SCIENCE 8 – Earth Science

Science Standard Middle School

Standard 1:Physical Science

The student produces evidence that demonstrates understanding of:

S1a Properties and changes of properties in matter, such as density and boiling point; chemical reactivity; and conservation of matter.
S1b Motions and forces, such as inertia and the net effects of balanced and unbalanced forces.
S1c Transfer of energy, such as transformation of energy as heat; light, mechanical motion, and sound; and the nature of a chemical reaction.

Standard 2: Life Science Concepts

The student produces evidence that demonstrates understanding of:

S2a Structure and function in living systems, such as the complementary nature of structure and function in cells, organs, tissues, organ sys-
tems, whole organisms, and ecosystems.
S2b Reproduction and heredity, such as sexual and asexual reproduction; and the role of genes and environment on trait expression.
S2c Regulation and behavior, such as senses and behavior; and response to environmental stimuli.
S2d Populations and ecosystems, such as the roles of producers, consumers, and decomposers in a food web; and the effects of resources and
energy transfer on populations.
S2e Evolution, diversity, and adaptation of organisms, such as common ancestry, speciation, adaptation, variation, and extinction

Standard 3: Earth and Space Science Concepts

The student produces evidence that demonstrates understanding of:

S3a Structure of the Earth system, such as crystal plates and land forms; water and rock cycles; oceans, weather, and climate.
S3b Earth's history, such as Earth processes including erosion and movement of plates; change over time and fossil evidence.
S3c Earth in the Solar System, such as the predictable motion of planets, moons, and other objects in the Solar System including days, years,
moon phases, and eclipses; and the role of the Sun as the major source of energy for phenomena on the Earth's surface.
S3d Natural resource management.

Standard 4: Scientific Connections and Applications

The student produces evidence that demonstrates understanding of:

S4a Big ideas and unifying concepts, such as order and organization; models, form, and function; change and constancy; and cause and

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SCIENCE 8 – Earth Science

effect.
S4b The designed world, such as the reciprocal nature of science and technology; the development of agricultural techniques; and the viability
of technological designs.
S4c Health, such as nutrition, exercise, and disease; effects of drugs and toxic substances; personal and environmental safety; and resources and
environmental stress.
S4d Impact of technology, such as constraints and trade-offs; feedback; benefits and risks; and problems and solutions.
S4e Impact of science, such as historical and contemporary contributions; and interactions between science and society.

Standard 5: Scientific Thinking

The student demonstrates scientific inquiry and problem solving by using thoughtful questioning and reasoning strategies, common sense and
conceptual understanding from Science Standards 1 to 4, and appropriate methods to investigate the natural world

Standard 6: Scientific Tools & Technology

The student demonstrates competence with the tools and technologies of science by using them to collect data, make observations, analyze
results, and accomplish tasks effectively; that is, the student:
S6a Uses technology and tools (such as traditional laboratory equipment, video, and computer aids) to observe and measure objects, organ-
isms, and phenomena, directly, indirectly, and remotely.
S6b Records and stores data using a variety of formats, such as data bases, audiotapes, and videotapes.
S6c Collects and analyzes data using concepts and techniques in Mathematics Standard 4, such as mean, median, and mode; outcome
probability and reliability; and appropriate data displays.
S6d Acquires information from multiple sources, such as print, the Internet, computer data bases, and experimentation.
S6e Recognizes sources of bias in data, such as observer and sampling biases.

Standard 7: Scientific Communications

The student demonstrates effective scientific communication by clearly describing aspects of the natural world using accurate data, graphs, or
other appropriate media to convey depth of conceptual understanding in science; that is, the student:
S7a Represents data and results in multiple ways, such as numbers, tables, and graphs; drawings, diagrams, and artwork; and technical and
creative writing.
S7b Argues from evidence, such as data produced through his or her own experimentation or by others.
S7c Critiques published materials.

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S7d Explains a scientific concept or procedure to other students.

