Aug. 20th - Aug. 24th
Indicator
Aug. 20 – 22
8-1.7 Use appropriate safety procedures when conducting investigations.
Aug. 23
8-1.1Designa controlled scientificinvestigation.
8-1.2Recognizetheimportanceofasystematicprocessforsafelyandaccuratelyconducting investigations.
8-1.3 Constructexplanationsandconclusionsfrominterpretationsofdataobtainedduringa controlled scientific
investigation.
Instructional Strategies
8-1.7
- Safety Skills Activities pp. 76 – 85 “Laboratory Management and Safety” (from Glencoe teacher materials)
- Analysis Skill p. 86 “Laboratory Management and Safety” (from Glencoe teacher materials)
- Laboratory Safety Cartoon Activity. OCSD5 Secondary Science Dropbox
- Select activities from the Laboratory Management and Safety in the Science Classroom Book from Glencoe.
- Review lab safety rules with students. All students should have a lab safety contract on file to participate in lab activities. OCSD5 Secondary Science Dropbox
8-1.1 – 3
- Mini Lab “Forming a Hypothesis” p. 14; Glencoe South Carolina Science
- LAB Identifying Parts of an Investigation pp. 32 – 33 Glencoe South Carolina Science and pp. 9 – 10 Chapter Resources: The Nature of Science
- Lab Activity “Solving a Problem with a Scientific Method” pp. 11 – 14. Glencoe South Carolina Science Chapter Resources Book: The Nature of Science.
- Students complete “Rabbit Data” Activity. OCSD5 Secondary Science Dropbox
- Students complete “Robber Data” Activity. OCSD5 Secondary Science Dropbox
Resources
Text
Glencoe South Carolina Science Chapter 1, Sections 1 & 3; Glencoe South Carolina Mastering the PACT Student Edition pp. 25-27, & 31; Glencoe Laboratory Management and Safety in the Science Classroom
Other Resources: OCSD5 Secondary Science Dropbox –
PASS Coach Book - 8-1.1 Lessons 1,2,3,5,6
8.1.2 Lessons 2 & 3
8.1.3 Lesson 5
8-1.7 Lesson 7
Web Sites:
SC Science Standards Support Document at
8th Grade Science Modules on S3 Curriculum at
Assessment
Chemical Hygiene and Lab Safety Assessment
(8-1.7)
Benchmark #1 Testing Window: Aug. 22nd - Aug. 31st
Week of Aug. 27th - Aug. 31st
Aug. 27th - Aug. 31st
Indicator
Aug. 27 – 28
8-1.1Designa controlled scientificinvestigation.
8-1.2Recognizetheimportanceofasystematicprocessforsafelyandaccuratelyconducting investigations.
8-1.3 Constructexplanationsandconclusionsfrom interpretationsofdataobtainedduringa controlled scientific
investigation.
Aug. 29 – 30
8-3.1SummarizethethreelayersofEarth—crust,mantle,andcore—onthebasisofrelative position, density,and composition.
Instructional Strategies
8-1.1-3 & 7
- .Mini Lab “Forming a Hypothesis” p. 14; Glencoe South Carolina Science
- LAB Identifying Parts of an Investigation pp. 32 – 33 Glencoe South Carolina Science and pp. 9 – 10 Chapter Resources: The Nature of Science
- Lab Activity “Solving a Problem with a Scientific Method” pp. 11 – 14. Glencoe South Carolina Science Chapter Resources Book: The Nature of Science.
