Eighth Grade Earth Science Extended Curriculum Guide

Eighth Grade Earth Science Curriculum Guide 1 Link to Previous Curriculum Guide Obj. # Objective Criti- Sequence Sample Teaching Resources Dist / Sample Assessment Level cality and Strategy Text: State Question Duration Earth Science Assess- Glencoe/McGraw- ments Hill (2002) Standard 1: SCIENCE PROCESSES

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Proficient 1 1. The student will ESS Sem. 1 Venn Diagram observation, MES: ECA Which word means an explain the differences and 2 hypothesis, theory and law. 7,8,11,15,18,19, educated guess? among observation, 23 Classroom a. theory hypothesis, theory, TE: 22 Tests and b. hypothesis Quizzes c. variable and law d. law Below 1 1. Student will be able to Students make flash cards MES: ECA Which word means an Proficient define observation, for the words observation, 7,8,11,15,18,19, educated guess? hypothesis, theory, hypothesis, theory and law 23 Classroom a. hypothesis and law and their definitions. Pairs TE: 22 Tests and b. law of students write examples Quizzes of each term on their flashcards. Basic 1 1. Student will know Students make flash cards MES: ECA Which word means an definitions of w/ visual cues, Ways to 7,8,11,15,18,19, educated guess? observation & adapt to life, Make a 23 Classroom c. hypothesis hypothesis hypothesis about ______, TE: 22 Tests and d. law and make an observation Quizzes about ______. Standard 1: SCIENCE PROCESSES

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ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet; DR = Directed Reading worksheet; R = Reinforcement worksheet ©Idaho Falls School District # 91 2004 Eighth Grade Earth Science Curriculum Guide 2 Obj. # Objective Criti- Sequence Sample Teaching Resources Dist / Sample Assessment Level cality and Strategy Text: State Question Duration Earth Science Assess- Glencoe/McGraw- ments Hill (2002) Proficient 5 2. The student will ESS Sem. 1 Students make a time line MES: 18,19,276- ECA What does a hypothesis identify an example in and 2 with evidence for continental 284 become when it is supported which theories, drift, sea-floor spreading, Classroom by data collected over a long principles, or models and plate tectonics showing Tests and period of time? the change in ideas related Quizzes a. theory were accepted or to new evidence. b. law displaced based on c. variable new scientific evidence d. control (see plate tectonics) Below 5 2. The student will ESS Sem. 1 Teacher will make a MES: 18,19,276- ECA What does a hypothesis Proficient identify an example in and 2 sequential time line of plate 284 become when it is supported which theories, tectonics and changing Classroom by data collected over a long principles, or models views of the universe. Tests and period of time? Students will put time line in Quizzes a. theory were accepted or correct sequence order. b. variable displaced based on new scientific evidence (see plate tectonics) Basic 5 2. The student will ESS Sem. 1 Teacher will make a MES: 18,19,276- ECA What does a hypothesis identify an example in and 2 sequential time line of plate 284 become when it is supported which theories, tectonics and changing Classroom by data collected over a long principles, or models views of the universe. Tests and period of time? Students will put time line in Quizzes a. theory were accepted or correct sequence order. b. variable displaced based on new scientific evidence (see plate tectonics) Standard 1: SCIENCE PROCESSES

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ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet; DR = Directed Reading worksheet; R = Reinforcement worksheet ©Idaho Falls School District # 91 2004 Eighth Grade Earth Science Curriculum Guide 3 Obj. # Objective Criti- Sequence Sample Teaching Resources Dist / Sample Assessment Level cality and Strategy Text: State Question Duration Earth Science Assess- Glencoe/McGraw- ments Hill (2002) Proficient 9 3. The student will ESS Sem. 1 Bring newspapers to class. MES: ECA Student written report on a describe a current and 2 Groups of three students 18,19,23,26,27, newspaper article about a scientific discovery in scan the paper for articles 280-283,292-293 Classroom recent scientific discovery, terms of the critical related to recent scientific Tests and the evidence and the original discoveries. Each group Quizzes idea for the research are thinking, creativity, reports to the class on the graded on a rubric. imagination, and good scientists, the original idea knowledge base that for the research, the were required in its evidence and the discovery. discovery Below 9 3. The student will ESS Sem. 1 Have a variety of Scholastic MES: ECA Students share their Proficient describe a current and 2 Super Science articles 18,19,23,26,27, information orally w/ the scientific discovery in chosen by the teacher. Pair 280-283,292-293 Classroom class. Graded on a rubric. terms of the critical of students fill out a sheet Tests and having the following Quizzes thinking, creativity, questions: imagination, and good 1. What was the discovery? knowledge base that 2. Who was the scientist(s) were required in its who made the discovery? discovery 3. Why did they want to make this discovery? Standard 1: SCIENCE PROCESSES

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ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet; DR = Directed Reading worksheet; R = Reinforcement worksheet ©Idaho Falls School District # 91 2004 Eighth Grade Earth Science Curriculum Guide 4 Obj. # Objective Criti- Sequence Sample Teaching Resources Dist / Sample Assessment Level cality and Strategy Text: State Question Duration Earth Science Assess- Glencoe/McGraw- ments Hill (2002) Proficient 13 4. The student will ESS Sem. 1 Present students with MES: 8,12,13 ECA Quartz crystals vibrate at a distinguish between and 2 several scientific discoveries constant rate when science and and an example of Classroom electricity goes through technology based on technology related to each. Tests and them. What is the term for Students identify which Quizzes the use of this knowledge to their different items are scientific make watches with quartz purposes discoveries and which are movement? technology, then match the a. science related items. b. theory c. technology d. critical thinking Below 13 4. The student will ESS Quartz crystals vibrate at a Proficient distinguish between constant rate when science and electricity goes through technology. them. What is the term for the use of this knowledge to make watches with quartz movement? a. science b. technology Standard 1: SCIENCE PROCESSES

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ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet; DR = Directed Reading worksheet; R = Reinforcement worksheet ©Idaho Falls School District # 91 2004 Eighth Grade Earth Science Curriculum Guide 5 Obj. # Objective Criti- Sequence Sample Teaching Resources Dist / Sample Assessment Level cality and Strategy Text: State Question Duration Earth Science Assess- Glencoe/McGraw- ments Hill (2002) Proficient 17 5. The student will ESS Sem. 1 Students work in groups of MES: ECA Which of the following is not identify the and 2 three or four to test the 16,17,19,22- an advantage of working in advantages of working variables of a pendulum in 25,45,80-81,811 Classroom groups to solve scientific in teams to solve the activity pages 24-25 in Tests and problems? MES. They share and Quizzes a. people share the scientific problems: compare results with other work  Share tasks groups and develop b. people do the task  Collaboration conclusions. for which they are best (share talents) suited  Communication c. people (share ideas) communicate ideas  Tolerance d. people work only with friends Below 17 5. The student will ESS Sem. 1 Students work in groups of MES: ECA What is a benefit of working Proficient identify the and 2 three or four to test the 16,17,19,22- in teams to solve scientific advantages of working variables of a pendulum in 25,45,80-81,811 Classroom problems? in teams to solve the activity pages 24-25 in Tests and a. People communicate MES. They share and Quizzes ideas and share the work. scientific problems: compare results with other b. People work only with  Share tasks groups and develop friends and one person does  Collaboration conclusions. all the work. (share talents)  Communication (share ideas)  Tolernce

ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet; DR = Directed Reading worksheet; R = Reinforcement worksheet ©Idaho Falls School District # 91 2004 Eighth Grade Earth Science Curriculum Guide 6 Obj. # Objective Criti- Sequence Sample Teaching Resources Dist / Sample Assessment Level cality and Strategy Text: State Question Duration Earth Science Assess- Glencoe/McGraw- ments Hill (2002) 21 6. The student will EXP Sem. 1 Present students ideas from MES: 21,702-703 Classroom Which of the following was a discuss the role of bias and 2 the Earth-centered model of Tests and new scientific idea stated by (strong beliefs about the solar system and Quizzes Copernicus but rejected at what should happen in Copernicus’s ideas for the the time because of strong Sun-centered model of the bias? particular solar system. Pairs of a. the Sun-centered circumstances that students write newspaper model of the solar prevent detection of articles about Copernicus’s system other results) in the new ideas as though they b. the extinction of historical controversy lived in 1543. Remind them the dinosaurs of Ptolemy and of the political and religious c. continental drift Copernicus’ theories of situation at the time. d. Earth-centered planetary motion (see model of the solar Universe) system 25 7. The student will EXP Sem. 1 Students do the Problem- MES: 21- Classroom If your hypothesis is proved identify safeguards and 2 Solving Activity on page 21 23,807,811 Tests and incorrect in a scientific against the effects of in MES. Quizzes investigation, what should bias on scientific you do to avoid bias? a. change your investigations: hypothesis and redesign  Peer review the experiment.  Honest reporting of b. Assume that some information of the data is bad and  Public disclosure of change it. positive and c. Change the negative impacts hypothesis to fit the of scientific data. d. Not report the discoveries and results. technology Standard 1: SCIENCE PROCESSES

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ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet; DR = Directed Reading worksheet; R = Reinforcement worksheet ©Idaho Falls School District # 91 2004 Eighth Grade Earth Science Curriculum Guide 7 Obj. # Objective Criti- Sequence Sample Teaching Resources Dist / Sample Assessment Level cality and Strategy Text: State Question Duration Earth Science Assess- Glencoe/McGraw- ments Hill (2002) Proficient 29 8. The student will state ESS Sem. 1 Present the students with an MES: 80- ECA Scientists are investigating the problem when and 2 imaginary investigation of 81,89,802 the quality of groundwater in given a description of how sound affects plants. Classroom an isolated basin of south- a scientific In groups of two, students Tests and east Idaho. Which of the design a question or state a Quizzes following is an example of a investigation problem related to the good problem question for investigation, develop a Teacher the investigation? hypothesis, identify the Observable a. Do fertilizers independent and dependent contribute a major variables and the constants, portion of nitrates to the and describe the control groundwater? group and its purpose. b. Elk and buffalo cause the excess nitrates. c. Farmers should not use so much fertilizer. d. Should all farming be stopped in the basin? Below 29 The student will state the ESS Sem. 1 Have students do a MES: 80- ECA Scientists are investigating Proficient problem when given a and 2 measuring air temperature 81,89,802 the quality of groundwater description of a lab comparing the reaction Classroom in an isolated basin of south- scientific investigation time of thermometers. Have How the Scientist Tests and east Idaho. Which of the students figure out the Works, Quizzes following is an example of a problem before they start good problem question for the scientific investigation. Teacher the investigation? Observabl e a. Do fertilizers contribute a major portion of nitrates to the groundwater? b. Farmers should not use so much fertilizer.

ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet; DR = Directed Reading worksheet; R = Reinforcement worksheet ©Idaho Falls School District # 91 2004 Eighth Grade Earth Science Curriculum Guide 8 Obj. # Objective Criti- Sequence Sample Teaching Resources Dist / Sample Assessment Level cality and Strategy Text: State Question Duration Earth Science Assess- Glencoe/McGraw- ments Hill (2002) Standard 1: SCIENCE PROCESSES

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Proficient 33 9. The student will state ESS Sem. 1 Present the students with an MES: 9,52,80- ECA Which term means an a clear testable and 2 imaginary investigation of 81,802 educated guess? hypothesis given a how sound affects plants. Classroom a. theory description of a In groups of two, students Tests and b. hypothesis design a question or state a Quizzes c. variable scientific investigation problem related to the d. law investigation, develop a Teacher hypothesis, identify the Observable independent and dependent variables and the constants, and describe the control group and its purpose. Below 33 9. The student will state ESS Sem. 1 Have students do a MES: 9,52,80- ECA Which term means educated Proficient a clear testable and 2 measuring air temperature 81,802 guess? hypothesis given a lab comparing the reaction Classroom a. theory description of a time of thermometers. Have Tests and b. hypothesis students state a clear Quizzes scientific investigation testable hypothesis before they start the scientific Teacher investigation. Observabl e Standard 1: SCIENCE PROCESSES

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ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet; DR = Directed Reading worksheet; R = Reinforcement worksheet ©Idaho Falls School District # 91 2004 Eighth Grade Earth Science Curriculum Guide 9 Obj. # Objective Criti- Sequence Sample Teaching Resources Dist / Sample Assessment Level cality and Strategy Text: State Question Duration Earth Science Assess- Glencoe/McGraw- ments Hill (2002) Proficient 37 10. The student will ESS Sem. 1 Present the students with an MES: 9- ECA Which term refers to the identify the and 2 imaginary investigation of 11,24,53,80- different factors that can experimental variables how sound affects plants. 81,803 Classroom change in an experiment? in an experiment In groups of two, students Tests and a. controls design a question or state a Quizzes b. constants problem related to the c. observations investigation, develop a Teacher d. variables hypothesis, identify the Observable independent and dependent variables and the constants, and describe the control group and its purpose. Below 37 10. The student will ESS Sem. 1 Have students do a MES: 9- ECA Which term refers to the Proficient identify experimental and 2 measuring air temperature 11,24,53,80- different factors that can variables in an lab comparing the reaction 81,803 Classroom change in an experiment? experiment (constant time of thermometers. Have Tests and a. constants students identify the Quizzes b. variables variables, and the variables they must keep independent variable.) constant and the Teacher independent variable before Observabl they start the scientific e investigation.

Standard 1: SCIENCE PROCESSES

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ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet; DR = Directed Reading worksheet; R = Reinforcement worksheet ©Idaho Falls School District # 91 2004 Eighth Grade Earth Science Curriculum Guide 10 Obj. # Objective Criti- Sequence Sample Teaching Resources Dist / Sample Assessment Level cality and Strategy Text: State Question Duration Earth Science Assess- Glencoe/McGraw- ments Hill (2002) Proficient 41 11. The student will ESS Sem. 1 Present the students with an MES: 10-11,803 ECA Which term means the identify the function of and 2 imaginary investigation of standard to which your a control group in an how sound affects plants. Classroom results can be compared.? experiment In groups of two, students Tests and a. control design a question or state a Quizzes b. constant problem related to the c. observation investigation, develop a Teacher d. variable hypothesis, identify the Observable independent and dependent variables and the constants, and describe the control group and its purpose. Below 41 11. The student will ESS Sem. 1 “How the Scientist Works” MES: 10-11,803 ECA Which term means the Proficient identify the function of and 2 pg. 48-50 standard to which your a control group in an Classroom results can be compared? experiment Tests and a. control Quizzes b. variable

Teacher Observabl e Standard 1: SCIENCE PROCESSES

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ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet; DR = Directed Reading worksheet; R = Reinforcement worksheet ©Idaho Falls School District # 91 2004 Eighth Grade Earth Science Curriculum Guide 11 Obj. # Objective Criti- Sequence Sample Teaching Resources Dist / Sample Assessment Level cality and Strategy Text: State Question Duration Earth Science Assess- Glencoe/McGraw- ments Hill (2002) Proficient 45 12. The student will ESS Sem. 1 Present the students with an MES: 10- ECA Which term means the identify constants in an and 2 imaginary investigation of 11,25,53,80- factors that do not change in experiment how sound affects plants. 81,803 Classroom an experiment? In groups of two, students Tests and a. controls design a question or state a Quizzes b. constants problem related to the c. observations investigation, develop a Teacher d. variables hypothesis, identify the Observable independent and dependent variables and the constants, and describe the control group and its purpose. Below 45 13. The student will ESS Sem. 1 “How the Scientist Works” MES: 10- ECA Which term means the Proficient identify constants in an and 2 pg. 48-50 11,25,53,80- factors that do not change in experiment 81,803 Classroom an experiment? Tests and a. constants Quizzes b. observations

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ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet; DR = Directed Reading worksheet; R = Reinforcement worksheet ©Idaho Falls School District # 91 2004 Eighth Grade Earth Science Curriculum Guide 12 Obj. # Objective Criti- Sequence Sample Teaching Resources Dist / Sample Assessment Level cality and Strategy Text: State Question Duration Earth Science Assess- Glencoe/McGraw- ments Hill (2002) Proficient 49 13. The student will design ESS Sem. 1 Students do the activity MES: 9-11,52- ECA What is the name of the and conduct a and 2 “Sink or Float” on pages 53,80-81,802- group in an experiment that scientific investigation 540-541 in MES. 804 Teacher does not have the variable using controls and Observable and is the standard for comparison? variables when a. constant appropriate b. experimental c. hypothesis d. control Below 49 13. The student will ESS Sem. 1 Same as above. Changed in MES: 9-11,52- ECA In an experiment what is the Proficient conduct a scientific and 2 format, provide step-by-step 53,80-81,802- standard that you compare investigation using instructions and graph, look 804 Teacher your results with? controls and variables in lab worksheet book. Observabl a. experimental e b. control when appropriate Standard 1: SCIENCE PROCESSES

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Proficient 53 14. The student will ESS Sem. 1 In groups of two, students MES: 8- ECA Test essay identify appropriate and 2 become experts on sections 11,23,802-811 Students list and describe scientific procedures in of the “Science Skill Classroom the steps of the scientific an investigation and Handbook” pages 802-811 Tests and method in order. in MES. They teach the Quizzes recognize alternative class the material from their explanations for sections and relate their Teacher scientific results sections to the steps of the Observable scientific method.

ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet; DR = Directed Reading worksheet; R = Reinforcement worksheet ©Idaho Falls School District # 91 2004 Eighth Grade Earth Science Curriculum Guide 13 Obj. # Objective Criti- Sequence Sample Teaching Resources Dist / Sample Assessment Level cality and Strategy Text: State Question Duration Earth Science Assess- Glencoe/McGraw- ments Hill (2002) Below 53 14. The student will ESS Sem. 1 P. 105-107 “Teaching MES: 8- ECA Match a given list of the Proficient identify appropriate and 2 Science Process Skills” & 11,23,802-811 steps of the scientific scientific procedures in take t-graph notes on Classroom method with given an investigation and proficient groups class Tests and descriptions. presentations. Quizzes recognize alternative explanations for Teacher scientific results Observabl e Standard 1: SCIENCE PROCESSES

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Proficient 57 15. The student will ESS Sem. 1 Present the students with MES: 11,15,810 ECA You hear a loud pop just differentiate between and 2 several observations and before the power goes out inference and inferences paired as an Classroom and suggest that an observation effect and a cause. Tests and electrical transformer Students label the Quizzes probably blew out. What do observation (effect) and the you call your suggestion that inference (cause.) Teacher the transformer blew out? Observable a. inference b. theory c. observation d. variable

ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet; DR = Directed Reading worksheet; R = Reinforcement worksheet ©Idaho Falls School District # 91 2004 Eighth Grade Earth Science Curriculum Guide 14 Obj. # Objective Criti- Sequence Sample Teaching Resources Dist / Sample Assessment Level cality and Strategy Text: State Question Duration Earth Science Assess- Glencoe/McGraw- ments Hill (2002) Below 57 16. The student will ESS Sem. 1 “Teaching Scientific Process MES: 11,15,810 ECA You observe an upset Proficient differentiate between and 2 Skills” 2. P. 36-38 student leaving the inference and (Inference) 3. P. 11-13 Classroom principals office. Which of observation (Observation) Tests and the following is an inference Quizzes to this observation? a. the student just got a Teacher new puppy Observabl b. the student got in trouble e Standard 1: SCIENCE PROCESSES

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Proficient 61 16. The student will ESS Sem. 1 Students do the activity MES: 11,22,52- ECA Student lab reports from the accurately collect and and 2 “Testing Variables of a 53,80- Teacher activity “Testing Variables of record data from an Pendulum” on pages 24-25 81,804,807 Observable a Pendulum” on pages 24-25 investigation in MES. TE: 50 in MES are graded according to a rubric. Below 61 16. The student will ESS Sem. 1 Same as above. Test only MES: 11,22,52- ECA Student lab reports from the Proficient accurately collect and and 2 length of string & mass. 53,80- Teacher activity “Testing Variables of record data from an Give them prepared tables 81,804,807 Observabl a Pendulum” on pages 24-25 investigation to record data. (on a TE: 50 e in MES are graded according worksheet) to a rubric. Standard 1: SCIENCE PROCESSES

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ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet; DR = Directed Reading worksheet; R = Reinforcement worksheet ©Idaho Falls School District # 91 2004 Eighth Grade Earth Science Curriculum Guide 15 Obj. # Objective Criti- Sequence Sample Teaching Resources Dist / Sample Assessment Level cality and Strategy Text: State Question Duration Earth Science Assess- Glencoe/McGraw- ments Hill (2002) Proficient 65 17. The student will ESS Sem. 1 Students do the activity MES: 11, ,52- ECA Student lab reports from the organize data from an and 2 “Testing Variables of a 53,80-81,806- Teacher activity “Testing Variables of investigation into pre- Pendulum” on pages 24-25 808; Observable a Pendulum” on pages 24-25 existing tables, charts, in MES. TE: 50 in MES are graded according to a rubric. or graphs Below 65 17. The student will ESS Sem. 1 Modify P. 145-149, MES: 11, ,52- ECA Given data, students will Proficient organize data from an and 2 “Teaching Science Process 53,80-81,806- Teacher demonstrate ability to investigation into pre- Skills” 808; Observabl analyze data in order to give existing tables, charts, TE: 50 e an appropriate conclusion. or graphs 69 18. The student will EXP Sem. 1 Present to students a MES: 805,816 Classroom How many meters equal 200 convert within metric and 2 graphic organizer for Tests and centimeters? common metric prefixes and Quizzes a. 20 their meanings. Students b. 2 complete a worksheet on Teacher c. 2000 which they must multiply or Observabl d. 200 divide by multiples of 10 in e order to convert within metric. 73 19. The student will use EXP Sem. 1 Students do “Math Skills MES: 24-25,45- Classroom The mass of a rock is 24 g mathematics to and 2 Activity Calculating Density” 47,52- Tests and and the volume is 8 cm3, calculate averages of on page 530 in MES. 53,819,822,530 Quizzes what is the density of the data, percentages, and rock? Teacher a. 3 g/cm3 density Observabl b. 192 g/cm3 e c. 32 g/cm3 d. 16 g/cm3 Standard 1: SCIENCE PROCESSES

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ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet; DR = Directed Reading worksheet; R = Reinforcement worksheet ©Idaho Falls School District # 91 2004 Eighth Grade Earth Science Curriculum Guide 16 Obj. # Objective Criti- Sequence Sample Teaching Resources Dist / Sample Assessment Level cality and Strategy Text: State Question Duration Earth Science Assess- Glencoe/McGraw- ments Hill (2002) Proficient 77 20. The student will ESS Sem. 1 Students do Activity “Mineral MES: ECA Student lab reports from the analyze data in order and 2 Identification” on pages 80- 11,25,31,52- activity “Mineral to form a conclusion 81 in MES. 53,80-81,806- Teacher Identification” on pages 80- 807,809-810 Observable 81 in MES are graded with a rubric. Below 77 20. The student will ESS Sem. 1 Modify P. 145-149 “Teaching MES: ECA Given data, students will Proficient analyze data in order and 2 Science Process Skills” 11,25,31,52- demonstrate ability to to form a conclusion 53,80-81,806- Teacher analyze data in order to give 807,809-810 Observabl an appropriate conclusion. e

Standard 1: SCIENCE PROCESSES

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ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet; DR = Directed Reading worksheet; R = Reinforcement worksheet ©Idaho Falls School District # 91 2004 Eighth Grade Earth Science Curriculum Guide 17 Obj. # Objective Criti- Sequence Sample Teaching Resources Dist / Sample Assessment Level cality and Strategy Text: State Question Duration Earth Science Assess- Glencoe/McGraw- ments Hill (2002) Proficient 81 21. The student will ESS Sem. 1 Present students with MES: ECA Which of the following identify a statement several statements that 11,23,25,52- statements expresses and 2 cause/effect relationships based that expresses express cause/effect. 53,810 Classroom Students choose which ones Tests and on evidence and logical cause/effect argument? are based on evidence and Quizzes relationships based on a. You left the back door logical argument. evidence and logical open. You can hear the wind Teacher howling outside. A door argument Observabl slams. No one answers when e you call. You suggest that the wind blew the door shut. b. You do an experiment with a pendulum. You swing the same pendulum with five different length strings. The longer the string, the longer the period of the pendulum. You suggest that the length of the string is the factor that affects the period of the pendulum Below 81 Students will be able to ESS Sem. 1 Give students several MES: ECA Which of the following is an Proficient identify cause and and 2 statements of cause . 11,23,25,52- effect of NOT wearing a coat effect. Students state possible 53,810 Classroom outside in cold weather? effects. Tests and a. getting frostbite Quizzes b. getting lost in a blizzard

Advanced

ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet; DR = Directed Reading worksheet; R = Reinforcement worksheet ©Idaho Falls School District # 91 2004 Eighth Grade Earth Science Curriculum Guide 18 Obj. # Objective Criti- Sequence Sample Teaching Resources Dist / Sample Assessment Level cality and Strategy Text: State Question Duration Earth Science Assess- Glencoe/McGraw- ments Hill (2002) Proficient 85 22. The student will ESS Sem. 1 Present students with MES: ECA Which of the following identify a statement several statements that 11,23,25,52, statements expresses and 2 cause/effect relationships based that expresses express cause/effect. 53,810 Classroom Students choose which ones Tests and on data from a scientific cause/effect investigation? are based on data from a Quizzes relationships based on a. You left the back door open. scientific investigation. data from a scientific You can hear the wind Teacher howling outside. A door investigation Observable slams. No one answers when you call. You suggest that the wind blew the door shut. b. You do an experiment with a pendulum. You swing the same pendulum with five different length strings. The longer the string, the longer the period of the pendulum. You suggest that changing the length of the string causes the period of the pendulum to change. Below 85 Students will be able to ESS Sem. 1 Give students several MES: ECA Which of the following is an Proficient identify cause and and 2 statements of cause . 11,23,25,52- effect of NOT wearing a coat effect. Students state possible 53,810 Classroom outside in cold weather? effects. Tests and a. getting frostbite Quizzes b. getting lost in a blizzard

Teacher Observabl e

ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet; DR = Directed Reading worksheet; R = Reinforcement worksheet ©Idaho Falls School District # 91 2004 Eighth Grade Earth Science Curriculum Guide 19 Obj. # Objective Criti- Sequence Sample Teaching Resources Dist / Sample Assessment Level cality and Strategy Text: State Question Duration Earth Science Assess- Glencoe/McGraw- ments Hill (2002) 89 23. The student will EXP Sem. 1 Brainstorm sources of MES: 11; Classroom Which of the following is not identify basic examples and 2 scientific error. Compile the TE20,25 Tests and an example of scientific of scientific error ideas on a poster. Quizzes error? Students do the minilab a. Data does not “designing an Experiment” Teacher support the hypothesis. on page 11 in MES. Observabl b. The experiment is e repeated only once. c. Too many variables are tested at once. d. Unexpected results are ignored. 93 24. The student will EXP Sem. 1 Provide students with data MES: 8,803 Classroom True or False. explain that not all and 2 collected by some one else. Tests and All scientific investigations scientific investigations Analyze data with a graph. Quizzes must use every step of the use every step of the Make a conclusion. Point scientific method. out that they skipped Teacher scientific method or forming a question and a Observabl follow steps in the hypothesis. e same order Standard 1: SCIENCE PROCESSES

Advanced

Proficient 97 25. The student will ESS Sem. 1 Students do Activity “Mineral MES: 52-53,80- ECA Student lab reports from the demonstrate the use and 2 Identification” on pages 80- 81,811 activity “Mineral of critical thinking and 81 in MES. P. 100-104 Classroom Identification” on pages 80- logic to accept or “Teaching Science Process Tests and 81 in MES are graded with a Skills” Quizzes rubric. reject a hypothesis Teacher Observable

ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet; DR = Directed Reading worksheet; R = Reinforcement worksheet ©Idaho Falls School District # 91 2004 Eighth Grade Earth Science Curriculum Guide 20 Obj. # Objective Criti- Sequence Sample Teaching Resources Dist / Sample Assessment Level cality and Strategy Text: State Question Duration Earth Science Assess- Glencoe/McGraw- ments Hill (2002) Below 97 The student will ESS Sem. 1 P. 113 & 114 MES: 52-53,80- ECA The recording of Proficient demonstrate the use and 2 81,811 observations & hypothesis of critical thinking & Classroom from activities logic to develop a Tests and Quizzes hypothesis Teacher Observabl e Standard 1: SCIENCE PROCESSES

Advanced

Proficient 101 26. The student will follow ESS Sem. 1 Students do the activity MES: 802-803 ECA Student lab reports from the a written procedure for and 2 “Testing Variables of a activity “Testing Variables of a scientific experiment Pendulum” on pages 24-25 Teacher a Pendulum” on pages 24-25 in MES. Observable in MES are graded according to a rubric. Below 101 26. The student will follow ESS Sem. 1 Restate info. From obj. #65 MES: 802-803 ECA Student lab reports from the Proficient a written procedure for and 2 activity “Testing Variables of a scientific experiment Modify P. 145-149, Teacher a Pendulum” on pages 24-25 “Teaching Science Process Observabl in MES are graded according Skills” e to a rubric.

ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet; DR = Directed Reading worksheet; R = Reinforcement worksheet ©Idaho Falls School District # 91 2004 Eighth Grade Earth Science Curriculum Guide 21 Obj. # Objective Criti- Sequence Sample Teaching Resources Dist / Sample Assessment Level cality and Strategy Text: State Question Duration Earth Science Assess- Glencoe/McGraw- ments Hill (2002) 105 27. The student will EXP Sem. 1 Present the elements of MES: 13-14 Classroom Test Question identify the elements and 2 technological design. As a Jason Curriculum Tests and List the elements of of technological design group discuss these Quizzes technological design. which include the elements as they relate to an instrument such as the Teacher following: seismograph used in earth Observabl  Identify a problem science. e or design an opportunity  Propose designs and choose between solutions  Implement a proposed solution  Evaluate the solution and its consequences  Communicate the problem, process, and solution (e.g., seismograph, telescope, barometer) 113 29. The student will be EXP Sem. 1 Point out or display safety Laboratory Classroom What is the proper safety able to identify the and 2 equipment, its location, and Management and Tests and equipment to use if you spill following safety its use in the class room. Safety booklet Quizzes acid on your shirt? equipment: Students explain on paper a a. fire extinguisher situation in the class when Teacher b. fire blanket Fire extinguisher  each item would be used. Observabl c. eye wash  Fire blanket Students volunteer one of e d. shower  Eye wash their descriptions orally to  Shower the class.

ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet; DR = Directed Reading worksheet; R = Reinforcement worksheet ©Idaho Falls School District # 91 2004 Eighth Grade Earth Science Curriculum Guide 22 Obj. # Objective Criti- Sequence Sample Teaching Resources Dist / Sample Assessment Level cality and Strategy Text: State Question Duration Earth Science Assess- Glencoe/McGraw- ments Hill (2002) 117 30. The student will EXP Sem. 1 Students look at several Laboratory Classroom Student drawings and identify safety symbols and 2 activities in MES, draw the Management and Tests and explanations of safety safety symbols, and explain Safety booklet Quizzes symbols are graded on a what they mean. rubric. Teacher Observabl e 121 31. The student will know EXP Sem. 1 Show students how to Laboratory Classroom Test essay methods of and 2 dispose of broken glassware. Management and Tests and Explain how to dispose of appropriate disposal of Safety booklet Quizzes broken glassware in the broken glassware classroom. Teacher Observabl e 125 32. The student will know EXP Sem. 1 Show students data sheets Laboratory Classroom Each student shows the how to find out about and 2 for several chemicals used in Management and Tests and teacher where on the data proper disposal of the school. Show the Safety booklet Quizzes sheets to find proper chemicals instructions for proper disposal of a specific disposal of the chemicals. Teacher chemical. Observabl e Standard 1: SCIENCE PROCESSES

Advanced

ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet; DR = Directed Reading worksheet; R = Reinforcement worksheet ©Idaho Falls School District # 91 2004 Eighth Grade Earth Science Curriculum Guide 23 Obj. # Objective Criti- Sequence Sample Teaching Resources Dist / Sample Assessment Level cality and Strategy Text: State Question Duration Earth Science Assess- Glencoe/McGraw- ments Hill (2002) Proficient 129 33. The student will ESS Sem. 1 Present students with the MES: ECA Which equipment is used to identify the following and 2 measuring equipment and 16,24,31,45,52- measure the volume of a equipment and its demonstrate their use. 53,805-806 Classroom small amount of water? function: Students practice measuring Tests and a. meter stick specific items around the Quizzes b. Celsius Meter stick  room and compare their thermometer  Metric ruler results with the teacher’s Teacher c. Graduated cylinder  Celsius results. Observable d. balance thermometer  Graduated cylinder  Balance Below 129 34. The student will ESS Sem. 1 “How the scientist works” MES: ECA Which equipment is used to Proficient identify the following and 2 Pages 65-76 16,24,31,45,52- measure the volume of a equipment and its 53,805-806 Classroom small amount of water? function: Tests and a. meter stick Quizzes b. Graduated cylinder  Meter stick  Metric ruler Teacher  Celsius Observabl thermometer e  Graduated cylinder Balance Standard 1: SCIENCE PROCESSES

Advanced

ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet; DR = Directed Reading worksheet; R = Reinforcement worksheet ©Idaho Falls School District # 91 2004 Eighth Grade Earth Science Curriculum Guide 24 Obj. # Objective Criti- Sequence Sample Teaching Resources Dist / Sample Assessment Level cality and Strategy Text: State Question Duration Earth Science Assess- Glencoe/McGraw- ments Hill (2002) Proficient 133 35. The student will make ESS Sem. 1 Students do the activity MES: 24,45,52- ECA Student lab reports for the metric measurements and 2 “The Heat Is On” on pages 53 activities “The Heat Is On” using the following 452-453 and the activity Teacher and “Sink or Float” are equipment: “Sink or Float” on pages Observable graded on a rubric. 540-541 in MES.  Meter stick (length)  Metric ruler (length)  Celsius thermometer (temperature)  Graduated cylinder (volume)  Balance (mass) Below 133 36. The student will make ESS Sem. 1 “How the scientist Works” P. MES: 24,45,52- ECA Student lab reports for the Proficient metric measurements and 2 77-85 53 activities & given rubrics using the following Teacher equipment: Observabl e  Meter stick (length)  Metric ruler (length)  Celsius thermometer (temperature)  Graduated cylinder (volume)  Balance (mass)

ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet; DR = Directed Reading worksheet; R = Reinforcement worksheet ©Idaho Falls School District # 91 2004 Eighth Grade Earth Science Curriculum Guide 25 Obj. # Objective Criti- Sequence Sample Teaching Resources Dist / Sample Assessment Level cality and Strategy Text: State Question Duration Earth Science Assess- Glencoe/McGraw- ments Hill (2002) Standard 2: THE SOLID REALM OF THE EARTH

Advanced

Proficient 137 1. The student will ESS Sem. 1 Give students a scale MES: ECA What happens to the identify the 1 hour drawing o fa cross section of 313,284,434, temperature of the Earth’s composition, structure the Earth. Students 445 Classroom layers from the crust inward (core, mantle, and measure the thickness of old textbooks Tests and to the core? Earth’s layers on the Quizzes a. It increases. crust), and relative diagram and convert them b. It decreases. temperature of the to kilometers. Label the c. It stays the same. layers that make up layers. the Earth Below 137 The student will identify the ESS Sem. 1 Show overhead of cross Transparency pg. Proficient structure (core, 1 hour section of Earth. Do pg. 41 19 Planet Earth mantle, crust), relative of Earth Science Homework ISBN 1-55799- temperature, and one Booklet Do pg. 43, pg. 79 836-1 Our Solar System (add component of Earth’s composition) layers. Basic 137 The student will identify the ESS Sem. 1 Show overhead of cross Transparency pg. structure (core, 1 hour section of Earth. Do pg. 41 19 Planet Earth mantle, crust), relative of Earth Science Homework ISBN 1-55799- temperature, and one Booklet Do pg. 43, pg. 79 836-1 Our Solar System (add component of Earth’s composition) layers.

Advanced

Proficient 141 2. The student will know ESS Sem. 1 Present students with MES: 94,336,462 ECA Student diagrams of Earth’ that Earth’s system 1 hour information about Earth’ layers, temperatures of has internal and internal and external sources Classroom layers and sources of energy external sources of of energy. Students add Tests and are graded on a rubric. this information to diagrams Quizzes energy (radioactive of the Earth’s layers. decay, gravity, pressure)(nuclear reactions, sun, gravity, and pressure) Below 141 The students will know that ESS Sem. 1 Present students with MES: 94,336,462 ECA Student diagrams of Earth’ Proficient Earth’s system has 1 hour information about Earth’ layers, temperatures of internal (radioactive internal and external sources Classroom layers and sources of energy decay, gravity, of energy. Students add Tests and are graded on a rubric. this information to diagrams Quizzes pressure) and external of the Earth’s layers. (sun) sources of energy Standard 2: THE SOLID REALM OF THE EARTH

Advanced

ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet; DR = Directed Reading worksheet; R = Reinforcement worksheet ©Idaho Falls School District # 91 2004 Eighth Grade Earth Science Curriculum Guide 27 Obj. # Objective Criti- Sequence Sample Teaching Resources Dist / Sample Assessment Level cality and Strategy Text: State Question Duration Earth Science Assess- Glencoe/McGraw- ments Hill (2002) Proficient 145 3. The student will ESS Sem. 1 Students do the activity MES: 68-71,80- ECA Which term describes how identify physical 6 hours “Mineral Identification” on 81,826-827 easily a mineral can be characteristics used to pages 80-81 in MES. TE: 60E Classroom scratched? identify minerals Tests and a. streak Quizzes b. luster (cleavage, hardness, c. fracture fracture, and streak) Teacher d. hardness Observable Below 145 The student will identify ESS Sem. 1 Lab pg. 53-55 in Science MES: 68-71,80- ECA Which term describes how Proficient physical characteristics 6 hours Experiments Earth Science 81,826-827 easily a mineral can be used to identify TE: 60E Classroom scratched? minerals (cleavage, Tests and a. fracture Quizzes b. hardness hardness, fracture, and streak) Teacher Observabl e Basic 145 The student will identify ESS Sem. 1 “Rock Hounds Investigate” MES: 68-71,80- ECA Which term describes how physical characteristics 6 hours pgs. 6-11 in Rocks and 81,826-827 easily a mineral can be used to identify Minerals TE: 60E Classroom scratched? minerals (cleavage, Tests and a. fracture Quizzes b. hardness hardness, fracture, and streak) Teacher Observabl e Standard 2: THE SOLID REALM OF THE EARTH

Advanced

ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet; DR = Directed Reading worksheet; R = Reinforcement worksheet ©Idaho Falls School District # 91 2004 Eighth Grade Earth Science Curriculum Guide 28 Obj. # Objective Criti- Sequence Sample Teaching Resources Dist / Sample Assessment Level cality and Strategy Text: State Question Duration Earth Science Assess- Glencoe/McGraw- ments Hill (2002) Proficient 149 4. The student will know ESS Sem. 1 Students do Content Outline MES: 62 ECA Which of the following the identifying traits of 2 hours worksheet for chapter 3 TE: 60E substances does not fit the minerals (naturally section 1 from MES. Classroom characteristics of a mineral? occurring, inorganic Tests and a. coal Quizzes b. salt solid, with a definite c. quartz structure and d. diamond composition) Below 149 4. The student will know ESS Sem. 1 Give students notes on MES: 62 ECA Which of the following Proficient the identifying traits of 2 hours identifying traits of minerals. TE: 60E substances does not fit the minerals (naturally Give students several Classroom characteristics of a mineral? occurring, inorganic objects and have them Tests and a. coal determine whether or not it Quizzes b. quartz solid, with a definite is a mineral according to the structure and notes. composition) Venn diagram minerals vs. non minerals. Standard 2: THE SOLID REALM OF THE EARTH

Advanced

Proficient 157 6. The student will ESS - Sem. 1 Students do the Content MES: 120,133 ECA What are energy resources understand the 2 1 hour Outline for chapter 5 CO chapter 5, that can be replaced in difference between sections 1 and 2 from MES. sec. 1,2 Classroom nature or by humans within renewable and Tests and a relatively short period of Quizzes time called? nonrenewable a. inexhaustible resources b. nonrenewable c. fossil fuel d. renewable

ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet; DR = Directed Reading worksheet; R = Reinforcement worksheet ©Idaho Falls School District # 91 2004 Eighth Grade Earth Science Curriculum Guide 29 Obj. # Objective Criti- Sequence Sample Teaching Resources Dist / Sample Assessment Level cality and Strategy Text: State Question Duration Earth Science Assess- Glencoe/McGraw- ments Hill (2002) Below 157 The student will understand ESS - Sem. 1 Given examples of MES: 120,133 ECA Same question as above, Proficient the difference between 2 1 hour renewable & nonrenewable CO chapter 5, except answers are as renewable and resources, students will be sec. 1,2 Classroom follows: nonrenewable able to create a Vann Tests and a. nonrenewable Diagram Quizzes b. renewable resources Basic 157 The student will understand ESS - Sem. 1 Go through magazines and MES: 120,133 ECA Same question as above, the need for natural 2 1 hour cut out pictures of earth’s CO chapter 5, except answers are as resources natural resources (minerals, sec. 1,2 Classroom follows: fossil fuels, air, water, Tests and a. nonrenewable plants, animals, etc.) and Quizzes b. renewable make a collage of earth’s resources Standard 2: THE SOLID REALM OF THE EARTH

Advanced

Proficient 161 7. The student will ESS - Sem. 1 Students do Content Outline MES: 585 ECA Test essay recognize the 2 .5 hour for chapter 20, section 1 CO chapter 20, Explain one advantage and advantages and from MES. sec. 1 Classroom one disadvantage of the disadvantages of the Tests and mining industry on Quizzes population growth or the mining industry on environment. population growth and the living and nonliving environment Below 161 The student will recognize ESS - Sem. 1 Class discussion on MES: 585 ECA Short Answer Proficient the advantages and 2 .5 hour advantages and CO chapter 20, List one advantage and one disadvantages of the disadvantages of mining sec. 1 Classroom disadvantage of the mining mining industry on after students have done Tests and industry on population pgs 56-57 in “Experiments” Quizzes growth or the environment. population growth and Earth Science the living and nonliving environment ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet; DR = Directed Reading worksheet; R = Reinforcement worksheet ©Idaho Falls School District # 91 2004 Eighth Grade Earth Science Curriculum Guide 30 Obj. # Objective Criti- Sequence Sample Teaching Resources Dist / Sample Assessment Level cality and Strategy Text: State Question Duration Earth Science Assess- Glencoe/McGraw- ments Hill (2002) Basic 161 The student will know what Steck. Vaughn ECA Short Answer makes up an Focus on Science List one advantage and one ecosystem (living and p. 58, p. 64, p. Classroom disadvantage of the mining nonliving things) & 66 Tests and industry on population Quizzes growth or the environment. ways that it can change Standard 2: THE SOLID REALM OF THE EARTH

Advanced

Proficient 165 8. The student will predict ESS - Sem. 1 Show students pictures of MES: 124 ECA Show students a photograph the importance of mine 2 .5 hour strip mines (open pit mines) of a strip mine. Students reclamation and good and mine dumps. Discuss Classroom write two things that must management of natural how the environment has Tests and be done to reclaim the land. been affected. Show Quizzes resources to the health students pictures of mining of the environment after areas that have been minerals have been reclaimed. Discuss how the recovered from a site environment has been affected. Below 165 8. The student will predict ESS - Sem. 1 Pg. 56-57 in Science MES: 124 ECA Show students a photograph Proficient the importance of mine 2 .5 hour Experiments Earth Science of a strip mine. Students reclamation and good Classroom write two things that must management of natural Tests and be done to reclaim the land. Quizzes resources to the health of the environment after minerals have been recovered from a site

Advanced

Proficient 169 9. The student will ESS Sem. 1 Students complete the MES: 91- ECA In the rock cycle, which describe processes 1 hour Content Outline for chapter 95,100,102-107 group of rocks form from involved in the rock 4, section 1 from MES TE: 88E-F Classroom other rocks that change due cycle CO chapter 4, Tests and to heat and pressure? sec. 1 Quizzes a. metamorphic b. igneous c. sedimentary d. extrusive Below 169 9. The student will ESS Sem. 1 Teacher-led discussion and MES: 91- ECA In the rock cycle, which Proficient describe processes 1 hour visual representation of the 95,100,102-107 group of rocks form from involved in the rock processes involved in the TE: 88E-F Classroom other rocks that change due cycle rock cycle. CO chapter 4, Tests and to heat and pressure? sec. 1 Quizzes a. Metamorphic b. extrusive Standard 2: THE SOLID REALM OF THE EARTH

Advanced

ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet; DR = Directed Reading worksheet; R = Reinforcement worksheet ©Idaho Falls School District # 91 2004 Eighth Grade Earth Science Curriculum Guide 32 Obj. # Objective Criti- Sequence Sample Teaching Resources Dist / Sample Assessment Level cality and Strategy Text: State Question Duration Earth Science Assess- Glencoe/McGraw- ments Hill (2002) Proficient 173 10. The student will ESS Sem. 1 Students do the “Skill MES: 91-92,94- ECA True or False. Sedimentary recognize that the rock 1 hour Builder Activity #6” on page 95,109 rocks form from sediments cycle is a system in 102 in MES. TE: 88E-F Classroom that have been compacted which forces and Tests and or cemented together and Quizzes sedimentary rocks can be changes occur in weathered and eroded into opposite and offsetting sediments. directions Below 173 Students will know how ESS Sem. 1 Students do the “Skill MES: 91-92,94- ECA True or False. Sedimentary Proficient rocks form and 1 hour Builder Activity #7” on page 95,109 rocks form from sediments change. 93 in MES TE: 88E-F Classroom that have been compacted Focus on Science p. 80-81 Tests and or cemented together. Quizzes Basic 173 Students will know how ESS Sem. 1 Pg. 23 Rocks and Minerals MES: 91-92,94- ECA True or False. Sedimentary rocks form and 1 hour 95,109 rocks form from sediments change. TE: 88E-F Classroom that have been compacted Tests and or cemented together. Quizzes Standard 2: THE SOLID REALM OF THE EARTH