S7e Communicates in a form suited to the purpose and the audience, such by writing instructions that others can follow; critiquing written
and oral explanations; and using data to resolve disagreements.

Standard 8: Scientific Investigation

The student demonstrates scientific competence by completing projects drawn from the following kinds of investigations, including at least one
full investigation each year and, over the course of middle school, investigations that integrate several aspects of Science Standards 1 to 7 and
represent all four of the kinds of investigation:
S8a Controlled experiment.
S8b Fieldwork
S8c Design.
S8d Secondary research, such as use of others' data.

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Standard Goals Activities Materials Assessment

S5, S8 1.1 Identify problem Textbook activities Critical thinking master Textbook and Teacher
solving strategies. made tests and quizzes
Apply scientific method
1.2 Identify the steps for to “Save the Earth” Textbook: Earth Application of the
using the scientific Science, Glencoe scientific method
method. Design an experiment
using the scientific Student work
S6a, S6e 1.3 Identify and method
demonstrate safety
procedures. Textbook activities Textbook: Earth Science Textbook tests and
Introduction to Lab quizzes
Instruments Laboratory balance
S1a 2.1 Identify matter as beakers
anything that has mass Conduct lab on mixtures quartz Laboratory report
and takes up space. and compounds graduated cylinder
water Project
S1a 2.2 Describe the internal Project: Create an piece of clay
structure of an atom. Atomic Model small wood block
small metal block
S1a 2.3 Understand that ice
some isotopes may have Lecture and discussion
the same atomic number
but different mass
numbers. Textbook activities

S1a, S1c 2.4 Compare and

contrast compounds and Mini Lab: Compounds
mixtures. and Mixtures
Textbook activities
S1a, S1c 2.5 Distinguish between
chemical and physical
properties. Lab. Demonstration

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Standard Goals Activities Materials Assessment

Text: Earth Science, Quizzes and test
S1a 2.6 Contrast the four States of Matter Glencoe
states of matter. Laboratory Class participation

S4b 3.1 Explain the role of Lab reports

S6d water vapor and its
affect on weather.
Calculate relative Current newspaper with
S3a, S7b, S7e 3.2 Find relative Humidity (textbook weather report
humidity. activity)
Interpret weather map in
S3a, S3b 3.3 Compare the origins the newspaper
of rain, hail, sleet, and
snow. Go outside and observe:
sky, precipitation, wind
S3a, S3b, S6a 3.4 Describe how clouds speed and direction,
form. temperature; compare Water, sand, beakers,
with newspaper report bright light bulb
S3a, S3b, S6e 3.5 Read a weather map.
Place equal amounts of
S3a, S6a 3.6 Describe the weather water and sand in
associated with fronts separate beakers, expose
and high and low to sunlight or bright
pressure systems. light, note temperatures

S3a 3.7 Explain how low At regular intervals,

pressure systems form at record results, remove
fronts. beakers from light and
repeat; record
S3a 3.8 Relate thunderstorms observations
to tornadoes.
Construct a weather map

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Standard Goals Activities Materials Assessment

S3b 3.9 Explain how weather using the appropriate
maps are made. symbols Textbook: Earth Textbook and teacher
Science, Glencoe made tests and quizzes
S3b 3.10 Contrast tropical, Textbook activities
temperate, and polar Daily work
climates.
Overhead Class participation
S3a, S3b 4.1 Describe the water
cycle describe river Lecture and discussion
systems, drainage, and
stages of development.
Transparencies
S3b 4.2 Explain the actions
of groundwater.

S3a, S3b 4.3 Explain the

interaction of water
systems and human Lecture & discussion
development.

S3a, S3b 4.4 Identify common Transparencies

gases in earth’s air.

S3a, S3b 4.5 Describe Earth’s

atmosphere and causes Textbook activities
of air pressure.

S3a, S3d, S4c 4.6 Understand the

effect of radiation and
chlorofluorocarbons on Lecture and discussion
plants, animals, and air.