- Students complete “Rabbit Data” Activity. OCSD5 Secondary Science Dropbox
- Students complete “Robber Data” Activity. OCSD5 Secondary Science Dropbox
8-3.1
- Demonstration/Activity – Teacher/Students will create/draw a model of the layers of the earth using 4 different colors of modeling clay—one color per layer. Then students will create a legend/key for their models, listing the characteristics of each layer. Quadrant A
- Predict which substance will float or sink in water, oil and alcohol. Quadrant A
- Students find the density of various minerals/rocks (i.e. basalt, granite, iron) and relate these findings to the earth’s layers. Use formula d = m/v. Quadrant D
- Complete “Earth Foldable” activity – OCSD5 Secondary Science Dropbox
Resources
8-1.1 – 3
Text : Glencoe South Carolina Science Chapter 1, Sections 1 & 3; Glencoe South Carolina Mastering the PACT Student Edition pp. 25-27, & 31; Glencoe Laboratory Management and Safety in the Science Classroom
Other Resources: OCSD5 Secondary Science Dropbox –
PASS Coach Book
8-1.1 Lessons 1,2,3,5,6
8.1.2 Lessons 2 & 3
8.1.3 Lesson 5
Web Sites:
SC Science Standards Support Document at
8th Grade Science Modules on S3 Curriculum at
8-3.1
Text: Glencoe.South Carolina ScienceChapter 6
Other Resources: OCSD5 Secondary Science Dropbox – PASS Coach Book - 8-3.1 Lesson 14
Web Sites: 03/09/09 - Explore Science –
03/09/09 - How Many Licks Does It Take to Get to the Center? –
03/09/09 - Structure of the Earth –
03/09/09 - Inside the Earth –
Earth’s structure 2:46
SC Science Standards Support Document at
Assessment
Assessment on Scientific Investigations
(8-1.1-3)
Benchmark #1 Testing Window: Aug. 22nd - Aug. 31st
Week of Sept. 3rd - Sept. 7th
Sept. 3rd
Indicator
Labor Day (Holiday)
Instructional Strategies
Labor Day (Holiday)
Resources
Labor Day (Holiday)
Assessment
Labor Day (Holiday)
Sept. 4th - Sept. 7th
Indicator
.Sept. 4 – 6
8-3.6Explainhowthetheoryofplatetectonicsaccountsforthemotionofthelithospheric plates,thegeologicactivitiesattheplateboundaries,andthechangesinlandformareas overgeologic time.
Instructional Strategies
- Students create a foldable (Three-Tab Book: Dinah Zikes-Teaching with Foldables) for the 3 types of boundaries. Behind each door students will list the direction of plate movement, what happens to the crust, the type of natural phenomenon associated with the boundary, and draw a diagram of the boundary. Quadrant A
- Students complete “Constructing A Sea-Floor Spreading Model” Activity – see OCSD5 Secondary Science Dropbox Quadrant A
- Students complete “Locating Active Volcanoes” – see OCSD5 Secondary Science Dropbox Quadrant C
- Poster Contest: Quadrant C
Rubric:
50 points –Draw and label plate boundary type including land vs. oceans, arrows to show plate movement,
magma location, resulting features.
40 points -Two to three typed paragraphs explaining the process, giving examples and describing land
features.
10 points –Class presentation.
- Complete “Plate Boundaries and Features” – OCSD5 Secondary Science Dropbox Quadrant A
- Complete “Convection Currents and Plate Movement” Lab – OCSD5 Secondary Science Dropbox Quadrant B
- Students complete “ Predicting Tectonic Activity” Lab – Glencoe South Carolina Science Chapter Resources Book: Plate Tectonics pp. 7 – 8. Quadrant C
- Students complete “Snack Tectonics” to demonstrate movement at different tectonic plates.
Resources
Text: Glencoe.South Carolina Science,Chapter 6; Glencoe South Carolina Science Chapter Resources Book: Plate Tectonics
Science Kits:STC/MS Catastrophic Events
Other Resources: OCSD5 Secondary Science Dropbox – Glencoe Dinah Zike’s Teaching with Foldables, PASS Coach Book - 8-3.6 Lessons 14 & 15
Web Sites: Windows to the Universe -
03/09/09 - University of California Museum of Paleontology - Geology: Plate Tectonics
03/09/09 - Enchanted Learning - Earth’s Plates and Continental Drift – - This website requires a subscription
03/09/09 - Paleomap Project - Plate Tectonic Animations –
Earthquakes 2:22 / Ocean Floor 1:58 / Plate Tectonics 2:19
SC Science Standards Support Document at
Assessment
Assessment on Layers of the Earth & Plate Tectonics
(8-3.1 & 6)
Week of Sept. 10th - Sept. 14th
Sept. 10th - Sept. 14th
Indicator
Sept. 10 – 12
8-3.7Illustratethecreationandchangingoflandformsthathaveoccurredthroughgeologic processes(including
volcanic eruptions and mountain-buildingforces).
