MINIMUM Learning Expectations!

GRADING PERIOD 2:
Part 1:  Periodic Table Arrangement
Essential Question: How is the Periodic Table arranged?
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Priority Standard:  
​8.PS.4 Identify organizational patterns (radius, atomic number, atomic mass, properties and radioactivity) on the Periodic Table.

I Can Statements:
I can identify organizational patterns of the Periodic Table.

Vocabulary:
periodic, atomic number, atomic mass, protons, neutrons, electrons, radius, properties, radioactivity


​Part 2:  Physical Change and Chemical Change
Essential Question:
What changes occur in a chemical reaction?

Priority Standard:
8.PS.6 Compare and contrast physical change vs. chemical change. Analyze the properties of substances before and after substances interact to determine if a chemical reaction has occurred.

I Can Statements:
I can compare and contrast physical and chemical changes.
I can determine if a chemical reaction has occurred.

Vocabulary: 
chemical change, physical change, chemical reaction, density, chemical equation, law of conservation of mass, chemical property, physical property, product, reactant, mass, yield, balanced equations
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GRADING PERIOD 3:
Part 1:  Sexual and Asexual Reproduction
Essential Question:
How do organisms reproduce?

Priority Standards:
8.LS.1 Compare and contrast the transmission of genetic information in sexual and asexual reproduction. Research organisms that undergo these two types of reproduction.


I Can Statements:
I can compare and contrast how genetic information is transmitted in sexual and asexual reproduction.
I can name organisms that undergo asexual and sexual reproduction.

​Vocabulary:
organism, sexual reproduction, asexual reproduction, species, genetics, gene, DNA, inheritance, sex cell, haploid, diploid, fertilization, genetic information, chromatin, chromosomes, alleles, virus, bacteria, chromatids


Part 2: Meiosis
Essential Question:  
How does genetic information transmit from parents to offspring?

Priority Standards:
8.LS.2 Demonstrate how genetic information is transmitted from parent to offspring through chromosomes via the process of meiosis. Explain how living things grow and develop.

I Can Statements:
I can demonstrate the process of meiosis.
l can explain how living things grow and develop.

Vocabulary:
genetic information, transmission, parent, offspring, chromosomes, meiosis, Punnett squares, probability, traits, inheritance, acquired traits, inherited traits, incomplete dominance, sex-linked traits, codominance


Part 3:  Change Over Time
Essential Question:
How do traits cause species to change over time?

Priority Standard:
8.LS.5 Explain how factors affecting natural selection (competition, genetic variations, environmental changes, and overproduction) increase or decrease a species’ ability to survive and reproduce.

I Can Statements:
I can explain how factors affect natural selection.

Vocabulary:
natural selection, competition, genetic variations, environmental changes, overproduction, species, traits, artificial selection, selective breeding, GMO, adaptation


Part 4:  Evolution
Essential Question:
How do anatomical structures support evolution?

Priority Standard:
8.LS.8 Explore and predict the evolutionary relationships between species looking at the anatomical differences among modern organisms and fossil organisms.

I Can Statements:
I can hypothesize evolutionary relationships based on anatomical structures.

Vocabulary:
evolution, anatomical differences, taxonomy, domain, kingdom, phylum, class, order, family, genus, species, homologous structures, vestigial structures
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GRADING PERIOD 4:  Earth Science
Part 1:  Water Cycle
​Essential Question:
How does water cycle through the Earth's crust, atmosphere, and oceans?

Priority Standards:
8.ESS.2 Create a diagram or carry out a simulation to describe how water is cycled through the earth's crust, atmosphere and oceans. Explain how the water cycle is driven by energy from the sun and the force of gravity.

I Can Statements:
I can recognize how the sun’s energy drives convection in the atmosphere and in bodies of water.

I can describe how water moves through the earth’s crust, atmosphere and oceans in a cyclic way as a liquid vapor and solid.

​Vocabulary:
water cycle, atmosphere, oceans, energy, gravity, convection, crust, density


Part 2: Human Impact on the Environment
​Essential Question:
How do humans impact the environment?

Priority Standards:
8.ESS.3 Research how human consumption of finite natural resources (i.e. coal, oil, natural gas, and clean water) and human activities have had an impact on the environment (i.e. causes of air, water, soil, light, and noise pollution).

I Can Statements:
I can identify how humans consume natural resources.
I can list human activities that affect the environment.

​Vocabulary:
natural resources, renewable and nonrenewable resources, pollution, point source, nonpoint source, greenhouse effect, climate change, global warming, ozone layer, carbon footprint, carbon cycle, finite


Part 3:  Nature of Science (Please notice that this is a REVIEW of the very first grading period!)
Essential Question:
How do scientists investigate the world?

I Can Statements:
I can pose scientific questions and/or engineering problems.
I can develop a procedure using models and tools.
I can perform an experiment.
I can analyze and interpret data.
I can use math to compute and understand data.
I can engage in an argument given scientific evidence.
I can obtain, evaluate, and communicate information.
I can use my scientific knowledge to identify problems in a design.
I can evaluate the effectiveness of different solutions to a problem.
I can analyze data from different design solution.
I can modify a prototype to achieve optimal design.

Vocabulary:
analyze, argument, claim, compare, conclusion, contrast, data, design, evaluate, evidence, experiment, formulate, hypothesis, interpret, measurement, metric system, procedure, prototype, results, scientific law, scientific method, SI units, theory
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