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Standard Goals Activities Materials Assessment

S3a, S3b 4.7 Describe energy Textbook Chapter test and quizzes
from the sun and how it Textbook activities
is disbursed. Overhead Student participation
Textbook activity on
4.8 Describe various air motion and waves
movements.
Textbook min-lab:
S3a, S3b 5.1 Recognize the create a density current
origin of water in the model and how wave
oceans move

S3a, S3b 5.2 Explain how salts Lecture and discussion

and other substances get
into seawater Textbook activities

S3a, S3b 5.3 Describe how Lecture and discussion

surface currents occur. transparencies

S3a, S3b 5.4 Explain the cause of Textbook activity

varying temperatures of making a profile of the
ocean waters. ocean floor

S3a, S3b, S6a 5.5 Describe how

density currents cause
ocean water below the
surface to circulate.
Laboratory: activities,
S3a, S3b 5.6 Describe the parts of compare the sand in
a wave. terms of color, size of
the grains, explain the
S3a, S3b 5.7 Differentiate the source of the sand
movement of water

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Standard Goals Activities Materials Assessment

particles in a wave and Textbook activity on Text: Earth Science,
the movement of wave characteristics of beach Glencoe
energy. sand quizzes and chapter test
White paper, electric
S3a, S3b 5.8 Describe how waves Mini-lab fan, light source, clock
are formed or watch, clear plastic
make and analyze a map sheet or storage box,
S3a, S3b 5.9 Explain how tidal of the ocean floor ring stand, water, metric
power plants and dams ruler, protractor, clear
are used and their plastic or glass jar or pie
consequences. plate, food coloring,
table salt, cork, tape,
S3a, S3b 5.10 Describe the forces spoon
that affect all shore
zones. Lecture and discussion Overhead

S3a, S3b 5.11 Contrast steep and Lecture and discussion

flat shore zone. transparencies
Transparencies
S3a, S3b, S5 5.12 List the origins of Textbook: Earth
sand. Science, Merrill

S3a, S3b 5.13 Differentiate

among the continental
shelf, the continental Essay” Things you can
slope and the abyssal do to help reduce
plain. pollution”

S3a, S3b 5.14 Describe rift zones,

mid-ocean ridges and
ocean trenches. Lecture and discussion

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Standard Goals Activities Materials Assessment

S3a, S3b 5.16 Describe the Quizzes
relationship between Textbook: Earth
photosynthesis and Science, Glencoe Textbook tests essay
respiration.
Textbook activity on
S3a, S3b 5.17 List the weathering rocks
characteristics of
plankton, nekton, and Lecture and discussion Research resources: Quizzes and chapter test
benthos. library, internet,
Textbook activity on soil classroom materials
S3a, S3b, S5 5.18 Describe how the characteristics
ocean becomes polluted
and its effects on the Research a technique of Project with teacher
entire world. soil conservation and produced rubric
present an oral report
S3a, S3b, S5 5.19 Identify ways of explaining how it
pollution prevention. reduces erosion

S3a, S3b 6.1 Contrast mechanical Work in pairs to answer

weathering and chemical questions and share
weathering. results

S3a, S3b 6.2 Explain the effects Textbook questions

of climate on
weathering.

S3a, S3b 6.3 Describe how soil

evolves from rock.

S3a, S3b, S5 6.4 Compare/contrast

compare different soil
horizon soils zone.

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Standard Goals Activities Materials Assessment

Essay
S3a, S3b 6.5 Describe how Textbook: Earth
environmental Science, Glencoe Quizzes
conditions affect the Textbook mini-lab on
evolution of soils. wind erosion Textbook tests

S3a, S3b, S6 6.6 Describe activities Textbook activities on

that lead to soil loss. sea-floor spreading Research resources:
library, internet,
S3a, S3b 6.7 Define erosion and classroom materials
deposition. Write an essay
explaining how the
S3a, S3b, 6.8 Compare and theories of sea-floor Textbook, coloring
contrast slumps, creep, spreading and pencils, and other art
rockslides, and continental drift leads to materials.
mudflows. the development of the
Plate Tectonics Theory
S3a, S3b 6.9 Compare rill, gully,
and sheet erosion.