Sept. 13
8-3.2Explainhowscientistsuseseismicwaves—primary,secondary,andsurfacewaves—and Earth’s magnetic
fields to determinethe internal structureof Earth.
8-3.8Explain how earthquakesresultfrom forces insideEarth.
Instructional Strategies
8-3.7
- Students compare stream course and cliff trends at Table Rock. Activity 2A-1., stream course/cliff trends, South Carolina Maps and Aerial Photographic Systems, 2A-3. Quadrant D
- Catastrophic Events kit, Lesson 19, pp. 265-278. Quadrant D
- Students complete “Model of Three Faults” Lab. – OCSD5 Secondary Science Dropbox Quadrant C
- Students participate in written communication, documenting their observations of sequences leading to volcanic eruptions. Students compile a description of the geological destruction that occurred as a result of the type of volcanic eruption. Quadrant B
8-3.2 & 8
- Students complete “Elastic Limits” Activity – Glencoe South Carolina Science p. 163 TE
- Students complete activity 4A-1.6 “Fault lines influence topography”, South Carolina Maps and Aerial Photographical Systems, 4A-13. Examine influence of fault lines on topography. Quadrant B
- Students complete activity 4A-1.10 “Earthquake Danger Zone” and analyze danger zone for Savannah River Plant, South Carolina Maps and Aerial Photographical Systems, 5A-14. Quadrant D
- Student complete “How do Seismic Waves Travel Through Earth?” – OCSD5 Secondary Science Dropbox Quadrant A
- Describe the relationship between rock density and seismic wave velocity. Quadrant B
- Demonstration “Modeling Earth’s Internal Layers” – Glencoe South Carolina Science p. 172 TE
- Students simulate types of waves, Catastrophic Events kit, Inquiry Lesson 11.1. Quadrant D
- Students will use the Internet to research the Thailand tsunami of 2004 and write a statement that summarizes the main ideas and important points. Discuss findings as a class.
Resources
8-3.7
Text: Glencoe.South Carolina Science, Chapter 5
Science Kits: STC/MS Catastrophic Events
Other Resources: OCSD5 Secondary Science Dropbox – PASS Coach Book - 8-3.7 Lesson 16;
South Carolina Maps and Aerial Photographical Systems by Peggy W. Cain, John R. Wagner, and James B. Berry, III
Web Sites:
03/09/09 - National Geographic - Forces of Nature: Build Your Own Volcano/Earthquake –
Mountains 3:10 / Volcanoes 2:56
SC Science Standards Support Document at
8-3.2 & 8
Text: Glencoe.South Carolina Science,Chapter 6
Science Kits: STC/MS Catastrophic Events, GEMS Plate Tectonics
Other Resources: OCSD5 Secondary Science Dropbox –
PASS Coach Book - 8-3.2 Lessons 14 & 17
8-3.8 Lessons 16 & 17
South Carolina Maps and Aerial Photographical Systems by Peggy W. Cain, John R. Wagner, and James B. Berry, III
Web Sites: 03/09/09 - Earthquakes and Society –
03/09/09 - NASA - Earthquakes –
03/09/09 - Seismic Deformation –
03/09/09 - Earth’s Interior –
Earth’s Structure 2:46/ Earthquakes 2:22
SC Science Standards Support Document at
Assessment
Assessment on Changing Landforms
(8-3.7)
Week of Sept. 17th - Sept. 21th
Sept. 17th - Sept. 21st
Indicator
Sept. 17 – 18
8-3.2Explainhowscientistsuseseismicwaves—primary,secondary,andsurfacewaves—and Earth’s magnetic
fields to determinethe internal structureof Earth.
8-3.8Explain how earthquakesresultfrom forces insideEarth.
Sept. 19
8-3.3Inferan earthquake’s epicenterfrom seismographicdata.
