 5 C 2 PO 4 (3rd Law of Motion) S 5 C 2 PO 4 Describe forces as S 5 C 2 PO 4 1. Define each term. interactions between action force 2. Identify examples of bodies. reaction force action-reaction force pairs. 3. Explain why given situations demonstrate Newton’s 3rd Law. 4. Predict the outcome of situations involving Newton’s 3rd Law. 12 Curriculum Map for SC08 (Mesa Public Schools) Revised 7/29/10 2nd Quarter FORCE AND MOTION - Inquiry (page 1 of 3)

8th GRADE SCIENCE CLUSTERED POs UNWRAPPED POs Priority PO Linking POs Knowledge Skills

S 1 C 2 PO 3 S 1 C 2 PO 4 S 1 C 2 PO 4 S 1 C 2 PO 4 Conduct a controlled Perform measurements equipment names 1. Identify equipment by name. investigation to support or using appropriate units of measure 2. Identify appropriate unit of reject a hypothesis. scientific tools. measure to use. 3. Perform accurate measurements using Strand 1 objectives must be appropriate tools. completed by the end of 2nd Quarter. 4. Define the variables (e.g. mass, volume, force, etc.) being measured.

S 1 C 2 PO 5 S 1 C 2 PO 5 S 1 C 2 PO 5 Keep a record of data table (data chart) 1. Organize information in a observations, notes, logical manner. sketches, questions, & 2. Organize collected data in ideas using tools such as properly labeled data tables. written &/or computer logs.

S 1 C 4 PO 2 S 1 C 4 PO 2 S 1 C 4 PO 2 Choose an appropriate line graph 1. Choose an appropriate graphic representation for double bar graph graph for collected data. collected data: line graph, stem & leaf plot 2. Create and properly label double bar graph, stem histogram graphs. and leaf plot and histogram.

S 1 C 3 PO 1 S 1 C 3 PO 1 S 1 C 3 PO 1 Analyze data obtained in trend 1. Identify trends from data a scientific investigation to obtained in investigations. identify trends.

S 1 C 3 PO 3 S 1 C 3 PO 3 S 1 C 3 PO 3 Interpret data that show a correlation 1. Identify relationships variety of possible positive relationship between variables as relationships (correlations) negative relationship positive, negative, or no between two variables, no relationship relationship. including: positive, negative & no relationship.

13 Curriculum Map for SC08 (Mesa Public Schools) Revised 7/29/10 2nd Quarter FORCE AND MOTION - Inquiry (page 2 of 3)

S 1 C 2 PO 3 S 1 C 3 PO 2 S 1 C 3 PO 2 S 1 C 3 PO 2 Conduct a controlled Form a logical argument 1. Analyze and describe the investigation to support or about a correlation cause-effect relationships reject a hypothesis. between variables or between variables (or sequence of events. sequence of events) based on data.

S 1 C 4 PO 3 S 1 C 4 PO 3 S 1 C 4 PO 3 Present analyses and results 1. Write analyses matching conclusions in clear, analysis collected data. concise formats. conclusion 2. Write conclusions that address the questions.

S 1 C 4 PO 1 S 1 C 4 PO 1 & S 1 C 4 PO 1 & Communicate the results S 1 C 4 PO 5 S 1 C 4 PO 5 of an investigation. (combine POs) 1. Communicate the results of S 1 C 4 PO 5 experiments, informally and Communicate the results formally. and conclusion of the investigation.

S 1 C 3 PO 4 S 1 C 3 PO 4 S 1 C 3 PO 4 Formulate a future 1. Identify possible future investigation based on the investigations based on data data collected. collected.

S 1 C 3 PO 8 S 1 C 3 PO 8 S 1 C 3 PO 8 Formulate new questions 1. Formulate new questions based based on the results of a on the results of a previous previous investigation. investigation.

S 1 C 3 PO 5 S 1 C 3 PO 5 S 1 C 3 PO 5 Explain how evidence reliability 1. Explain how the following supports the validity and evidence supports the reliability of a conclusion. reliability of a conclusion:  sample size  number of trials 2. Distinguish between validity and reliability.