S3a, S3b 6.10 Describe how

alluvial fans and deltas
form.

S3a, S3b 6.11 Describe problems

associated with soil
erosion and
development.

S3a, S3b, S4a 6.12 Describe how

plucking occurs.
Textbook activity on

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Standard Goals Activities Materials Assessment

S3a, S3b 6.13 Describe how earthquake depths
striations are created. Homework
Textbook
S3a, S3b 6.14 Compare and Textbook activity on Quizzes
contrast till and outwash. locating the epicenter

S3a, S3b 6.15 Explain how wind

causes deflation and
abrasion.

S3a, S3b 6.16 Describe how loss

and dunes form. Lab: Textbook

S3a, S3b 6.17 Diagram the

Earth’s structure and
describe each layer.

S3a, S3b, S5 7.1 Compare and Lecture and discussion

contrast divergent,
convergent, and
transform plate
boundaries.

S3a, S3b 7.2 Describe how

convection currents are Textbook activity on
related to plate tectonics. location of active
volcanoes
S3a, S3b 7.3 Explain how
earthquakes result from
the buildup of stress in
the earth’s crust.

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Standard Goals Activities Materials Assessment

S3a, S3b 7.4 Contrast normal,
reverse, and strike-slip Oral report
faults. Teacher’s workbook

S3a, S3b 7.5 Compare and Identification of

contrast primary, minerals
secondary, and surface
waves.
Tests and quizzes
S3a, S3b 7.6 Describe how
seismic waves determine Class participation
an earthquake’s Textbook activities
epicenter.

S3a, S3b 7.7 Describe how

seismic wave studies Work in groups to
indicate the structure of answer questions and
the earth’s interior. share information

S3a, S3b 7.8 Define magnitude Watch a movie of

and Richter Scale in volcanoes and
relation to earthquakes Earthquakes
and disaster prevention.

S3a, S3b 7.9 Explain continental

drift.

S3a, S3b 7.10 Describe sea-floor Seafloor Spreading

spreading. Foldable

S3a, S3b 7.11 Explain safety

measure in case of

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Standard Goals Activities Materials Assessment

earthquakes. Project on classification
Textbook activities
S3a, S3b, S6a 7.12 Describe the Textbook Earth Science Chapter tests and
conditions that cause Glencoe quizzes
volcanoes.
Identify minerals
S3a, S3b 7.13 Describe the Lab: The Lunch-Bag
relationship between Explosion
volcanoes and plate
tectonics. Mini-Lab (textbook):
What do salt crystals
S3a, S3b 7.14 Identify the pros look like up close?
and cons to geothermal
energy for electricity. Lecture and discussion

S3a, S3b, S6a 7.15 Relate the Transparencies

explosiveness of a
volcanic eruption to the Textbook activities
silica and water vapor
content of its lava.

S3a, S3b 7.16 Describe intrusive

igneous features and
how they form. Textbook lab on
sedimentary rocks
S3a, S3b, S6a 7.17 Explain how a
volcanic neck and a Mini-lab on rock content
caldera form (textbook)

S3a, S3b 8.1 Identify five Project: classify rocks as

characteristics of all igneous, sedimentary or
minerals. metamorphic

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Standard Goals Activities Materials Assessment

S3a, S3b 8.2 Describe the Use charts that describe Rock and Minerals Kit Textbook tests and
structure of minerals. the types of rocks quizzes
Teacher’s workbook
S3a, S3b 8.3 Identify the physical
characteristics of Daily work
minerals.
Minerals and Rock Lab
S3a, S3b 8.4 Describe gems and
how they differ from Class participation
minerals.