Sept. 20
8-3.4Explainhowigneous,metamorphic,andsedimentaryrocksareinterrelatedintherock cycle.
Instructional Strategies
8-3.2 & 8
- Students complete “Elastic Limits” Activity – Glencoe South Carolina Science p. 163 TE
- Students complete activity 4A-1.6 “Fault lines influence topography”, South Carolina Maps and Aerial Photographical Systems, 4A-13. Examine influence of fault lines on topography. Quadrant B
- Students complete activity 4A-1.10 “Earthquake Danger Zone” and analyze danger zone for Savannah River Plant, South Carolina Maps and Aerial Photographical Systems, 5A-14. Quadrant D
- Student complete “How do Seismic Waves Travel Through Earth?” – OCSD5 Secondary Science Dropbox Quadrant A
- Describe the relationship between rock density and seismic wave velocity. Quadrant B
- Demonstration “Modeling Earth’s Internal Layers” – Glencoe South Carolina Science p. 172 TE
- Students simulate types of waves, Catastrophic Events kit, Inquiry Lesson 11.1. Quadrant D
- Students will use the Internet to research the Thailand tsunami of 2004 and write a statement that summarizes the main ideas and important points. Discuss findings as a class.
8-3.3
- Catastrophic Events kit, Lesson 11 – When the Earth Shakes, Inquiry 11.2, pp. 156-157. Quadrant D
- Catastrophic Events kit, Lesson 12 – Recording Earthquake Waves, Inquiry 12.1, 12.2, 12.3, pp. 163-175. Quadrant D
- Students complete Mini LAB “Interpreting Seismic Wave Data” Glencoe South Carolina Science p. 171 Quadrant B
- Students complete “Locating an Earthquake’s Epicenter” – OCSD5 Secondary Science Dropbox
- Enrichment – Students complete “Earthquake Resistance Structure Activity” – OCSD5 Secondary Science Dropbox Quadrant D
8-3.4
- Students draw and label the rock cycle. Quadrant A
- Put students in groups of 4. Each group makes a poster of the rock cycle. Place rock specimens (photographs or actual specimen) in the appropriate location. Quadrant B
- Students play “A Rock Is Born” Game – OCSD5 Secondary Science Dropbox Quadrant A
- Students complete “Sedimentary Processes” Lab – Glencoe South Carolina Science Chapter Resources Book: Rocks & Minerals pp. 13 – 16 Quadrant B
- Students complete “Roger The Rock” activity – OCSD5 Secondary Science Dropbox Quadrant A
- Given 8 rock specimens, students complete “Rock Classification Chart” activity using the “Rock Classification Key” & the dichotomous keys for igneous, metamorphic, and sedimentary rocks. – OCSD5 Secondary Science Dropbox Quadrant A
Resources
8-3.2 & 8
Text: Glencoe.South Carolina Science,Chapter 6
Science Kits:STC/MS Catastrophic Events
Other Resources:OCSD5 Secondary Science Dropbox –
PASS Coach Book - 8-3.2 Lessons 14 & 17
8-3.8 Lessons 16 & 17
South Carolina Maps and Aerial Photographical Systems by Peggy W. Cain, John R. Wagner, and James B. Berry, III
Web Sites:03/09/09 - Earthquakes and Society –
03/09/09 - NASA - Earthquakes –
03/09/09 - Seismic Deformation –
03/09/09 - Earth’s Interior –
Earth’s Structure 2:46 / Earthquakes 2:22
SC Science Standards Support Document at
8-3.3
Text: Glencoe.South Carolina ScienceChapter 6
Science Kit: STC/MS Catastrophic Events
Other Resources:OCSD5 Secondary Science Dropbox – PASS Coach Book - 8-3.3 Lesson 17
Web Sites:03/03/09 - USGS - REV – Earthquake Station –
SC Science Standards Support Document at
8-3.4
Text: Glencoe.South Carolina Science, Chapter 7, Glencoe South Carolina Science Chapter Resources Book: Rocks & Minerals
Science Kit:DSM Rocks & Minerals
Other Resources: OCSD5 Secondary Science Dropbox – PASS Coach Book - 8-3.4 Lesson 18
Web Sites:Windows to the Universe –
03/09/09 - Cycles –
03/09/09 - What Type of Rock do I Have? –
03/09/09 - How Do Rocks Undergo Change? –
Types of Rocks 2:02 / Rock Cycle 2:02
SC Science Standards Support Document at
Assessment
Assessment on Earthquakes
(8-3.2 – 3, & 8)
Week of Sept. 24th - Sept. 28th
Sept. 24th - Sept. 28th
Indicator
Sept. 24 – 25
8-3.4Explainhowigneous,metamorphic,andsedimentaryrocksareinterrelatedintherock cycle.
