Grade Level & Subject: 8^th Grade Earth Science		Curriculum Map	Year Revised 2004-2005
Calendar	April	May	June
	Fourth Nine Weeks – April, May , June
Possible Resources	Earth Science, Glencoe, 2002
Nine Weeks Focus	Chapter 5, pages 120 – 149 Earth’s Energy and Mineral Resources Chapter 9, pages 238 – 269 Surface and Ground Water CEPUP Module Activity Chapters 15-16 pages 432- 489, Atmosphere, Weather, Chapter 17, Climate Section 3 only, pages 500-510 Chapter 6 (optional) pages 156 – 181 Land Views Related Wild Sites Activities
Skills/Standards	Earth and Space Sciences (7^th grade indicators) 2. Explain that Earth's capacity to absorb and recycle materials naturally (e.g., smoke, smog and sewage) can change the environmental quality depending on the length of time involved (e.g. global warming). 4. Analyze data on the availability of fresh water that is essential for life and for most industrial and agricultural processes. Describe how rivers, lakes and groundwater can be depleted or polluted becoming less hospitable to life and even becoming unavailable or unsuitable for life. 5. Make simple weather predictions based on the changing cloud types associated with frontal systems. 6. Determine how weather observations and measurements are combined to produce weather maps and that data for a specific location at one point in time can be displayed in a station model. 7. Read a weather map to interpret local, regional and national weather. 9. Describe the connection between the water cycle and weather-related phenomenon (e.g., tornadoes, floods, droughts and hurricanes). 11. Use models to analyze the size and shape of Earth, its surface and its interior (e.g., globes, topographic maps, and satellite images) (only 8^th grade indicator) Life Sciences Physical Sciences (all 6^th grade indicators) 5. Explain that the energy found in nonrenewable resources such as fossil fuels (e.g., oil, coal and natural gas) originally came from the sun and may renew slowly over millions of years. 6. Explain that energy derived from renewable resources such as wind and water is assumed to be available indefinitely. 7. Describe how electric energy can be produced from a variety of sources (e.g., sun, wind and coal). 8. Describe how renewable and nonrenewable energy resources can be managed (e.g., fossil fuels, trees and water). Science and Technology 2. Examine how choices regarding the use of technology are influenced by constraints caused by various unavoidable factors (e.g., geographic location, limited resources, social, political and economic considerations). 3. Design and build a product or create a solution to a problem given more than two constraints (e.g., limits of cost and time for design and production, supply of materials and environmental effects). 4. Evaluate the overall effectiveness of a product design or solution. Scientific Inquiry 3. Read, construct and interpret data in various forms produced by self and others in both written and oral form (e.g., tables, charts, maps, graphs, diagrams and symbols). 4. Apply appropriate math skills to interpret quantitative data (e.g., mean, median and mode). Scientific Ways of Knowing 1. Identify the difference between description (e.g., observation and summary) and explanation (e.g., inference, prediction, significance and importance). 2. Explain why it is important to examine data objectively and not let bias affect observations. A C A D E M I C C O N T E N T S TA N D A R D S
Assessments