8th Curriculum Guide 7 1 13

Charlotte-Mecklenburg Schools
8th Grade Science

NC Essential Standards Resource Guide
2013-2014
Overview of 8th Grade Science
Unit
1: Intro to Science Processes, Atomic Structure, Elements,
Compounds and Mixtures
2: Physical and Chemical Properties and the Periodic Table
3: Physical and Chemical Changes and the Law of Conservation
of Mass
4: The Rock Cycle
5: Relative/Absolute Dating and Fossils
6: Evolution and Genetic Variation
7: Microbes and Diseases
8: Biotechnology and Molecular Biology
9: Population Factors and Symbiotic Relationships
10: Energy Flow in Food Webs and Biogeochemical Cycles
11: Types of Energy and Resources
12: Distribution of Water on Earth
13: Oceans
14: Water Quality and Human Health
Suggested Pacing
7 days
(The pacing guide is based on a 90 minute A/B day schedule)
6 days
6 days
4 days
5 days
6 days
5 days
6 days
6 days
6 days
5 days
4 days
6 days
5 days
Unit 1: Intro to Science Processes and Motion

National Science Education Standards:
The student will have the abilities necessary to do scientific inquiry. The student will gain understandings about scientific inquiry. Can be
found at:
http://www.nap.edu/openbook.php?record_id=4962
NC Essential Standard:
8.P.1 Understand the properties of matter and changes that occur when matter interacts in an open and closed container.
There are no NC Essential Standards and Clarifying Objectives for Scientific Inquiry
Clarifying Objectives:
8.P.1.1 Classify matter as elements, compounds, or mixtures based on how the atoms are packed together in arrangements.
Unpacking: What does this standard mean a student will know and be able to do?
8.P.1.1: Students know that atoms are composed of protons, neutrons and electrons. Elements are made up of only one atom. Two or
more elements that are chemically combined are called compounds. Two of the same element chemically combined is a molecule.
Molecules can be compounds, but compounds cannot be molecules because the elements have to be different. Students know that there
are two types of mixtures; heterogeneous and homogeneous. They know that mixtures can be separated by physical means.
Essential Vocabulary: hypothesis, control, independent variable, dependent variable, constant, qualitative, quantitative, atom, molecule, element,
compound, mixture, heterogeneous, homogeneous, proton, neutron, electron
Unit 1 Essential Questions
8.P.1.1:
Criteria for Success (I Can)

I can create a model of an atom from
groups 1-18 on the periodic table.
1. How are elements, compounds and mixtures

different?
I can differentiate between a molecule

and a compound.
2. Why do all atoms on the periodic table have

a neutral charge?
I can perform a lab that shows how to

separate a mixture by filtration, sifting
or evaporation.
3. How are heterogeneous and homogeneous

mixtures similar and different?
4. Why can all molecules also be compounds,
but compounds cannot be molecules?
Helpful Websites:
http://phet.colorado.edu/en/simulation/build-an-atom
http://www.nclark.net/Atom
http://science-class.net/Chemistry/atoms.htm
http://www.sciencejoywagon.com/chemzone/02atomic-structure/
http://www.ecb.org/guides/pdf/FundaChem3.pdf
Suggested Resources/Activities
Unit 2: Physical and Chemical Properties and the Periodic Table

8.P.1.2 Explain how the physical properties of elements and their reactivity have been used to produce the current model of the Periodic
Table of elements.
8.P.1.3 Compare physical changes such as size, shape and state to chemical changes that are the result of a chemical reaction to include
changes in temperature, color, formation of a gas or precipitate.
8.P.1.2: Students will know that groups of elements have similar properties, that the atomic number increases from left to right, that all
elements on the Periodic Table have a neutral charge because they have equal amounts of protons and electrons, that the metals are all
grouped together and the nonmetals are grouped together.
8.P.1.3: Students know that physical properties involve things that can be measured without changing the chemical composition of the
element. Physical properties include appearance, texture, color, odor, melting point, boiling point, density, solubility, polarity and many
others. Chemical properties are those that will change the chemical makeup of the substance after a chemical change has occurred.
Chemical properties include flammability and reactivity.
Essential Vocabulary: periodic table, group, period, valence electron, metal, nonmetal, metalloid, halogen, noble gas, transition metal, group
number, physical property, chemical property, flammability, reactivity, melting point, boiling point, density, solubility, polarity
8.P.1.2:
1. How are elements on the periodic table
arranged?
I can determine the number of protons,

electrons and neutrons of any given
element using the periodic table.
I can determine the number of valence

electrons of any given element using
the group number on the periodic table.
I can explain why elements are in

groups and periods.
I can measure an objects mass and

volume and then calculate the density.
I can compare and contrast physical and
chemical properties.
I can explain why phase changes are a
physical property.
I can explain why evaporation is a
physical property.
2. What do Li and K have in common?