Sept. 26 – 27
8-3.5Summarizetheimportanceofminerals,ores,andfossilfuelsasEarthresourcesonthe basisof their physical and chemical properties.
Instructional Strategies
8-3.4
- Students draw and label the rock cycle. Quadrant A
- Put students in groups of 4. Each group makes a poster of the rock cycle. Place rock specimens (photographs or actual specimen) in the appropriate location. Quadrant B
- Students play “A Rock Is Born” Game – OCSD5 Secondary Science Dropbox Quadrant A
- Students complete “Sedimentary Processes” Lab – Glencoe South Carolina Science Chapter Resources Book: Rocks & Minerals pp. 13 – 16 Quadrant B
- Students complete “Roger The Rock” activity – OCSD5 Secondary Science Dropbox Quadrant A
- Given 8 rock specimens, students complete “Rock Classification Chart” activity using the “Rock Classification Key” & the dichotomous keys for igneous, metamorphic, and sedimentary rocks. – OCSD5 Secondary Science Dropbox Quadrant A
8-3.5
- Students look at maps and conduct research on major ores and fossil fuels. Identify their availability, uses, and rate at which they are being used. Quadrant B
- Use various acids and bases to observe chemical changes in minerals. Quadrant A
- Students observe various physical properties of minerals. Use mineral identification techniques (cleavage, luster, streak, hardness) to identify unknown minerals from mineral identification chart. Quadrant C
- Students complete “Mineral Detectives” activity – OCSD5 Secondary Science Dropbox Quadrant A
- Students complete “Classifying Minerals” Mini Lab Glencoe South Carolina Science p. 197 & Chapter Resource Book: Rocks & Minerals p. 3 Quadrant B
Resources
8-3.4
Text: GlencoeSouth Carolina Science, Chapter 7, Glencoe South Carolina Science Chapter Resources Book: Rocks & Minerals
Science Kit:DSM Rocks & Minerals
Other Resources: OCSD5 Secondary Science Dropbox – PASS Coach Book - 8-3.4 Lesson 18
Web Sites:Windows to the Universe –
03/09/09 - Cycles –
03/09/09 - What Type of Rock do I Have? –
03/09/09 - How Do Rocks Undergo Change? –
Types of Rocks 2:02 / Rock Cycle 2:02
SC Science Standards Support Document at
8-3.5
Text: Glencoe South Carolina Science Chapter 7, Glencoe South Carolina Science Chapter Resources Book: Rocks & Minerals
Other Resources:OCSD5 Secondary Science Dropbox – PASS Coach Book - 8-3.5 Lesson 19
Web Sites:03/09/09 - GeoScience: The Earth –
03/09/09 - Mineralogy 4 Kids
Crystals 2:33 / Mineral Identification 2:07
SC Science Standards Support Document at
Assessment
Assessment on Rocks & Minerals
(8-3.4 – 5)
Week of Oct. 1st - Oct. 5th
Oct. 1st - Oct. 5th
Indicator
Oct 1 – 4
8-3.9IdentifyandillustrategeologicfeaturesofSouthCarolinaandotherregionsoftheworld throughtheuseof
imagery(includingaerialphotographyandsatelliteimagery)and topographic maps.