Advanced

Proficient 177 11. The student will ESS Sem. 1 Students do the activities MES: 91,95- ECA Student lab reports on the recognize sedimentary, 8 hours “Sedimentary Rocks” on 99,101-102,105- activities “Sedimentary igneous and pages 110-111 and “Igneous 107,150,770- Classroom Rocks” and “Igneous Rock metamorphic rocks Rock Clues” on page 98 773,828 Tests and Clues” are graded on a Students complete the TE: 88E-F Quizzes rubric. and the forces that Content Outline for chapter MES: 91- created them 4, section 1 from MES 95,100,102-107 Teacher TE: 88E-F Observable CO chapter 4, sec. 1

ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet; DR = Directed Reading worksheet; R = Reinforcement worksheet ©Idaho Falls School District # 91 2004 Eighth Grade Earth Science Curriculum Guide 33 Obj. # Objective Criti- Sequence Sample Teaching Resources Dist / Sample Assessment Level cality and Strategy Text: State Question Duration Earth Science Assess- Glencoe/McGraw- ments Hill (2002) Below 177 11. The student will ESS Sem. 1 Students do the “Skill MES: 91-92,94- ECA True or False. Sedimentary Proficient recognize sedimentary, 8 hours Builder Activity #7” on page 95,109 rocks form from sediments igneous and 93 in MES TE: 88E-F Classroom that have been compacted metamorphic rocks Focus on Science p. 80-81 Tests and or cemented together. Quizzes In the rock cycle, which and the forces that group of rocks form from created them other rocks that change due to heat and pressure? e. metamorphic f. igneous g. sedimentary extrusive Basic 177 The student will recognize ESS Sem. 1 P. 43 of “Earth Science What three types of rocks that sedimentary, 8 hours Homework Booklet” make up the rock cycle igneous, & metamorphic rocks make up the rock cycle Standard 2: THE SOLID REALM OF THE EARTH

Advanced

Proficient 181 12. The student will ESS Sem. 1 Students do the Explore MES: 93,104,184 ECA Which term means breaking differentiate between 1 hour Activity on page 183 in MES. rocks into smaller and the process of Discuss how making the Classroom smaller pieces? weathering and sediments is weathering, but Tests and a. erosion moving them (pouring them Quizzes b. mass movement erosion out of the container) is c. reclamation erosion. d. weathering

ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet; DR = Directed Reading worksheet; R = Reinforcement worksheet ©Idaho Falls School District # 91 2004 Eighth Grade Earth Science Curriculum Guide 34 Obj. # Objective Criti- Sequence Sample Teaching Resources Dist / Sample Assessment Level cality and Strategy Text: State Question Duration Earth Science Assess- Glencoe/McGraw- ments Hill (2002) Below 181 12. The student will ESS Sem. 1 Students do the Explore MES: 93,104,184 ECA Which term means breaking Proficient differentiate between 1 hour Activity on page 183 in MES. rocks into smaller and the process of Discuss how making the Classroom smaller pieces? weathering and sediments is weathering, but Tests and e. erosion moving them (pouring them Quizzes f. mass movement erosion out of the container) is g. reclamation erosion. h. weathering Standard 2: THE SOLID REALM OF THE EARTH

Advanced

Proficient 185 13. The student will ESS Sem. 1 Students do the activity MES: 185-188 ECA Which type of weathering compare mechanical 2 hours “Weathering Chalk” on occurs when rocks are and chemical pages 202-203 in MES. Make Classroom broken apart by physical weathering of rocks a Venn Diagram comparing Tests and processes and the overall & contrasting mech. & Quizzes chemical makeup of the rock chemical weathering stays the same? Teacher a. erosion Observable b. chemical c. mechanical d. physical Below 185 The student will ESS Sem. 1 Given a Venn Diagram of MES: 185-188 ECA Same question except Proficient differentiate between 2 hours mechanical vs. chemical answers are as follows: mechanical & chemical weathering, students will Classroom a. chemical weathering of rocks determine the type of Tests and b. mechanical weathering occurring in Quizzes given photographs. Page 50- 51 in Planet Earth (simplify) Teacher Observabl e

Advanced

Proficient 189 14. The student will ESS Sem. 1 In the classroom do the MES: 188 ECA In which type of climate identify the effects of 2 hours minilab “Observing the does chemical weathering climate on weathering Formation of Rust” on page Classroom occurs more quickly? 188 in MES. Discuss which Tests and a. warm, dry climate is represented by Quizzes b. warm, wet the minilab. c. cold, dry d. cold, wet

Below 189 The student will know that ESS Sem. 1 Same as above and Include MES: 188 ECA In which type of climate is Proficient mechanical weathering 2 hours effects of weathering on chemical weathering most is common in a cold Venn Diagram from obj. Classroom common? climate and chemical #185 Tests and a. cold In the classroom do the Quizzes b. warm, wet weathering is common minilab “Observing the in a warm, wet climate Formation of Rust” on page 188 in MES. Discuss which climate is represented by the minilab. Standard 2: THE SOLID REALM OF THE EARTH

Advanced

ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet; DR = Directed Reading worksheet; R = Reinforcement worksheet ©Idaho Falls School District # 91 2004 Eighth Grade Earth Science Curriculum Guide 36 Obj. # Objective Criti- Sequence Sample Teaching Resources Dist / Sample Assessment Level cality and Strategy Text: State Question Duration Earth Science Assess- Glencoe/McGraw- ments Hill (2002) Proficient 193 15. The student will list ESS Sem. 1 Students do the activity MES: 212- ECA Test Question the forces that cause 5 hours “Glacial Grooving” on page 229,232- List the four main agents of erosion and the effect 223 in MES. 233,242- Classroom erosion. of erosion (gravity, 243,248- Tests and 249,257-260 Quizzes running water, ice, and TE: 210F wind) BR Chapter 8, sec. 3 Below 193 The student will know & be ESS Sem. 1 Create a poster with pictures MES: 212- ECA Test Question Proficient able to list the four 5 hours and descriptions of the four 229,232- List the four main agents of main agents of erosion types of erosion 233,242- Classroom erosion. (gravity, running 243,248- Tests and 249,257-260 Quizzes water, ice, and wind) TE: 210F BR Chapter 8, sec. 3 197 16. The student will EXP Sem. 1 Students do Content Outline MES: 187,255- Classroom What are the openings describe the factors .5 hour worksheet for chapter 9, 256 Tests and called that form as acidic involved in the sec. 2 in MES. Quizzes groundwater moves through formation of natural cracks and pores in limestone and dissolves the underground caves rock? a. geysers b. artesians c. caves d. stalactites Standard 2: THE SOLID REALM OF THE EARTH

Advanced

ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet; DR = Directed Reading worksheet; R = Reinforcement worksheet ©Idaho Falls School District # 91 2004 Eighth Grade Earth Science Curriculum Guide 37 Obj. # Objective Criti- Sequence Sample Teaching Resources Dist / Sample Assessment Level cality and Strategy Text: State Question Duration Earth Science Assess- Glencoe/McGraw- ments Hill (2002) Proficient 201 17. The student will ESS Sem. 1 Demonstrate the formation MES: 156- ECA What type of mountains identify how landforms .5 hour of folded mountains with 161,249- form when tremendous are created through a “Quick Demo” on page 159 250,212- Classroom forces inside Earth squeeze combination of in MES. Show volcanic 229,257- Tests and horizontal rock layers? mountain formation with the 260,290,353 Quizzes a. folded constructive and Section Focus Transparency BR Chapter 6, b. volcanic destructive processes for chapter 6, sec. 1. sec.1 c. upwarped (constructive forces d. fault-block such as crustal deformation, volcanic eruptions, and deposition of sediment; and destructive forces such as weathering and erosion) Below 201 The student will identify ESS Sem. 1 Focus on Science P. 74-79 MES: 156- ECA What process breaks & Proficient how landforms are .5 hour 161,249- wears away landforms using created through a 250,212- Classroom wind, rain & ice? combination of 229,257- Tests and a. weathering 260,290,353 Quizzes b. erosion constructive and BR Chapter 6, destructive processes sec.1 (constructive forces such as plate tectonics, volcanic eruptions, and deposition of sediment; and destructive forces such as weathering and erosion)

Advanced

Proficient 205 18. The student will ESS Sem. 1 Students demonstrate the MES: 190- ECA What is mixed with understand how soils 2 hours effect of dry vs. wet 192,205 weathered rock to form soil? form and their environment on leaching. Classroom a. water and air importance to life on Do” Promote Understanding” Tests and b. decayed organic on page 182F in MES. Quizzes matter Earth c. mineral fragments d. all of these Below 205 The student will understand ESS Sem. 1 1. Do “Visualizing Soil MES: 190- ECA What do bits of weathered Proficient how soils form and 2 hours Formation” on page 191 of 192,205 rock and decayed organic their importance to life MES Classroom matter form? on Earth 2. Pg. 54 Rock & Soil or #3 Tests and a. igneous rock 3. Pg. 33 and 38 of Rocks Quizzes b. soil and Minerals Basic 205 The student will understand ESS Sem. 1 Soil Formation pg. 33 & 37 MES: 190- ECA What do bits of weathered how soils form and 2 hours Rocks and Minerals 192,205 rock and decayed organic their importance to life Classroom matter form? on Earth Tests and a. igneous rock Quizzes b. soil 209 19. The student will EXP Sem. 1 Students do the minilab MES: 192-193 Classroom Which layer of soil contains describe the layers .5 hour “Comparing Components of Tests and the most humus and smaller within a soil profile Soil” on page 192 in MES. Quizzes rock and mineral particles Have soil samples from than the other layers? three horizons for them to Teacher a. A horizon compare. Observabl b. B horizon e c. C horizon d. D horizon

Advanced

Proficient 213 20. The student will ESS Sem. 1 Present and discuss the MES: 176- ECA Which of the following explain the importance .5 hours Section Focus Transparence 177,199- practices help to conserve of soil as a crustal for Chapter 7, sec. 3. Read 201,588-589 Classroom soil? resource and describe Out of the Dust. BR Chapter Tests and a. terracing 7,sec. 3. Quizzes b. no-till farming methods of soil c. contour forming conservation d. all of these

Below 213 20. The student will ESS Sem. 1 Present and discuss the MES: 176- ECA Same question except Proficient explain the importance .5 hours Section Focus Transparence 177,199- answers are as follows: of soil as a crustal for Chapter 7, sec. 3. Read 201,588-589 Classroom a. no-till farming resource and describe Out of the Dust. BR Chapter Tests and b. removing vegetation from 7,sec. 3. Quizzes hillsides methods of soil conservation

Standard 2: THE SOLID REALM OF THE EARTH

Advanced

ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet; DR = Directed Reading worksheet; R = Reinforcement worksheet ©Idaho Falls School District # 91 2004 Eighth Grade Earth Science Curriculum Guide 40 Obj. # Objective Criti- Sequence Sample Teaching Resources Dist / Sample Assessment Level cality and Strategy Text: State Question Duration Earth Science Assess- Glencoe/McGraw- ments Hill (2002) Proficient 217 21. The student will ESS Sem. 1 Students locate and identify MES: 276-293 ECA Which sentence best states recognize and describe 3 hours evidence for continental drift CO Chapter 10, the theory of continental the theories of on paper cutouts of the sec. 1 Classroom drift? continental drift and continents. Students use Tests and a. The continents of the evidence to piece Quizzes Earth have always been plate tectonics and will together Pangaea. in the same position. identify supporting Teacher b. Earth once had a evidence Observable single land mass that separated into different continents. c. The continents of Earth are gradually drifting together to form a single large land mass. d. Continents are formed when lithospheric plates collide. Below 217 The student will recognize ESS Sem. 1 Students locate and identify MES: 276-293 ECA Which sentence best states Proficient and describe the 3 hours evidence for continental drift CO Chapter 10, the theory of continental theories of continental on paper cutouts of the sec. 1 Classroom drift? drift and plate continents. Students use Tests and e. The continents of the evidence to piece Quizzes Earth have always been tectonics together Pangaea. Earth in the same position. Science Homework Booklet Teacher f. Earth once had a P. 46 Observabl single land mass that e separated into different continents.

Standard 2: THE SOLID REALM OF THE EARTH

Advanced

ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet; DR = Directed Reading worksheet; R = Reinforcement worksheet ©Idaho Falls School District # 91 2004 Eighth Grade Earth Science Curriculum Guide 41 Obj. # Objective Criti- Sequence Sample Teaching Resources Dist / Sample Assessment Level cality and Strategy Text: State Question Duration Earth Science Assess- Glencoe/McGraw- ments Hill (2002) Proficient 221 22. The student will ESS Sem. 1 Students do Reinforcement MES: 276-279 ECA Test Essay identify the 2 hours worksheet Chapter 10, sec. R Chapter 10, How did the discovery of the contribution of Alfred 1 in MES. sec. 1 Classroom fossil Glossopteris support Wegener to the Tests and Wegner’s idea of continental Quizzes drift? current theory of plate tectonics Below 221 Students will recognize the ESS Sem. 1 Mini lab MES: 276-279 ECA In what way do fossils help Proficient following contributions 2 hours “Interpreting Fossil Data” p. R Chapter 10, support the hypothesis of of Alfred Wegener to 278 in MES. (use different sec. 1 Classroom continental drift? the current theory of colors of clay, “fossils”, & Tests and a. similar fossil shape of continent) Quizzes remains have been plate tectonics: found on different Fossil clues continents Climate clues b. the fossil Rock clues glossopteris was Shape of continents only found on one continent Standard 2: THE SOLID REALM OF THE EARTH

Advanced

Proficient 225 23. The student will ESS Sem. 1 Students do Directed MES: 280-282, ECA Which of the following ideas discuss the theory of 1 hour Reading worksheet Chapter 284,292-293 is supported by evidence plate tectonics as an 10, sec 1 in MES. Classroom that Hawaii is moving example of a theory, Tests and toward Japan at a rate of Quizzes 8.3 cm per year? principle, or model a. continental drift that was accepted or b. seafloor spreading displaced based on c. plate tectonics new scientific evidence d. an expanding universe

ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet; DR = Directed Reading worksheet; R = Reinforcement worksheet ©Idaho Falls School District # 91 2004 Eighth Grade Earth Science Curriculum Guide 42 Obj. # Objective Criti- Sequence Sample Teaching Resources Dist / Sample Assessment Level cality and Strategy Text: State Question Duration Earth Science Assess- Glencoe/McGraw- ments Hill (2002) Below 225 23. The student will ESS Sem. 1 Teacher-led discussion on MES: 280-282, ECA Which of the following ideas Proficient discuss the theory of 1 hour how scientists developed a 284,292-293 is supported by evidence plate tectonics as an new theory combining Classroom that Hawaii is moving example of a theory continental drift & seafloor Tests and toward Japan at a rate of spreading. Demonstrate a Quizzes 8.3 cm per year? that was accepted visual timeline showing the a. plate tectonics based on new sequence of new scientific b. an expanding universe scientific evidence evidence Standard 2: THE SOLID REALM OF THE EARTH

Advanced

Proficient 229 24. The student will ESS Sem. 1 Teacher demonstrates the MES: 289 ECA Why do the Earth’s plates understand that the 1 hour minilab “Modeling move apart? Earth’s internal heat Convection Currents” on Classroom a. the moon’s and convection page 289 in MES Tests and gravitational pull is Quizzes greatest currents in the mantle b. the warm part of a cause the plates to convection current in move the mantle rises and spreads c. the cool part of a convection current in the mantle comes together and sinks d. a magnetic storm occurs in the crust

ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet; DR = Directed Reading worksheet; R = Reinforcement worksheet ©Idaho Falls School District # 91 2004 Eighth Grade Earth Science Curriculum Guide 43 Obj. # Objective Criti- Sequence Sample Teaching Resources Dist / Sample Assessment Level cality and Strategy Text: State Question Duration Earth Science Assess- Glencoe/McGraw- ments Hill (2002) Below 229 24. The student will ESS Sem. 1 Teacher demonstrates the MES: 289 ECA How are convection currents Proficient understand that the 1 hour minilab “Modeling related to plate tectonics? Earth’s internal heat Convection Currents” on Classroom a. convection currents in the and convection page 289 in MES Tests and mantle cause the movement Quizzes of plates currents in the mantle b. convection currents in the cause the plates to atmosphere cause erosion of move landforms Standard 2: THE SOLID REALM OF THE EARTH

Advanced

Proficient 233 25. The student will ESS Sem. 1 Present students with a MES: 94,289 ECA Which of the following is a discuss how the decay 1 hour partially completed concept source of heat that drives of radioactive elements map of convection currents Classroom convection currents in the drives the convection showing this path: Tests and mantle? radioactive decay within Quizzes a. the sun currents within the Earth – radioactive decay b. nuclear fusion in Earth’s mantle adds to Earth’s internal heat the Earth’s core according to some – warm material rising – c. friction between the theories cool material sinking. mantle and crust Students complete the d. decay of radioactive concept map. elements within the Earth Below Continue focus on objective Proficient #229

ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet; DR = Directed Reading worksheet; R = Reinforcement worksheet ©Idaho Falls School District # 91 2004 Eighth Grade Earth Science Curriculum Guide 44 Obj. # Objective Criti- Sequence Sample Teaching Resources Dist / Sample Assessment Level cality and Strategy Text: State Question Duration Earth Science Assess- Glencoe/McGraw- ments Hill (2002) Basic

237 26. The student will know EXP Sem. 1 Students do Content Outline MES: 94 Classroom Which of the following is a that the two primary .5 hour worksheet chapter 4, sec. 2 CO Chapter 4, Tests and source of internal heat sources of the internal in MES sec. 2 Quizzes energy for the Earth? energy of the Earth a. nuclear fusion of hydrogen into helium are the decay of b. decay of radioactive isotopes radioactive isotopes and the gravitational c. burning of coal energy from Earth’s d. solar energy original formation Standard 2: THE SOLID REALM OF THE EARTH

Advanced

Proficient 241 27. The student will ESS Sem. 1 Teacher demonstrates the MES: 284,289 Classroom What is believed to cause describe how the .5 hour minilab “Modeling CO chapter 10, Tests and the plates of Earth’s Earth’s crust is divided Convection Currents” on sec. 3 Quizzes lithosphere to move into plates that move page 289 in MES. extremely slowly? Earth Science Homework a. convection currents at extremely slow Booklet P. 46 &47. in the mantle rates in response to b. convection currents movements in the in the crust mantle c. gravitational pull of the moon d. gravitational pull of the sun

ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet; DR = Directed Reading worksheet; R = Reinforcement worksheet ©Idaho Falls School District # 91 2004 Eighth Grade Earth Science Curriculum Guide 45 Obj. # Objective Criti- Sequence Sample Teaching Resources Dist / Sample Assessment Level cality and Strategy Text: State Question Duration Earth Science Assess- Glencoe/McGraw- ments Hill (2002) Below 241 27. The student will ESS Sem. 1 Teacher demonstrates the MES: 284,289 Classroom What is believed to cause Proficient describe how the .5 hour minilab “Modeling CO chapter 10, Tests and the plates of Earth’s Earth’s crust is divided Convection Currents” on sec. 3 Quizzes lithosphere to move into plates that move page 289 in MES. extremely slowly? Earth Science Homework a. convection currents at extremely slow Booklet P. 46 &47. in the mantle rates in response to b. convection currents movements in the in the crust mantle Standard 2: THE SOLID REALM OF THE EARTH

Advanced

Proficient 245 28. The student will ESS Sem. 1 Students do the Content MES: 285-288 Classroom What occurs when two identify the types of 1 hour Outline worksheet chapter CO chapter 10, Tests and plates of Earth’s crust slip plate boundaries and 10, sec. 3 in MES. sec. 3 Quizzes past each other? describe the processes a. a convergent boundary occurring in each b. a divergent (convergent, boundary divergent, transform, c. a transform subduction zones) boundary d. a subduction zone Below 245 28. The student will ESS Sem. 1 Diagram and label the plate MES: 285-288 Classroom What occurs when two Proficient identify the types of 1 hour boundaries. Use models on CO chapter 10, Tests and plates of Earth’s crust slip plate boundaries and manipulative to demonstrate sec. 3 Quizzes past each other? describe the processes each of the plate boundary a. a divergent types and processes boundary occurring in each b. a transform (convergent, boundary divergent, transform, subduction zones)

Advanced

Proficient 248 29. The student will ESS Sem. 1 Students do the activity MES: 304- Classroom What is formed when rocks identify stress factors 2 hours “Earthquake Depths” on 307,290-292 Tests and are folded or stretched so that lead to pages 324-325 in MES. Quizzes much that their elastic limit earthquakes (folding, is passed and they break and move? faulting, plate a. faults boundaries, volcanic b. volcanoes activity) c. epicenters d. tephras Below 248 29. The student will ESS Sem. 1 Students do pgs. 32-33 and MES: 304- Classroom What is formed when rocks Proficient identify stress factors 2 hours 44-45 “Earthquakes and 307,290-292 Tests and are folded or stretched so that lead to Volcanoes” Quizzes much that they break and earthquakes (folding, move? a. faults faulting, plate b. tephras boundaries, volcanic activity) 250 30. The student will EXP Sem. 1 Students complete the MES: 306-307 Classroom What kind of fault is formed identify types of faults 2 hours Directed Reading and CO and DR Tests and when rock above the fault (normal, reverse, and Content Outline worksheets chapter 11, sec. Quizzes moves over the rock below strike-slip) for chapter 11, sec. 1. 1 the fault? Teacher a. normal Observabl b. reverse e c. strike slip d. flattened

ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet; DR = Directed Reading worksheet; R = Reinforcement worksheet ©Idaho Falls School District # 91 2004 Eighth Grade Earth Science Curriculum Guide 47 Obj. # Objective Criti- Sequence Sample Teaching Resources Dist / Sample Assessment Level cality and Strategy Text: State Question Duration Earth Science Assess- Glencoe/McGraw- ments Hill (2002) 254 31. The student will define EXP Sem. 1 Students do the activity CO chapter 11, Classroom What is the point on the terms associated with 2 hours “Epicenter Location” in page sec. 1 Tests and surface of the Earth directly earthquake activity, 316 in MES. BR chapter 11, Quizzes above where the fault such as epicenter, Students do the minilab sec. 1 moves called? “Interpreting Seismic Wave a. focus focus, P waves, S Data” in page 313 in MES. b. epicenter waves, and c. magnitude seismographs d. tsunami 255 32. The student will EXP Sem. 1 Student’s prepare 3-D paper MES: 504 ECA After the 1983 earthquake recognize that change 1 hour models of an area showing near Challis, Idaho, surveys occurs within the Earth three layers of rock and cut Classroom of Mt. Borah were made. systems and can be it to represent an angled Tests and According to these surveys, fault. Students draw Quizzes how had Mt. Borah moved? measured (compare diagrams of how the model a. moved upward the elevation of Mt. looks after the blocks move Teacher b. dropped down Borah before and after along a reverse fault, a Observabl c. stayed the same the 1983 earthquake) normal fault and a strike-slip e elevation fault. 258 33. The student will EXP Sem. 1 Students do the Explore MES: 320-323 Classroom Which of the following is not discuss earthquake 1 hour Activity on page 303 in MES. Tests and a good way to prepare for preparedness and Discuss “Identifying Quizzes an earthquake and be safe safety Misconceptions” on page during an earthquake? 302F in MES. a. put heavy objects on high shelves b. fasten hot water heaters and other appliances to the wall c. stay away from windows and debris d. get under a table, bed or doorway

Advanced

Proficient 262 34. The student will ESS Sem. 1 Students do the minilab MES: 319,322 ECA Test essay compare earthquake 1 hour “Modeling Seismic Safe BR chapter 11, Describe one way that safe building practices Structures” on page 322 in sec, 1 Classroom structures are now being to improved survival MES. Tests and built to make them seismic Quizzes safe. rates after earthquakes Below 262 34. The student will ESS Sem. 1 Students do the minilab MES: 319,322 ECA What can you do to make Proficient compare earthquake 1 hour “Modeling Seismic Safe BR chapter 11, your home safer during an safe building practices Structures” on page 322 in sec, 1 Classroom earthquake? to improved survival MES. Tests and a. move heavy objects Quizzes to high shelves rates after b. secure water earthquakes heaters and gas appliances Standard 2: THE SOLID REALM OF THE EARTH

Advanced

ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet; DR = Directed Reading worksheet; R = Reinforcement worksheet ©Idaho Falls School District # 91 2004 Eighth Grade Earth Science Curriculum Guide 49 Obj. # Objective Criti- Sequence Sample Teaching Resources Dist / Sample Assessment Level cality and Strategy Text: State Question Duration Earth Science Assess- Glencoe/McGraw- ments Hill (2002) Proficient 270 36. The student will ESS Sem. 2 Students do the activity MES: 290- ECA Where do most earthquakes describe the 6 hours “Earthquake Depths” on 292,305,337- occur? correlation between pages 324-325 in MES 338,341-343 Classroom a. near plate volcanism, CO chapter 12, Tests and boundaries sec. 1 quizzes b. in the middle of earthquakes, mountain Video Born of plates range formation, plate Fire c. where there is little tectonics, and plate stress on rocks boundaries d. in new areas every time Below 270 36. The student will ESS Sem. 2 Watch the video born of fire. MES: 290- ECA Where do most earthquakes Proficient identify the correlation 6 hours Follow with discussion of 292,305,337- occur? between volcanism, figure 5 on page 337 of MES 338,341-343 Classroom a. near plate earthquakes, mountain and figure 2 on page 337 of CO chapter 12, Tests and boundaries MES and figure 2 on page sec. 1 quizzes b. in the middle of range formation, plate 305 of MES Video Born of plates tectonics, and plate Fire boundaries 272 37. The student will EXP Sem. 2 Present students with slides MES: 255 Classroom Rock deep under describe the geological 1 hour or videos of Yellowstone’ Tests and Yellowstone Park is heated uniqueness of geysers, ho springs and Quizzes by magma. What does this Yellowstone Park (hot basalt flows. Discuss what cause? causes them. Discuss the a. daily volcanic spot, volcanism, existence of a hotspot under eruptions geysers, and Yellowstone. b. thunderstorms glaciation) c. geysers and hot springs d. glacial moraines Standard 2: THE SOLID REALM OF THE EARTH

Advanced

ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet; DR = Directed Reading worksheet; R = Reinforcement worksheet ©Idaho Falls School District # 91 2004 Eighth Grade Earth Science Curriculum Guide 50 Obj. # Objective Criti- Sequence Sample Teaching Resources Dist / Sample Assessment Level cality and Strategy Text: State Question Duration Earth Science Assess- Glencoe/McGraw- ments Hill (2002) Proficient 275 38. The student will ESS Sem. 2 Students do “Skill Builder MES: 338-339 ECA What caused the Hawaiian describe the formation 2 hours Activity #6 Concept islands to form? of the Hawaiian Mapping” on page 339 in Classroom a. a hot spot Islands and the role of MES. Tests and b. a subduction zone Quizzes c. a divergent a hot spot in their boundary formation d. a convergent boundary Below 275 38. The student will ESS Sem. 2 Demonstrate using MES: 338-339 ECA What caused the Hawaiian Proficient describe the formation 2 hours manipulative. islands to form? of the Hawaiian Classroom a. a hot spot Islands and the role of Tests and b. a subduction zone Quizzes a hot spot in their formation Standard 2: THE SOLID REALM OF THE EARTH

Advanced

Proficient 280 39. The student will ESS Sem. 2 Students do the activity MES: 344-345 Classroom Which type of volcano has describe the three 2 hours “Identifying Types of Tests and alternating layers of lava and types of volcanoes Volcanoes” on page 348 in Quizzes tephra? (shield, cinder cone, MES. a. cinder cone Teacher b. composite volcano and composite) Observable c. shield volcano d. tephra cone Below 280 39. The student will ESS Sem. 2 Students make 3-d models MES: 344-345 Classroom Which type of volcano has Proficient describe the three 2 hours of volcano type. Include Tests and alternating layers of lava types of volcanoes information on magma type, Quizzes and tephra? (shield, cinder cone, eruptive force, and products a. cinder cone of eruption. Present to class. Teacher b. composite volcano and composite) Observabl e

ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet; DR = Directed Reading worksheet; R = Reinforcement worksheet ©Idaho Falls School District # 91 2004 Eighth Grade Earth Science Curriculum Guide 51 END SEMESTER 1

BEGIN SEMESTER TWO

Obj. # Objective Criti- Sequence Sample Teaching Resources Dist / Sample Assessment Level cality and Strategy Text: State Question Duration Earth Science Assess- Glencoe/McGraw- ments Hill (2002) Standard 2: THE SOLID REALM OF THE EARTH

297 40. The student will EXP Sem. 2 Students do Content Outline MES: Classroom What produced most of discuss the formation 1 hour worksheet chapter 15, sec. 1 407,434,523 Tests and Earth’s early atmosphere? of the early oceans Quizzes a. land plants and the atmosphere b. meteors c. lightning d. volcanoes Advanced

Proficient 301 41. The student will relate ESS Sem. 2 Students do Content Outline MES: 387,398- ECA What do scientists interactions between .5 hour worksheet chapter 18, sec. 412, 414- hypothesize formed oceans the solid Earth, 1. 419,504,514- Classroom by providing water to fill low oceans, atmosphere, Students do “Math Skills 515,522 Tests and area on Earth called basins Activity” on page 417 in Quizzes about 4 billion years ago?. and organisms, which MES. a. volcanoes result in a change in b. meteors Earth’s system. Some c. plants activities are d. subduction zones observable (earthquakes, volcanic eruptions), but many take place over hundreds of millions of years)

ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet; DR = Directed Reading worksheet; R = Reinforcement worksheet ©Idaho Falls School District # 91 2004 Eighth Grade Earth Science Curriculum Guide 52 Obj. # Objective Criti- Sequence Sample Teaching Resources Dist / Sample Assessment Level cality and Strategy Text: State Question Duration Earth Science Assess- Glencoe/McGraw- ments Hill (2002) Below 301 Students will identify how ESS Sem. 2 Focus on Science Pages 58 MES: 387,398- ECA Which of the following Proficient ecosystems change. .5 hour & 59, 64 & 65 412, 414- quickly changes an Some activities are 419,504,514- Classroom ecosystem? observable 515,522 Tests and a. a stream floods in a forest Quizzes b. a mountain is worn away (earthquakes, volcanic by weathering & erosion eruptions), but many take place over hundreds of millions of years) Standard 2: THE SOLID REALM OF THE EARTH

Advanced

Proficient 305 42. The student will ESS - Sem. 2 Students do the activity MES: ECA What do geologists measure identify the methods 2 .5 hours “Relative Ages” on page 382 38,373,376-383 in order to calculate the age used to estimate in MES. Classroom of rocks? geologic time such as Tests and a. how much Quizzes radioactive elements in observing rock the rock have broken sequences (relative Teacher down dating), using fossils to Observabl b. how much quartz is correlate the e in the rocks sequences (relative c. how much the dating) at various rocks weigh locations, and d. how many fossils radiometric dating are in the rocks (absolute dating)

ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet; DR = Directed Reading worksheet; R = Reinforcement worksheet ©Idaho Falls School District # 91 2004 Eighth Grade Earth Science Curriculum Guide 53 Obj. # Objective Criti- Sequence Sample Teaching Resources Dist / Sample Assessment Level cality and Strategy Text: State Question Duration Earth Science Assess- Glencoe/McGraw- ments Hill (2002) Below 305 Students will identify ESS - Sem. 2 Students will create a Venn MES: ECA What do geologists measure Proficient relative dating and 2 .5 hours diagram of relative dating 38,373,376-383 in order to calculate the absolute dating and absolute dating. Classroom absolute age of rocks? Tests and a. how much Quizzes radioactive elements in the rock have broken Teacher down Observabl b. how much quartz is e in the rocks Standard 3: THE GASEOUS REALM OF THE EARTH

Advanced

Proficient 309 1. The student will ESS Sem. 2 Students do “Problem- MES: 435- ECA In which layer of the describe the 3 hour solving Activity” on page 438 437,439-441 atmosphere is the ozone composition, structure, in MES. Classroom layer found? and significant Tests and a. stratosphere Quizzes b. mesosphere features of each of the c. troposphere layers of the Earth’s Teacher d. exosphere atmosphere Observabl e Below 309 Students will recognize the ESS Sem. 2 “Our Solar System” Page 80 MES: 435- ECA In which layer of the Proficient layers of the 3 hour 437,439-441 atmosphere is the ozone atmosphere in order. Classroom layer found? Tests and a. stratosphere Quizzes b. troposphere

Teacher Observabl e

ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet; DR = Directed Reading worksheet; R = Reinforcement worksheet ©Idaho Falls School District # 91 2004 Eighth Grade Earth Science Curriculum Guide 54 Obj. # Objective Criti- Sequence Sample Teaching Resources Dist / Sample Assessment Level cality and Strategy Text: State Question Duration Earth Science Assess- Glencoe/McGraw- ments Hill (2002) Standard 3: THE GASEOUS REALM OF THE EARTH

Advanced

Proficient 313 2. The student will ESS Sem.2 Discuss in detail and MES: 448- ECA High in the troposphere is a identify air masses and 2 hour diagram on an overhead 450,470 narrow band of wind flowing global winds (polar transparency the natural Classroom from west to east circling easterlies, prevailing convection current cells that Tests and the globe. These winds may would produce only north- Quizzes reach speeds of more than westerlies, trade south wind circulation if not 300 km/hour. What is this winds, doldrums, and for the Coriolis effect. Teacher wind system called? jet stream) Demonstrate the Coriolis Observabl a. polar easterlies effect by rolling a marble e b. polar westerlies across a record turning on a c. prevailing record player westerlies d. jet stream Below 313 The student will identify air ESS Sem.2 “Investigations in Science MES: 448- ECA Same question except Proficient masses and global 2 hour Weather” Map on page 34 & 450,470 answers are as follows: winds activity on page 35 & Picture Classroom a. polar westerlies page 16 of air masses Tests and b. jet stream Quizzes

Teacher Observabl e Standard 3: THE GASEOUS REALM OF THE EARTH

Advanced

ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet; DR = Directed Reading worksheet; R = Reinforcement worksheet ©Idaho Falls School District # 91 2004 Eighth Grade Earth Science Curriculum Guide 55 Obj. # Objective Criti- Sequence Sample Teaching Resources Dist / Sample Assessment Level cality and Strategy Text: State Question Duration Earth Science Assess- Glencoe/McGraw- ments Hill (2002) Proficient 317 3. The student will show ESS Sem. 2 Students do Content Outline MES: 407,434 ECA What was able to develop the relationship 1 hour worksheet chapter 15, sec. when oxygen became between the 1. Classroom present in Earth’s development of life Tests and atmosphere in large Quizzes amounts and the ozone and the dramatic layer formed? changes in the a. cyanobacteria composition of the b. more complex life Earth’s atmosphere c. mammals d. dinosaurs Below 317 3. The student will show ESS Sem. 2 Read pg 407 together as a MES: 407,434 ECA Same question except Proficient the relationship 1 hour class and take T-graph answers are as follows: between the notes. Students will then Classroom a. cyanobacteria development of life independently make a comic Tests and b. more complex life strip demonstrating the Quizzes and the dramatic sequence of Early Life changes in the formation in relation to composition of the atmosphere formation. Earth’s atmosphere Standard 3: THE GASEOUS REALM OF THE EARTH

Advanced

ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet; DR = Directed Reading worksheet; R = Reinforcement worksheet ©Idaho Falls School District # 91 2004 Eighth Grade Earth Science Curriculum Guide 56 Obj. # Objective Criti- Sequence Sample Teaching Resources Dist / Sample Assessment Level cality and Strategy Text: State Question Duration Earth Science Assess- Glencoe/McGraw- ments Hill (2002) Proficient 321 4. The student will ESS Sem. 2 Students do the activity MES: ECA Which climate has generally identify the factors 1 hour “The Heat is On” on pages 447,500,504- warm weather all year affecting global climate 452-453 in MES. 508,514-515,522 Classroom because it receives the most (heating of the Earth’s Discuss the section Focus Tests and direct rays of the Sun year- Transparency chapter 15, Quizzes round? surface and sec. 2. a. tropic atmosphere by the sun b. temperate drive convection c. polar currents within the d. humid atmosphere and oceans, producing winds and ocean currents) Below 321 Students will understand ESS Sem. 2 Activities pages 16-19 in MES: ECA Which climate has generally Proficient that the heating of the 1 hour “Investigations in Science: 447,500,504- warm weather all year Earth’s surface and Weather” 508,514-515,522 Classroom because it receives the most atmosphere by the sun Tests and direct rays of the Sun year- Quizzes round? drive convection a. tropic currents within the b. polar atmosphere 322 5. TSW describe how EXP Sem.2 (This objective is ESS for HS MES: 443-445 HS-ECA Heat is moved throughout heat is transferred by space science and EXP for the atmosphere primarily 1 hour th conduction, convection 8 Grade Earth Science) Classroom through what? and radiation Tests and a. convection Describe the process of heat Quizzes b. conduction throughout the transfer by conduction, c. radiation atmosphere convection and radiation. d. advection Students perform an activity to experience the various forms of heat transfer. Students perform a lab to show how different substances absorb the sun's heat at different rates.

ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet; DR = Directed Reading worksheet; R = Reinforcement worksheet ©Idaho Falls School District # 91 2004 Eighth Grade Earth Science Curriculum Guide 57 Obj. # Objective Criti- Sequence Sample Teaching Resources Dist / Sample Assessment Level cality and Strategy Text: State Question Duration Earth Science Assess- Glencoe/McGraw- ments Hill (2002) Standard 3: THE GASEOUS REALM OF THE EARTH

Advanced

Proficient 325 6. The student will ESS Sem. 2 Students do the minilab MES: 508- ECA Which is most responsible identify issues 1 hour “Examining the Content of 510,440- for city smog? pertaining to air Air” on page 623 in MES. 441,619-625 Classroom a. power plants quality Students so content Outline Tests and b. burning waste worksheet chapter 21, sec. Quizzes c. industries 2. d. cars Below 325 6. The student will ESS Sem. 2 Students do the minilab MES: 508- ECA What do you think happens Proficient identify issues 1 hour “Examining the Content of 510,440- when you breathe in pertaining to air Air” on page 623 in MES. 441,619-625 Classroom pollutants? quality Tests and a. pollutants’ move into the Quizzes lungs where they may cause irritation. b. pollutants don’t affect us. 329 7. The student will EXP Sem. 2 Students do the activity MES: 507- Classroom What combines with determine the causes 1 hour “What’ in the Air” on pages 510,440- Tests and moisture in the air to form and effects of 626-627 in MES. 441,621,623 Quizzes acid rain? atmospheric pollution Students do the activity a. ozone “The Greenhouse Effect” on Teacher b. sulfur oxides (acid rain, ozone page 511 in MES. Observabl c. lead depletion, and the e d. oxygen greenhouse effect) Standard 3: THE GASEOUS REALM OF THE EARTH

Advanced

ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet; DR = Directed Reading worksheet; R = Reinforcement worksheet ©Idaho Falls School District # 91 2004 Eighth Grade Earth Science Curriculum Guide 58 Obj. # Objective Criti- Sequence Sample Teaching Resources Dist / Sample Assessment Level cality and Strategy Text: State Question Duration Earth Science Assess- Glencoe/McGraw- ments Hill (2002) Proficient 333 8. The student will ESS Sem. 2 Show students several MES: 478 ECA Weather satellites can be identify the role of 1 hour images of the United States used for which of the weather satellites in made by weather satellites Classroom following? weather forecasting (infrared, visible light, water Tests and a. tracking hurricanes vapor, etc.) Discuss how Quizzes b. photographing and prediction they would be used. cloud cover c. measuring infrared radiation from Earth d. all of these Below 333 8. The student will ESS Sem. 2 Show students several MES: 478 ECA Weather satellites can be Proficient identify the role of 1 hour images of the United States used for which of the weather satellites in made by weather satellites Classroom following? weather forecasting (infrared, visible light, water Tests and e. tracking hurricanes vapor, etc.) Discuss how Quizzes f. photographing and prediction they would be used. cloud cover g. measuring infrared radiation from Earth h. all of these Standard 3: THE GASEOUS REALM OF THE EARTH

Advanced

ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet; DR = Directed Reading worksheet; R = Reinforcement worksheet ©Idaho Falls School District # 91 2004 Eighth Grade Earth Science Curriculum Guide 59 Obj. # Objective Criti- Sequence Sample Teaching Resources Dist / Sample Assessment Level cality and Strategy Text: State Question Duration Earth Science Assess- Glencoe/McGraw- ments Hill (2002) Proficient 337 9. The student will ESS Sem. 2 Present the idea of MES: 478 ECA What do meteorologists use recognize factors 1 hour computer modeling. Explain to track tornadoes? affecting the that meteorologists use Classroom a. anemometers unpredictable nature weather data for an Tests and b. Doppler radar extended time period and Quizzes c. weather satellites of technology driven topographic features for an d. psychrometers weather forecasting area to create computer models of weather systems. These models are used to predict weather in that area and similar or nearby areas. The models do not always fit well. Below 337 The student will recognize ESS Sem. 2 P. 72 “Earth Science: MES: 478 ECA What do meteorologists use Proficient technology used in 1 hour Homework Booklet” to measure wind speed? weather forecasting. Classroom a. thermometer Tests and b. anemometer Quizzes Standard 3: THE GASEOUS REALM OF THE EARTH

Advanced

Proficient 341 10. The student will ESS Sem. 2 Students do the Problem- MES: 447,492, ECA What happens as you climb describe the factors 2 hour solving Activity” on page 494 500-503,522 a mountain? that determine the in MES. Classroom a. temperature temperature of Earth Tests and decreases Quizzes b. temperature (soil/land, latitude, increases altitude, air, and ocean c. air pressure currents) increases d. air pressure remains constant

ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet; DR = Directed Reading worksheet; R = Reinforcement worksheet ©Idaho Falls School District # 91 2004 Eighth Grade Earth Science Curriculum Guide 60 Obj. # Objective Criti- Sequence Sample Teaching Resources Dist / Sample Assessment Level cality and Strategy Text: State Question Duration Earth Science Assess- Glencoe/McGraw- ments Hill (2002) Below 341 The student will identify the ESS Sem. 2 Activities page 16-19 in MES: 447,492, ECA What happens as you climb Proficient factors that determine 2 hour “Investigations in Science: 500-503,522 a mountain? the temperature of Weather” Classroom a. temperature decreases Earth (soil/land, Tests and b. temperature increases Quizzes latitude, altitude, air, and ocean currents) 345 11. The student will EXP Sem. 2 Students examine weather MES: 493- Classroom What are commonly found in identify the geologic 1 hour data for coastal and 495,514-515,522 Tests and places where warm air features that influence continental areas at the Quizzes crosses a mountain and climate and weather same latitude for different descends? times of the year. Teacher a. lakes (oceans, ocean (Newspapers or the National Observabl b. rainforests currents, and weather service provide this e c. deserts mountain ranges) information.) Discuss d. glaciers reasons for differences. 349 12. The student will EXP Sem. 2 Students do the activity MES: 448- Classroom At what temperature does explain how air 2 hour “Microclimates” on pages 451,464- Tests and water vapor in air condense? pressure, wind, 512-513 in MES. 466,468-469 Quizzes a. dew point temperature, and b. station model Teacher c. front humidity affect Observabl d. isobar weather e Standard 3: THE GASEOUS REALM OF THE EARTH

Advanced

ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet; DR = Directed Reading worksheet; R = Reinforcement worksheet ©Idaho Falls School District # 91 2004 Eighth Grade Earth Science Curriculum Guide 61 Obj. # Objective Criti- Sequence Sample Teaching Resources Dist / Sample Assessment Level cality and Strategy Text: State Question Duration Earth Science Assess- Glencoe/McGraw- ments Hill (2002) Proficient 353 13. The student will ESS Sem. 2 Students do the activity MES: 464 ECA Which type of air has a describe the meaning .5 hour “Microclimates” on pages relative humidity of 100 of relative humidity 512-513 in MES. Classroom percent? Tests and a. humid Quizzes b. temperate c. dry d. saturated Below 353 The student will know the ESS Sem. 2 Pg. 111-113 in “Science MES: 464 ECA What is the meaning of Proficient meaning of relative .5 hour Experiments”, pg. 42-43 in relative humidity? humidity Investigations is Science Classroom a. amount of moisture in the “Weather”, Pg. 63 in “Earth Tests and air compared to the amount Science Homework Booklet” Quizzes of moisture needed for saturation. b. amount of moisture in the air Standard 3: THE GASEOUS REALM OF THE EARTH

Advanced

Proficient 357 14. The student will ESS Sem. 2 Demonstrate static electric MES: 474 ECA What causes thunder? identify the .5 hour charge by rubbing a balloon a. clouds crashing relationship between vigorously on some one’s Classroom together thunder and lightning hair. Turn off the lights. Tests and b. rapid cooling of air You may see sparks. You Quizzes as hail passes through it may even hear crackling c. lightning hitting a which is like thunder. tree d. rapid heating of air around a bolt of lightning

ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet; DR = Directed Reading worksheet; R = Reinforcement worksheet ©Idaho Falls School District # 91 2004 Eighth Grade Earth Science Curriculum Guide 62 Obj. # Objective Criti- Sequence Sample Teaching Resources Dist / Sample Assessment Level cality and Strategy Text: State Question Duration Earth Science Assess- Glencoe/McGraw- ments Hill (2002) Below 357 14. The student will ESS Sem. 2 Demonstrate static electric MES: 474 ECA What causes thunder? Proficient identify the .5 hour charge by rubbing a balloon a. clouds crashing together relationship between vigorously on some one’s Classroom b. rapid heating of air thunder and lightning hair. Turn off the lights. Tests and around a bolt of lightning You may see sparks. You Quizzes may even hear crackling which is like thunder. 361 15. The student will define EXP Sem. 2 The entire class checks the MES: 471 Classroom What type of weather is high and low pressure 1 hour atmospheric pressure each Tests and associated with high systems and how they day for a week. Determine Quizzes pressure areas? affect weather if the weather becomes a. fair cloudy as pressure drops Teacher b. cloudy and becomes clear as Observabl c. stormy pressure increases. e d. windy 369 17. The student will EXP Sem. 2 Students do the activity MES: 471- Classroom Which type of front may identify the major 1 hour “Reading a Weather Map” 472,480-481 Tests and form when cool air, cold air, weather fronts on a on page 481 in MES. Quizzes and warm air meet? weather map and a. warm Teacher b. cold explain the Observabl c. stationary characteristics of each e d. occluded Standard 5: LIQUID REALM OF THE EARTH