14 Curriculum Map for SC08 (Mesa Public Schools) Revised 7/29/10 2nd Quarter FORCE AND MOTION - Inquiry (page 3 of 3)

S 1 C 2 PO 3 S1 C 3 PO 6 S 1 C 3 PO 6 S 1 C 3 PO 6 Conduct a controlled Identify the potential 1. Identify potential investigation to support or investigational error that investigational errors such reject a hypothesis. may occur. as flawed investigational design, inaccurate measurement, computational errors, or unethical reporting.

S 2 C 2 PO 3 S 2 C 2 PO 3 S 2 C 2 PO 3 Defend the principle that replication 1. Defend the credibility of accurate record keeping, credibility students’ experimental openness, and replication results in terms of accurate are essential for record keeping, openness maintaining an (sharing of information), and investigator’s credibility replication (repeatable results). with other scientists and society.

15 Curriculum Map for SC08 (Mesa Public Schools) Revised 7/29/10 2nd Quarter FORCE AND MOTION - Historical - Personal/Social Perspectives

S 2 C 2 PO 2 S 2 C 1 PO 1 S 2 C 1 PO 1 S 2 C 1 PO 1 Describe how scientific Identify how diverse law (Newton) 1. Describe Newton’s important knowledge is subject to people and/or cultures, contributions to scientific change (when new info past and present, have progress (specifically Newton’s and/or technology made important Laws of Motion). challenges theories) contributions to scientific innovations. S 2 C 1 PO 2 S 2 C 1 PO 2 S 2 C 1 PO 2 1. Evaluate the impact of Evaluate the effects of Newton’s Laws on society. Newton’s Laws on (e.g. rockets, seat belts, guard society. rails, etc.) Strand 2 and 3 objectives may extend into 3rd Quarter.

S 3 C 2 PO 4 S 3 C 2 PO 4 S 3 C 2 PO 4 Compare risks and 1. Compare the risks and benefits of technological benefits of technological advances. advancements including:  airbags.

S 2 C 1 PO 4 S 2 C 1 PO 4 S 2 C 1 PO 4 Evaluate career physics 1. Evaluate career opportunities opportunities related to life related to physical sciences. and physical sciences.

3rd QUARTER

Throughout 3rd quarter, all inquiry objectives should be reinforced. It is expected that the listed historical and personal/social perspective objectives will also be integrated within units. inquiry, historical and personal/social perspective

Page(s) 4. PROPERTIES OF MATTER 17-18 d. Inquiry: reinforce entire process; safety reinforced e. Historical: Dmitri Mendeleev 19 a. Personal /Social Perspectives: chemical waste disposal; greenhouse gases 20

3rd Quarter PROPERTIES OF MATTER (page 1 of 2)

S 5 C 1 PO 4 S 5 C 1 PO 6 S 5 C 1 PO 6 S 5 C 1 PO 6 Classify matter in terms Explain the systematic matter 1. Define each term. of elements, mixtures, or organization of the element 2. Identify the compounds. periodic table. (elements) periodic table family/group & period of family/group various elements using a period periodic table. 3. Identify patterns in the periodic table for: . metal/nonmetal/ metalloid . family/group characteristics . atomic numbers

S 5 C 1 PO 5 S 5 C 1 PO 5 S 5 C 1 PO 5 Classify mixtures as being mixture 1. Define homogeneous or homogenous each term. heterogeneous. (mixtures) heterogeneous 2. Classify mixtures as heterogeneous or S 5 C 1 PO 3 S 5 C 1 PO 3 homogenous. Identify the types of compound evidence that a chemical chemical reaction S 5 C 1 PO 3 reaction has occurred. precipitate 1. Define each term. (compounds) absorption of heat 2. Identify the type of (warmer) evidence that a release of heat (cooler) chemical reaction has occurred. . formation of a precipitate . generation of gas . unexpected color change . absorption or release of heat S 5 C 1 PO 4 S 5 C 1 PO 4 1. Classif y substances as elements, compounds or mixtures.