S3a, S3b 8.5 Identify when a

mineral is an ore.

8.6 Identify the

S3a, S3b properties of asbestos
and its uses. Lecture and discussion
transparencies
S3a, S3b 8.7 Differentiate
between a rock and a
mineral.

S3a, S3b 8.9 Understand the rock Textbook activities

cycle.

S3a, S3b 8.9 Recognize magma

and lava as the materials
that make igneous rock.

S3a, S3b 8.10 Contrast the

formation of intrusive

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Standard Goals Activities Materials Assessment

and extrusive igneous Homework
rocks.
Teacher observations
S3a, S3b 8.11 Contrast granite Textbook: Earth Science
and basaltic igneous Glencoe Teacher made test
rock
IBID Quizzes
S3a, S3b 8.12 Describe how
metamorphic rocks are
formed.

S3a, S3b 8.13 Classify

metamorphic rocks as
foliated or non-foliated. Movie
“Earthquake and
S3a, S3b 8.14 describe how Volcanoes”
sedimentary rocks form.

S3a, S3b 8.15 Classify

sedimentary rocks as
classic, chemical or
organic.

S3a, S3b 8.16 Contrast strip

mines and underground
coal mines.

S3a, S3b 8.17 Identify

environmental effects IBID
associated with coal
mining.

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Standard Goals Activities Materials Assessment

S3a, S3b 9.1 Describe earth’s Textbook tests
shape and physical
characteristics. Textbook: Earth Worksheets
Science, Glencoe
S3a, S3b 9.2 Compare and Textbook activities Daily work
contrast rotation and A variety of minerals
revolution. Lecture and discussion Tests
Worksheet
S3a, S3b 9.3 Describe why there Mini Lab: What keeps
are seasons. Earth in orbit? Salt solution Class participation
Sugar solution
S3a, S3b 9.4 Explain the moon’s Oreo’s Moon Phases Large test tube
phases. Toothpick
Cotton string
S3a, S3b 9.5 Describe why solar Lecture and discussion Hand lens
and lunar eclipses occur. Shallow pan
Thermal mitt
S3a, S3b 9.6 Explore the Test tube rack
possibilities of a moon Cardboard
colony, explain future Transparencies Table salt
space missions, describe Granulated sugar
the theory for the Teacher’s workbook Hotplate
formation of the solar
system. Microscope or
magnifying glass
S3a, S3b 9.7 Know the planets in The Solar System Model
their order from the sun. Overhead
Inner and Outer Planets
S3a, S3b 9.8 Identify important Foldables Sedimentary rock
characteristics of the samples
planets. Marking pen
5% HCl

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Standard Goals Activities Materials Assessment

S3a, S3b 9.9 Describe comets, Chopper
meteoroids, and Goggles
asteroids. Paper towel Chapter test and quizzes
Water
S3a, S3b 9.10 Explain why IBID Student participation
constellation positions Mixture of different size
change over the year. and shape sediments: Teacher’s observation
sand grains, pebbles, silt,
S3a, S3b 9.11 Compare absolute clay sized particles, Quizzes
and apparent magnitude. grains
Daily work
S3a, S3b 9.12 Describe how a Tweezers or dissecting
parallax is used and. probe

S3a, S3b, S6a, S5 9.13 Describe how stars Textbook activity on

are classified and relate motion and waves Rock charts
the color and
temperature of a star. Textbook min-lab:
create a density current
S3a, S3b 9.14 Describe how model and how waves
energy is produced by move
the sun.

S3a, S3b 9.15 Recognize how

sun spots, prominence,
and solar flares are Textbook activities
related. Quizzes and chapter test
Lecture and discussion
S3a, S3b 9.16 Describe a galaxy.