Advanced

ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet; DR = Directed Reading worksheet; R = Reinforcement worksheet ©Idaho Falls School District # 91 2004 Eighth Grade Earth Science Curriculum Guide 63 Obj. # Objective Criti- Sequence Sample Teaching Resources Dist / Sample Assessment Level cality and Strategy Text: State Question Duration Earth Science Assess- Glencoe/McGraw- ments Hill (2002) Proficient 389 1. The student will ESS Sem. 2 Students do the minilab MES: 445,240- ECA Which term refers to water identify the processes .5 “Determining Dew Point” on 241, 251-252 returning to the Earth’s involved in the water page 464 in MES. Classroom surface as part of the water cycle (evaporation, hours Discuss the relationship Tests and cycle? between dew point, fog, Quizzes evaporation condensation, clouds, and precipitation. percolation sublimation, precipitation precipitation, surface sublimation runoff, and percolation) and their effects on the water cycle Below 389 1. The student will ESS Sem. 2 Earth science homework MES: 445,240- ECA Which term refers to water Proficient identify the processes .5 booklet p. 65, water cycle 241, 251-252 returning to the Earth’s involved in the water game Classroom surface as part of the water cycle (evaporation, hours Tests and cycle? Quizzes a. evaporation condensation, b. precipitation precipitation, land surface runoff) and their effects on the water cycle Standard 5: LIQUID REALM OF THE EARTH

Advanced

ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet; DR = Directed Reading worksheet; R = Reinforcement worksheet ©Idaho Falls School District # 91 2004 Eighth Grade Earth Science Curriculum Guide 64 Obj. # Objective Criti- Sequence Sample Teaching Resources Dist / Sample Assessment Level cality and Strategy Text: State Question Duration Earth Science Assess- Glencoe/McGraw- ments Hill (2002) Proficient 393 2. The student will ESS Sem. 2 As a class read “Science and MES: ECA What did sea level do during identify the water .5 Society-Rain makers” on 220,504,508 the ice ages when so much cycle as a system in pages 484-485 in MES. Classroom water remained frozen in which one change has hours Brainstorm other questions Tests and glaciers? that might arise about cloud Quizzes a. It fell. an impact at another seeding. Have a class b. It rose. level (ice age) debate or town meeting c. It remained the about whether cloud seeding same. should be done in your area. Below 393 2. The student will ESS Sem. 2 Teacher-led discussion on MES: ECA What did sea level do during Proficient identify the water .5 the impact of the ice age on 220,504,508 the ice ages when so much cycle as a system in the sea level., demonstrate Classroom water remained frozen in which one change has hours using water and ice. Tests and glaciers? Quizzes a. It fell. an impact at another b. It rose. level (ice age) Standard 5: LIQUID REALM OF THE EARTH

Advanced

Proficient 397 3. The student will ESS Sem. 2 Students draw an MES: 445 ECA Student posters on the describe and label the .5 informational poster about water cycle are graded changes in the state of the water cycle for younger Classroom according to a rubric. matter for water in hours students. They label and Tests and explain what is happening to Quizzes relation to the water water at each step in the cycle cycle. Teacher Observabl e

ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet; DR = Directed Reading worksheet; R = Reinforcement worksheet ©Idaho Falls School District # 91 2004 Eighth Grade Earth Science Curriculum Guide 65 Obj. # Objective Criti- Sequence Sample Teaching Resources Dist / Sample Assessment Level cality and Strategy Text: State Question Duration Earth Science Assess- Glencoe/McGraw- ments Hill (2002) Below 397 3. The student will ESS Sem. 2 The water cycle game MES: 445 ECA Student posters on the Proficient describe and label the .5 water cycle are graded changes in the state of Classroom according to a rubric. matter for water in hours Tests and Quizzes relation to the water cycle Teacher Observabl e Standard 5: LIQUID REALM OF THE EARTH

Advanced

Proficient 401 4. The student will ESS Sem. 2 Students do the activity MES: 610-615 ECA Which of the following is a identify issues 1.5 “Elements in Water” on page non point source? 618 in MES Classroom a. runoff from a golf pertaining to water hours quality and hazardous Tests and course Quizzes b. sewage waste (groundwater c. wastewater from contamination) industry d. discharge from a ditch into a river. Below 401 4. The student will ESS Sem. 2 Fruitvale Cep-Up Lap MES: 610-615 ECA Which of the following is a Proficient identify issues 1.5 point source contamination? Classroom a. overspray from a pertaining to water hours quality and hazardous Tests and crop duster Quizzes b. oil spill from a leaky waste (groundwater tractor contamination)

ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet; DR = Directed Reading worksheet; R = Reinforcement worksheet ©Idaho Falls School District # 91 2004 Eighth Grade Earth Science Curriculum Guide 66 Obj. # Objective Criti- Sequence Sample Teaching Resources Dist / Sample Assessment Level cality and Strategy Text: State Question Duration Earth Science Assess- Glencoe/McGraw- ments Hill (2002) 405 5. The student will EXP Sem. 2 Students do the minilab MES: Classroom Air masses that originate describe the effects of .5 hour “Modeling Heat Transfer” on 445,462,522 Tests and over the ocean contain the water cycle on the page 445 in MES. Quizzes moisture. As these air climate, weather, and masses pass over the Teacher continent, some or most of surface features of Observabl their moisture is Earth e precipitated. Because of this, what type of climate do some areas near the coast have? a. windy b. moist c. dry d. variable 409 6. The student will EXP Sem. 2 Students do the Explore MES: 565-569, Classroom Which of the following identify the factors .5 hour Activity “Model Water 610-615,628-629 Tests and causes algae to grow/ that influence the Pollution” on page 609 in Quizzes a. pesticides quality of water as a MES. b. sediment Students do the Math Skills Teacher c. metals natural resource Activity on page 612 in MES. Observabl d. fertilizers e Standard 5: LIQUID REALM OF THE EARTH

413 7. The student will EXP Sem. 2 Students do the Explore MES: Classroom Which of the following have discuss the current .25 Activity on page 549 in MES 549,553,555, Tests and scientists used to map the methods used to study 572-573,577 Quizzes ocean floor? the ocean hour BR chapter 19, a. radar sec. 1 Teacher b. depth charges Jason Curriculum Observabl c. sonar e d. tidal range Advanced

ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet; DR = Directed Reading worksheet; R = Reinforcement worksheet ©Idaho Falls School District # 91 2004 Eighth Grade Earth Science Curriculum Guide 67 Obj. # Objective Criti- Sequence Sample Teaching Resources Dist / Sample Assessment Level cality and Strategy Text: State Question Duration Earth Science Assess- Glencoe/McGraw- ments Hill (2002) Proficient 417 8. The student will ESS Sem. 2 Students investigate waves MES: 532-538 ECA What is the major cause of describe the causes of .5 hour by blowing on trays or pans the daily rise and fall of tides and waves of water using straws. Classroom water as the tides? Model waves with a slinky. Tests and a. the spinning of Quizzes Earth b. the gravitational pull of the moon c. the setting of the sun d. the change in seasons Below 417 8. The student will ESS Sem. 2 Students investigate waves MES: 532-538 ECA What is the major cause of Proficient describe the causes of .5 hour by blowing on trays or pans the daily rise and fall of tides and waves of water using straws. Classroom water as the tides? Model waves with a slinky. Tests and a. the gravitational Quizzes pull of the moon b. the setting of the sun 421 9. The student will EXP Sem. 2 Students color code the MES: 526-531 Classroom Surface ocean currents are explain the formation .25 hour warm and cold ocean Tests and driven by wind. What drives of the global ocean currents on a prepared map Quizzes density currents? currents (surface, of the world. Correlate a. waves surface currents to b. ocean organisms upwelling, and prevailing winds. c. mid-ocean density) Do the minilab “Modeling a earthquakes Density Current” on page d. temperature and 529 in MES. salinity differences Standard 6: THE UNIVERSE

Advanced

ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet; DR = Directed Reading worksheet; R = Reinforcement worksheet ©Idaho Falls School District # 91 2004 Eighth Grade Earth Science Curriculum Guide 68 Obj. # Objective Criti- Sequence Sample Teaching Resources Dist / Sample Assessment Level cality and Strategy Text: State Question Duration Earth Science Assess- Glencoe/McGraw- ments Hill (2002) Proficient 425 1. The student will ESS Sem. 2 Demonstrate with a lamp MES: 672-673 ECA What causes the rising and explain the rising and 1 hours and globe which way the setting of the Sun? setting of the Sun in Earth must rotate for the Classroom a. Sun’s revolution relation to the Earth’s sun to rise in the east and Tests and b. Earth’s rotation set in the west. Quizzes c. Earth’s revolution rotation Do “Cultural Diversity” d. Earth’s elliptical Activity on page 673. orbit Below 425 1. The student will be ESS Sem. 2 Pg. 74 &75 of “Our Solar MES: 672-673 ECA What causes the rising and Proficient able to determine that 1 hours System” setting of the Sun? the Earth’s rotation is Classroom a. Sun’s revolution the cause of the rising Tests and b. Earth’s rotation Quizzes c. Earth’s revolution & setting of the sun. d. Earth’s elliptical orbit 429 2. The student will EXP Sem. 2 Demonstrate with a lamp or MES: 679-680 Classroom What is it called when the identify the different 1 hours overhead projector, a ball Tests and lighted portion of the Moon phases of the moon and a globe why the moon Quizzes appears to grow larger? goes through phases. a. waning Students do Content Outline Teacher b. waxing worksheet chapter 23, sec. Observabl c. rotating 2. e d. crescent shaped Standard 6: THE UNIVERSE

Advanced

ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet; DR = Directed Reading worksheet; R = Reinforcement worksheet ©Idaho Falls School District # 91 2004 Eighth Grade Earth Science Curriculum Guide 69 Obj. # Objective Criti- Sequence Sample Teaching Resources Dist / Sample Assessment Level cality and Strategy Text: State Question Duration Earth Science Assess- Glencoe/McGraw- ments Hill (2002) Proficient 433 3. The student will use ESS Sem. 2 Students do the activity MES: 675,679- ECA When does a solar eclipse the regular and 2 hours “Moon Phases and Eclipses” 682 occur? predictable motions of on page 687 in MES. Classroom a. Earth is in the the Sun and Moon to Tests and moon’s shadow Quizzes b. Moon is in the explain the following Earth’s shadow phenomena on Earth c. Sun is in the moon’ (the year, phases of shadow the moon, and d. Earth is in the sun’s eclipses) shadow Below 433 3. *The student will know ESS Sem. 2 Students do the activity MES: 675,679- ECA When does a solar eclipse Proficient that the Earth revolves 2 hours “Moon Phases and Eclipses” 682 occur? around the Sun. It on page 687 in MES. Classroom a. Earth is in the takes around 365 days Tests and moon’s shadow Quizzes b. Moon is in the for this to happen, Earth’s shadow which is one year. c. Sun is in the moon’ *The student will know shadow movements are Earth is in the sun’s shadow predictable. They will know the predictable nature of the moon, Earth, & sun that create the phases of the moon Standard 6: THE UNIVERSE

Advanced

ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet; DR = Directed Reading worksheet; R = Reinforcement worksheet ©Idaho Falls School District # 91 2004 Eighth Grade Earth Science Curriculum Guide 70 Obj. # Objective Criti- Sequence Sample Teaching Resources Dist / Sample Assessment Level cality and Strategy Text: State Question Duration Earth Science Assess- Glencoe/McGraw- ments Hill (2002) Proficient 437 4. The student will ESS Sem. 2 Students do the activity “Tilt MES: 675-677 ECA What causes the seasons on explain the relationship 2 hours and Temperature” on pages Earth? between the tilting of 692-693 in MES. Classroom a. the tilt of Earth’s the Earth and the Tests and axis Quizzes b. the Earth’s changing of the revolution seasons c. Earth’s rotation d. The elliptical shape of Earth’s orbit Below 437 4. The student will ESS Sem. 2 Students do the activity “Tilt MES: 675-677 ECA What causes the seasons on Proficient determine that the tilt 2 hours and Temperature” on pages Earth? of the earth causes the 692-693 in MES. Classroom a. the tilt of Earth’s seasons on Earth. Tests and axis Quizzes b. the Earth’s revolution c. Earth’s rotation d. The elliptical shape of Earth’s orbit Standard 6: THE UNIVERSE

Advanced

Proficient 441 5. The student will list ESS Sem. 2 Students do Content Outline MES: 708-721 ECA Which planet in our solar the characteristics of 5 hours worksheets chapter 24, sec. system has the most the planets in the solar 2,3. Classroom spectacular rings and a system: planets differ Show a video on the solar Tests and density so low that it would system or planets. Quizzes float in water? in size, composition, Play twenty questions with a. Jupiter atmosphere, and the name of a planet in a Teacher b. Uranus surface features box. Students ask questions Observabl c. Pluto about the planet in order to e d. Saturn guess its identity.

ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet; DR = Directed Reading worksheet; R = Reinforcement worksheet ©Idaho Falls School District # 91 2004 Eighth Grade Earth Science Curriculum Guide 71 Obj. # Objective Criti- Sequence Sample Teaching Resources Dist / Sample Assessment Level cality and Strategy Text: State Question Duration Earth Science Assess- Glencoe/McGraw- ments Hill (2002) Below 441 1. *The student will ESS Sem. 2 Grades 1-3 “Our Solar MES: 708-721 ECA Which planet in our solar Proficient know relative size of 5 hours System” system has the most planets in comparison Classroom spectacular rings and a to each other. Pg. 45 – Link to one Tests and density so low that it would characteristic of each Quizzes float in water? *Distance from sun of a. Jupiter each planet. Teacher b. Uranus *One characteristic of Observabl c. Pluto each planet. e d. Saturn Standard 6: THE UNIVERSE

Advanced

Proficient 442 6. The student will ESS Sem. 2 Students make a model or MES: 710 ECA What is different about Earth compare Earth with 1 hours diagram of an organism that that allows living organisms other planets with could live on a planet other Classroom as we know them to live on emphasis on than Earth. They must Tests and Earth but not on the other describe the conditions to Quizzes planets of our solar system? conditions necessary which the organism must be a. water can exist as for life adapted. “Make a Model” Teacher solid, liquid, and gas. on page 720 in MES. Observabl b. Earth is small e c. Earth is rocky d. Earth is pulled by the Sun’s gravity

ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet; DR = Directed Reading worksheet; R = Reinforcement worksheet ©Idaho Falls School District # 91 2004 Eighth Grade Earth Science Curriculum Guide 72 Obj. # Objective Criti- Sequence Sample Teaching Resources Dist / Sample Assessment Level cality and Strategy Text: State Question Duration Earth Science Assess- Glencoe/McGraw- ments Hill (2002) Below 442 2. *The student will ESS Sem. 2 Grades 1-3 Our Solar MES: 710 ECA What is different about Earth Proficient know that because of 2 1 hours System p. 51 that allows living organisms specific reasons Earth is the Classroom as we know them to live on only planet with (1) life- Tests and Earth but not on the other Quizzes planets of our solar system? sustaining atmosphere(right a. water can exist as amount to hold in heat & Teacher solid, liquid, and gas. protect from UV rays Observabl b. Earth is small (2)water exists as a solid, e c. Earth is rocky liquid, & gas d. Earth is pulled by *Identify at least one the Sun’s gravity condition for other plants Standard 6: THE UNIVERSE