Instructional Strategies
- Students complete activity 2A-4.9 “Locate Drainage Divide Between NC & SC”, South Carolina Maps and Aerial Photographical Systems, 2A-4. Locate the drainage divide between Atlantic ocean and Mississippi River by comparing river watersheds on Table Rock topographic map and lithograph. Quadrant D
- Students complete “How to Read a Topographic Map” activity – OCSD5 Secondary Science Dropbox Quadrant B
- Students complete “Topographic Mapping Skills” activity – OCSD5 Secondary Science Dropbox - Quadrant C
- Students complete “Topographic Map” activity – OCSD5 Secondary Science Dropbox – Quadrant A
- Students complete “Making a Topographic Map” Lab – Glencoe South Carolina Science p. 273 and Chapter Resources: Views of Earth pp. 5 – 6 Quadrant B
- Students identify features and Map interpretations, South Carolina Maps and Aerial Photographical Systems, 2B-19. Compare features near Lake Jocassee on lithograph (aerial photo) and topographical map. 2B-2.12. Quadrant B
- Enrichment - Read the newspaper articles about Forty Acre Rock and complete activity 3A-2 “Reservoirs, Dams and Piedmont” Drainage Performance Task 1 “Trace the Path of Flat Creek on a Map”, South Carolina Maps and Aerial Photographical Systems, p. 3A-7. Answer questions and discuss. Quadrant C
- Enrichment - Students complete activity 3a-2 “Reservoirs, Dams and Piedmont Drainage” Performance Task 2 “Trace 400 ft Elevation Contour to Create Reservoir” South Carolina Maps and Aerial Photographical Systems, p. 3A-7. Answer questions and discuss. Quadrant C
- Students complete activity 9B-1 “The Tourist District” Performance Task 2 “Identify Land Use Features and the Location of Landmarks”, South Carolina Maps and Aerial Photographical Systems, p. 9b-5. Answer questions and discuss. Compare topography of coastal Carolina and the area around the Forty Acre Rock. Quadrant C
Resources
Text: GlencoeSouth Carolina Science Chapter 9, Section 3, Glencoe South Carolina Science Chapter Resources Book: Views of Earth
Other Resources:South Carolina Maps and Aerial Photographical Systems by Peggy W. Cain, John R. Wagner, and James B. Berry, III; OCSD5 Secondary Science Dropbox – PASS Coach Book - 8-3.9 Lesson 20
Web Sites: 03/10/09 - South Carolina Maps –
03/10/09 - Satellite Imagery –
03/10/09 - SC Department of Natural Resources –
03/10/09 - Department of Geosciences –
03/10/09 - Discovery Education -
03/10/09 - US Geological Survey –
SC Science Standards Support Document at
Assessment
Assessment on Topography & Imagery
(8-3.9)
Week of Oct. 8th - Oct. 12th
Oct. 8th - Oct. 12th
Indicator
Oct. 8 – 9
8-2.1Explainhowbiologicaladaptationsofpopulationsenhancetheirsurvivalinaparticular environment.
Oct. 10 – 11
8-2.2Summarizehowscientists studyEarth’s past environment and diverse life-forms by examiningdifferent
typesoffossils(includingmolds,casts,petrifiedfossils,preserved and carbonized remainsofplants and
animals, and tracefossils).
Instructional Strategies
8-2.1
- Students match various pictures of birds with assorted beaks to pictures of their food sources and describe the correlation of the beak to the type of food. Quadrant C
- Students create a diorama that depicts an Arctic environment. Choose one of the following creatures to modify for adaptation to this environment: raccoon, butterfly, bat, mouse. Quadrant D
- Students complete “Adaptation Investigation” activity – OCSD5 Secondary Science Dropbox Quadrant B
- Students complete “Changing Species” Lab – Glencoe South Carolina Science Chapter Resources Book: Geologic Time pp. 5 – 6 Quadrant B
- Students complete “Animal Adaptations” activity – OCSD5 Secondary Science Dropbox Quadrant C
- Students View “Extreme Beaks” PowerPoint Presentation – OCSD5 Secondary Science Dropbox
- Students complete “Natural Selection” activity – OCSD5 Secondary Science Dropbox. Quadrant A