19 Curriculum Map for SC08 (Mesa Public Schools) Revised 7/29/10 3rd Quarter PROPERTIES OF MATTER (page 2 of 2)

S 5 C 1 PO 7 S 5 C 1 PO 1 S 5 C 1 PO 1 S 5 C 1 PO 1 Investigate how the Identify different kinds of matter 1. Define each term. transfer of energy can matter based on specific physical properties 2. Identify the 3 common affect the physical and physical properties. states of matter states of matter. chemical properties of boiling point 3. Identify the state of matter. melting point matter of various (MPS focus is on physical solubility substances. and chemical properties, soluble 4. Compare the solubilities not on energy.) insoluble of various substances. solution 5. Predict the layering of density substances based on their specific densities. 6. Identify different kinds of matter based on specific physical properties.

S 5 C 1 PO 2 S 5 C 1 PO 2 S 5 C 1 PO 2 Identify different kinds of chemical properties 1. Define each term. matter based on specific reactivity 2. Compare the reactivity chemical properties. chemical change/reaction of various substances. pH scale 3. Identify acids, bases, and acid neutrals on a pH scale. base 4. Identify the relative neutral strength/weakness of oxidation (corrosion) acids or bases using the pH scale. 5. Determine the pH of unknown substances and classify as acids, bases or neutrals. 6. Identify examples of oxidation reactions. 7. Identify different kinds of matter based on specific chemical properties.

20 Curriculum Map for SC08 (Mesa Public Schools) Revised 7/29/10 3rd Quarter PROPERTIES OF MATTER - Historical

S 2 C 2 PO 2 S 2 C 1 PO 1 S 2 C 1 PO 1 S 2 C 1 PO 1 Describe how scientific Identify how diverse 1. Describe Dmitri Mendeleev’s knowledge is subject to people and/or cultures, contributions to scientific change (when new info past and present, have progress. and/or technology made important challenges theories) contributions to scientific innovations.

S 2 C 1 PO 3 S 2 C 1 PO 3 S 2 C 1 PO 3 Evaluate the impact of a 1. Evaluate the impact of a major major scientific scientific development in development occurring chemistry occurring within the within the past decade. past decade. (e.g. greenhouse gases, chemical waste disposal)

S 2 C 1 PO 4 S 2 C 1 PO 4 S 2 C 1 PO 4 Evaluate career chemistry 1. Evaluate career opportunities opportunities related to life related to physical sciences. and physical sciences.

21 Curriculum Map for SC08 (Mesa Public Schools) Revised 7/29/10 3rd Quarter PROPERTIES OF MATTER - Personal/Social Perspectives

S 3 C 1 PO 1 S 3 C 2 PO 4 S 3 C 2 PO 4 S 3 C 2 PO 1 & PO 4 Analyze the risk factors Compare risks and greenhouse gases 1. Compare the risks and associated with natural, benefits technological benefits of environmental and human induced, and/or advances. technological advances biological hazards including:  waste disposal of industrial chemicals  greenhouse gases

S 3 C 2 PO 1 S 3 C 2 PO 1 S 3 C 2 PO 1 Propose viable methods 1. Propose reasonable solutions to of responding to an these problems: identified need or  waste disposal of problem. industrial chemicals  greenhouse gases

S 3 C 1 PO 2 Analyze possible solutions S 3 C 2 PO 2 S 3 C 2 PO 2 S 3 C 2 PO 2 to address the Compare solutions to best 1. Compare solutions to identify environmental risks address an identified which solution(s) best address associated with chemicals need or problem. these problems: and biological systems.  waste disposal of industrial chemicals  greenhouse gases

S 3 C 2 PO 3 S 3 C 2 PO 3 S 3 C 2 PO 3 Design and construct a Design and construct a solution solution to an identified to a local need or problem using need or problem using simple classroom materials. simple classroom materials.

4th QUARTER

5. COMPREHENSIVE REVIEW - Complete before the Science AIMS test.