Advanced

Proficient 445 7. The student will ESS Sem. 2 Students do the activity MES: 706-721 ECA What is the shape of their describe the 1 hours “Planetary Orbits” on page orbits, as the planets orbit movement patterns of 707 in MES. Classroom the Sun? the planets in the solar Tests and a. circles Quizzes b. ellipses system (movement c. spirals around the Sun in Teacher d. irregular patterns elliptical orbits some Observabl planets have moons, e rings of particles, and other satellites orbiting them)

ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet; DR = Directed Reading worksheet; R = Reinforcement worksheet ©Idaho Falls School District # 91 2004 Eighth Grade Earth Science Curriculum Guide 73 Obj. # Objective Criti- Sequence Sample Teaching Resources Dist / Sample Assessment Level cality and Strategy Text: State Question Duration Earth Science Assess- Glencoe/McGraw- ments Hill (2002) Below 445 7. *The student will know ESS Sem. 2 Students do the activity MES: 706-721 ECA What is the shape of their Proficient that the planets orbit 1 hours “Planetary Orbits” on page orbits, as the planets orbit the sun in elliptical 707 in MES. Classroom the Sun? patterns. Tests and a. circles Quizzes b. ellipses *Some planets have c. spirals other things orbiting Teacher d. irregular patterns them like moons, Observabl rings, & other satellites e Standard 6: THE UNIVERSE

Advanced

Proficient 449 8. The student will ESS Sem. 2 Students write a poem that MES: 748-751 ECA At what stage in its life is a sequence the life 2 hours shows the life cycle of stars star when the hydrogen in cycles of stars and in the correct sequence. Classroom its core runs out and the galaxies, given a list of Tests and core contracts and becomes Quizzes hotter while the outside stages expands and cools? Teacher a. white dwarf Observabl b. black hole e c. giant d. supernova

ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet; DR = Directed Reading worksheet; R = Reinforcement worksheet ©Idaho Falls School District # 91 2004 Eighth Grade Earth Science Curriculum Guide 74 Obj. # Objective Criti- Sequence Sample Teaching Resources Dist / Sample Assessment Level cality and Strategy Text: State Question Duration Earth Science Assess- Glencoe/McGraw- ments Hill (2002) Below 449 8. *Students will know ESS Sem. 2 Comparing stars evolution to MES: 748-751 ECA At what stage in its life is a Proficient that stars have a life 2 hours human life cycle star when the hydrogen in cycle. They have a Classroom its core runs out and the beginning and an end. Tests and core contracts and becomes Quizzes hotter while the outside *Be able to label a expands and cools? given diagram of the Teacher e. white dwarf evolution of a star. Observabl f. black hole *1 billion years of a e g. giant star’s evolution is h. supernova spent in the main sequence. Know & understand an HR diagram of the main sequences Basic 449 9. The students will know that stars have a beginning and an end. Know the heat of a star in its main sequence by size & color. Know that a galaxy is a group of stars, gas, & dust held together by gravity. Standard 6: THE UNIVERSE

Advanced

ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet; DR = Directed Reading worksheet; R = Reinforcement worksheet ©Idaho Falls School District # 91 2004 Eighth Grade Earth Science Curriculum Guide 75 Obj. # Objective Criti- Sequence Sample Teaching Resources Dist / Sample Assessment Level cality and Strategy Text: State Question Duration Earth Science Assess- Glencoe/McGraw- ments Hill (2002) Proficient 453 9. The student will ESS Sem. 2 Read page 750 in MES. MES 750 ECA What is formed when the explain how black 1 hour Students do the Content remaining dense core from a holes form (current Outline worksheet chapter Classroom very massive supernova theory) 25, sec. 3. Tests and collapses down to a point Quizzes and has no volume so that gravity is so strong that not even light can escape? a. black hole b. neutron star c. white dwarf d. nebula Below 453 9. *The student will know ESS Sem. 2 P. 263 & 264 Soar System 1- MES 750 ECA What is formed when the Proficient that the black hole 1 hour 3 remaining dense core from a may form from a Classroom very massive supernova massive supernova Tests and collapses down to a point Quizzes and has no volume so that that has collapsed to gravity is so strong that not create strong gravity in even light can escape? which nothing, a. black hole including light can b. neutron star escape. c. white dwarf nebula Basic 453 9. The student will know that a black hole is a collapsed star, an invisible object in space, has a very strong pull towards it (called gravity) and will not let its own light escape.

ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet; DR = Directed Reading worksheet; R = Reinforcement worksheet ©Idaho Falls School District # 91 2004 Eighth Grade Earth Science Curriculum Guide 76 Obj. # Objective Criti- Sequence Sample Teaching Resources Dist / Sample Assessment Level cality and Strategy Text: State Question Duration Earth Science Assess- Glencoe/McGraw- ments Hill (2002) Standard 6: THE UNIVERSE

Advanced

Proficient 457 10. The student will ESS Sem. 2 Students do Content Outline MES: 704- ECA What is a large cloud of gas recognize that current 3 hours worksheet chapter 24, sec. 705,748, and dust is called? scientific theory 1. 754,756-757 Classroom a. black hole suggests that the Sun, Do “Visualizing the Solar Tests and b. neutron star System’s Formation” on Quizzes c. supernova the Earth, and the rest page 705 in MES. d. nebula of the solar system formed from a nebular cloud of dust and gas (Big Bang Theory) Below Proficient

Standard 6: THE UNIVERSE

Advanced

ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet; DR = Directed Reading worksheet; R = Reinforcement worksheet ©Idaho Falls School District # 91 2004 Eighth Grade Earth Science Curriculum Guide 77 Obj. # Objective Criti- Sequence Sample Teaching Resources Dist / Sample Assessment Level cality and Strategy Text: State Question Duration Earth Science Assess- Glencoe/McGraw- ments Hill (2002) Proficient 461 11. The student will ESS Sem. 2 Groups of students research MES: 702-703 ECA Who was the first compare Ptolemy’s 1 hour early theories about our astronomer to state that the model of the Universe solar system and Earth on Classroom planets followed circular (Earth-centered) to the Internet or with Tests and orbits around the sun? materials provided by the Quizzes a. Ptolemy that of Copernicus teacher. Groups report b. Kepler (Sun-centered) orally to the class. c. Copernicus d. Galileo Below 461 Proficient

Advanced

Proficient 465 12. The student will ESS Sem. 2 Students do the activity MES: 739 ECA What is the distance light explain how distance is 1 hours “Measuring Parallax” on can travel in one year is described in space pages 758-759 in MES. Classroom called? (light years) and how Tests and a. light year Quizzes b. parallax this value is a c. light distance constant, unchanging d. astronomical unit value

ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet; DR = Directed Reading worksheet; R = Reinforcement worksheet ©Idaho Falls School District # 91 2004 Eighth Grade Earth Science Curriculum Guide 78 Obj. # Objective Criti- Sequence Sample Teaching Resources Dist / Sample Assessment Level cality and Strategy Text: State Question Duration Earth Science Assess- Glencoe/McGraw- ments Hill (2002) Below 465 12. The student will ESS Sem. 2 Students do the activity MES: 739 ECA What is the distance light Proficient understand that the 1 hours “Measuring Parallax” on can travel in one year is distance light travels in pages 758-759 in MES. Classroom called? one year is a light Tests and e. light year Quizzes f. parallax year. A light year is g. light distance used to measure h. astronomical unit distance in space because of the vastness of space. Basic 465 12. The student will know ESS Sem. 2 Students do the activity MES: 739 ECA What is the distance light what the distance light 1 hours “Measuring Parallax” on can travel in one year is can travel in one year pages 758-759 in MES. Classroom called? is called (light year). Tests and i. light year Quizzes j. parallax k. light distance l. astronomical unit Standard 6: THE UNIVERSE

Advanced

Proficient 469 13. The student will ESS Sem. 2 Put students in groups of MES: 754-757 ECA What does the red shift in describe how the 1 hours four. During the the light from galaxies Universe is constantly demonstration, the four Classroom outside our cluster, the Local expanding students must move as a Tests and Group, indicate? group. They represent a Quizzes a. They are moving cluster of galaxies. Have toward us the entire class crowd Teacher b. They all are in together. When one student Observabl constant positions. yells Big Bang!, groups e c. They are moving move away from each other away from us. and model the expanding d. The universe is universe. shrinking ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet; DR = Directed Reading worksheet; R = Reinforcement worksheet ©Idaho Falls School District # 91 2004 Eighth Grade Earth Science Curriculum Guide 79 Obj. # Objective Criti- Sequence Sample Teaching Resources Dist / Sample Assessment Level cality and Strategy Text: State Question Duration Earth Science Assess- Glencoe/McGraw- ments Hill (2002) Below 469 13. *The student will ESS Sem. 2 Put students in groups of MES: 754-757 ECA What does the red shift in Proficient know that the universe 1 hours four. During the the light from galaxies is constantly demonstration, the four Classroom outside our cluster, the Local expanding…. students must move as a Tests and Group, indicate? group. They represent a Quizzes a. They are moving cluster of galaxies. Have toward us the entire class crowd Teacher b. They all are in together. When one student Observabl constant positions. yells Big Bang!, groups e c. They are moving move away from each other away from us. and model the expanding The universe is shrinking universe. Basic 469 13. The student will know that the universe is constantly expanding.

Advanced

Proficient 473 14. The student will ESS Sem. 2 Obtain photographs of MES: 755 ECA Which scientist developed recognize the 1 hours galaxies. Have students the classification system for contribution of Edwin group them into spiral Classroom galaxies and discovered that Powell Hubble to our galaxies, irregular galaxies, Tests and they showed a red shift? and elliptical galaxies. This Quizzes a. Kepler current understanding is the classification system b. Lowell of the Universe devised by Edwin Hubble. c. Galileo Discuss red and blue d. Hubble Doppler shift.

ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet; DR = Directed Reading worksheet; R = Reinforcement worksheet ©Idaho Falls School District # 91 2004 Eighth Grade Earth Science Curriculum Guide 80 Obj. # Objective Criti- Sequence Sample Teaching Resources Dist / Sample Assessment Level cality and Strategy Text: State Question Duration Earth Science Assess- Glencoe/McGraw- ments Hill (2002) Below 473 14. The student will ESS Sem. 2 Obtain photographs of MES: 755 ECA Which scientist developed Proficient recognize that Edwin 1 hours galaxies. Have students the classification system for Powell Hubble created group them into spiral Classroom galaxies and discovered that the classification galaxies, irregular galaxies, Tests and they showed a red shift? and elliptical galaxies. This Quizzes a. Kepler system for the galaxies is the classification system b. Lowell based on their shape. devised by Edwin Hubble. c. Galileo Discuss red and blue d. Hubble Doppler shift. Basic 473 14. The student will know that the galaxies have different shapes.

Advanced

Proficient 477 15. The student will ESS Sem. 2 Show the Teaching MES: ECA What is the advantage of understand how 1 hours Transparency chapter 22, 643,750,757 having the Hubble space science has helped in sec. 1. Explain that the Classroom telescope in space? the development of Hubble Space telescope is a Tests and a. It is bigger than reflecting telescope orbiting Quizzes telescopes on Earth. the Hubble telescope the Earth in space so that b. It is closer to other and how the Hubble images are not distorted by galaxies than telescopes has helped us learn the atmosphere. Show on Earth. more science about some photographs taken by c. Light is not space the Hubble space telescope. distorted by the atmosphere as it goes to the telescope. d. It travels to other galaxies.

ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet; DR = Directed Reading worksheet; R = Reinforcement worksheet ©Idaho Falls School District # 91 2004 Eighth Grade Earth Science Curriculum Guide 81 Obj. # Objective Criti- Sequence Sample Teaching Resources Dist / Sample Assessment Level cality and Strategy Text: State Question Duration Earth Science Assess- Glencoe/McGraw- ments Hill (2002) Below 477 15. The student will ESS Sem. 2 Show the Teaching MES: ECA What is the advantage of Proficient understand the 1 hours Transparency chapter 22, 643,750,757 having the Hubble space advantage of having sec. 1. Explain that the Classroom telescope in space? the Hubble Telescope Hubble Space telescope is a Tests and a. It is bigger than reflecting telescope orbiting Quizzes telescopes on Earth. outside of Earth’s the Earth in space so that b. It is closer to other Atmosphere. images are not distorted by galaxies than telescopes the atmosphere. Show on Earth. some photographs taken by c. Light is not the Hubble space telescope. distorted by the atmosphere as it goes to the telescope. d. It travels to other galaxies. Basic 477 15. The student will know that there are telescopes such as the Hubble, outside Earth’s atmosphere that produce clear images of things in space. Standard 6: THE UNIVERSE

Advanced

ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet; DR = Directed Reading worksheet; R = Reinforcement worksheet ©Idaho Falls School District # 91 2004 Eighth Grade Earth Science Curriculum Guide 82 Obj. # Objective Criti- Sequence Sample Teaching Resources Dist / Sample Assessment Level cality and Strategy Text: State Question Duration Earth Science Assess- Glencoe/McGraw- ments Hill (2002) Proficient 481 16. The student will ESS Sem. 2 Students make models or MES: 650-658- ECA Which series of space probes understand how 3 hours drawings of their ideas for a 660,690- landed on Mars and science has helped in new space probe. They 691,708-725 Classroom searched for life? the development of need to explain what each Tests and a. Viking feature is and its purpose. Quizzes b. Magellan space probe Present models to the class. c. Voyager technology and how Do the” Visualizing Space d. Galileo the space probes have Probes Activity” on page added to our 651. knowledge of space Below 481 16. The student will ESS Sem. 2 Probe Activities – Matching MES: 650-658- ECA Which series of space Proficient understand how the 3 hours table P. 650-651 of text 660,690- probes landed on Mars and space probes have *new probes 691,708-725 Classroom searched for life? added to our Tests and e. Viking Quizzes f. Magellan knowledge of space. g. Voyager h. Galileo Basic 481 16. The student should be able to define space probe and know that they are used to add to our knowledge of space. Standard 6: THE UNIVERSE

Advanced

ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet; DR = Directed Reading worksheet; R = Reinforcement worksheet ©Idaho Falls School District # 91 2004 Eighth Grade Earth Science Curriculum Guide 83 Obj. # Objective Criti- Sequence Sample Teaching Resources Dist / Sample Assessment Level cality and Strategy Text: State Question Duration Earth Science Assess- Glencoe/McGraw- ments Hill (2002) Proficient 485 17. The student will relate ESS Sem. 2 Show students a computer MES: 660 ECA What have scientists computer modeling to 2 hours simulation of the formation modeled using data from advances in of the sun and its layers. Classroom very distant galaxies? astronomical research Tests and a. how the universe Quizzes looked billions of years ago b. how the universe will look billions of years in the future c. how the atom looks d. how Pangaea was put together Below 485 17. The student will know ESS Sem. 2 Show students a computer MES: 660 ECA What have scientists Proficient that data gathered 2 hours simulation of the formation modeled using data from from space probes and of the sun and its layers. Classroom very distant galaxies? telescopes can be Tests and a. how the universe Quizzes looked billions of years entered into a ago computer in order to b. how the universe learn more about will look billions of space. years in the future c. how the atom looks d. how Pangaea was put together Basic 485 17. The student will know that scientists use computer modeling to learn more about space.

ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment) EXP = Expected (These objectives should be tested on in-class assessments and are important for future science learning) ECA = End of Course Assessment; ECA-HS; TE = Teacher’s Edition; MES = Student Text; BR = Bell Ringer Transparency = Section Focus Transparency; CO = Content Outline worksheet; DR = Directed Reading worksheet; R = Reinforcement worksheet ©Idaho Falls School District # 91 2004