S3a, S3b 9.17 Identify the major

characteristics of the

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Standard Goals Activities Materials Assessment

Milky Way.
S3a, S3b 9.18 Explain how the
big bang theory explains
Doppler shifts.
S3a, S3b 10.1 Describe the
evolution of fossil fuels.
Teacher made test
Textbook: Earth Quizzes
Science,
Textbook activity Glencoe Research project
making a profile of the
ocean floor

S3a, S3b 10.2 Develop an Make and analyze a map

understanding for the of the ocean floor
need to conserve
nonrenewable resources. Visit two beaches in
Guayama, compare the
S3a, S3b, S4b, S4c, S5 10.3 describe solar, sand in terms of color,
geothermal, power, wind size of the grains,
power, and hydraulic explain the source of the
power and ocean waves sand
as alternative sources of
energy. Textbook activity on
characteristics of beach
S3a, S3b, S4b, S4c, S5 10.4 Describe nuclear sand.
power and its
advantages and Mini-lab on plankton
disadvantages.

S3a, S3b, S4b, S4c, S5 10.5 Examine

population and its affect
on the environment. Beach clean-up

S3a, S3b, S5 10.6 Describe how

humans use land and the

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Standard Goals Activities Materials Assessment

resulting environmental
problems. Essay” things you can Essay
do to help reduce
S4e, S5 10.7 List ways to pollution textbook: Earth Science,
protect the environment. Glencoe

S4e, S5 10.8 Understand Class work

recycling, ways to Textbook activities
promote and the work in groups to
advantages of recycling. answer questions and
S4e, S5 10.9 Identify sources of share results
pollution that cause
photochemical smog,
sulfurous smog, holes in
the ozone layer, and acid
rain.

S4e, S5 10.10 Discuss how to

reduce air pollution.

S4e, S5 10.11 Describe the

effects of acid rain and
ways to reduce it.

S4e, S5 10.12 List water

pollutants and their
sources.

S4e, S5 10.13 Find ways to

reduce pollution.

S4e, S5 11.1 Recognize the

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Standard Goals Activities Materials Assessment

origin of water in the
oceans.
Teacher made test
S3a, S3b 11.2 Explain how salts Text: Earth Science,
and other substances get Glencoe Quizzes
into seawater.
White paper Research project
S3a, S3b 11.3 Describe the Electric fan
composition of seawater. Light source
Clock or watch
S3a, S3b 11.4 Describe how Clear plastic sheet or
surface currents occur. Storage box
Ring stand
S3a, S3b 11.5 Explain the causes Water
of varying temperatures
of ocean waters. Metric ruler, protractor
Clear plastic or glass jar
S3a, S3b 11.6 Describe how Or pie plate
density currents cause Food coloring
ocean water below the Table salt
surface to circulate. Cork, tape, spoon

S3a, S3b 11.7 Describe the parts

of a wave.

S3a, S3b 11.8 Differentiate the

movement of water
particles in a wave and
the movement of wave
energy.

S3a, S3b 11.9 Describe how

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Standard Goals Activities Materials Assessment

waves are formed.
Teacher made test
S3a, S3b 11.10 Explain how tidal Textbook: Earth
power plants and dams Science, Glencole Quizzes
are used and their
consequences (see 10.3) Research project

S3a, S3b 11.11 Describe the

forces that affect all
shore zones.

S3a, S3b 11.12 Contrast steep

and flat shore zones.

S3a, S3b 11.13 List the origins of

sand.

S3a, S3b 11.14 Differentiate

among the continental
shelf, the continental
slope and the abyssal
plain.

S3a, S3b 11.15 Describe rift

zones, mid-ocean ridges,
and ocean trenches.

S3a, S3b 11.16 Describe the

relationship between
photosynthesis and
respiration.

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Standard Goals Activities Materials Assessment

S3a, S3b 11.17 List the
characteristics of Teacher made test
plankton, nekton, and
benthos. Textbook Quizzes

S3a, S3b 11.18 Describe how the Research project

ocean becomes polluted
and its affects on the
entire world.

S3a, S3b 11.19 Identify ways of

pollution prevention.

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