3. He and Ar are both in group 18, which
means they both have 8 valence electrons.
What does this tell you about their ability to
bond with other elements?
4. Which elements on the periodic table are
the most likely to conduct electricity?
5. How does the atomic number change as you
move from left to right on the periodic table?
8.P.1.3:
1. Why are phase changes considered physical
properties?
2. Explain why density is a physical property.
3. How do physical and chemical properties

differ?
Helpful Websites:
http://www.learner.org/interactives/periodic/
http://periodictable.com/About/ForTeachers.html
http://sciencespot.net/Pages/classchem.html

I can identify metals, transition metals,
metalloids and nonmetals on the
periodic table.
http://www.nclark.net/PeriodicTable
Unit 3: Physical and Chemical Changes and the Law of Conservation of Mass
8.P.1.3 Compare physical changes such as size, shape and state to chemical changes that are the result of a chemical reaction to include
changes in temperature, color, formation of a gas or precipitate.
8.P.1.4 Explain how the idea of atoms and a balanced chemical equation support the law of conservation of mass.
8.P.1.3: Students know that physical properties involve things that can be measured without changing the chemical composition of the
element. Physical properties include appearance, texture, color, odor, melting point, boiling point, density, solubility, polarity and many
others. Chemical properties are those that will change the chemical makeup of the substance after a chemical change has occurred.
Chemical properties include flammability and reactivity. Students know that a chemical change has taken place if the following are
observed: gas production (bubbling or an odor), formation of a precipitate, production of heat and a color change.
8.P.1.4: Students know that the mass of the product is always the same as the mass of the reactant after a chemical reaction has taken
place. Students know that mass cannot be created or destroyed.
Essential Vocabulary: physical change, chemical change, reactivity, flammability, phase changes, density, solubility, product, reactant, precipitate,
subscript, superscript, coefficient

8.P.1.3:
1. How can you tell if a chemical change has
taken place?

I can give real world examples of
physical and chemical changes.
I can perform an experiment that

shows both physical and chemical
changes taking place.
I can perform an experiment that

shows the mass of the product as
being equal to the mass of the
reactant in a chemical reaction that
takes place in a closed container.
I can balance a chemical equation so

that the mass of the product is to
the mass of the reactant.
2. How do chemical changes affect the

chemical makeup of a substance?
3. How do physical changes affect the chemical
makeup of a substance?
8.P.1.4:
1. How does the mass of the product compare
to the mass of the reactant after a chemical
reaction has taken place in a closed container?
2. Explain how the mass might compare if the
reaction took place in an open container.
Helpful Websites:
http://vital.cs.ohio.edu/?page_id=161
http://www.learner.org/courses/essential/physicalsci/session4/closer1.html
http://www.learnnc.org/lp/pages/3724
http://www.gamequarium.org/dir/Gamequarium/Science/Physical_and_Chemical_Changes/
http://funbasedlearning.com/chemistry/chemBalancer/
http://education.jlab.org/elementbalancing/
Unit 4: The Rock Cycle

8.E.2 Understand the history of Earth and its life forms based on evidence of change recorded in fossil records and landforms.
8.E.2.2 Explain the use of fossils, ice cores, composition of sedimentary rocks, faults, and igneous rock formations found in rock layers as
evidence of the history of the Earth and its changing life forms.
8.E.2.2 Students know that igneous rocks are formed by the cooling and hardening of hot molten rock from inside the Earth. Students know
that sedimentary rocks are formed by the hardening and cementing of layers of sediments. The sediments may consist of rock fragments,
plant and animal remains, or chemicals that form on a lake and ocean bottom. Students know that metamorphic rocks are formed when
rocks that already exist are changed by heat and pressure into new kinds of rocks.
Essential Vocabulary: rock cycle, weathering, erosion, deposition, compaction, cementation, igneous, magma, lava, intrusive, extrusive,
sedimentary, metaporphic

8.E.2.2:
1. How does the sun affect the formation of
sedimentary rocks?
2. How do magma and lava differ?
3. How does the formation of intrusive and
extrusive igneous rocks differ?

I can compare and contrast the
formation of igneous, sedimentary
and metamorphic rocks.
I can explain why the sun plays a
role in sedimentary rock formation.
I can infer the crystal size of igneous
rocks that form from magma that
has cooled at a fast pace compared
to magma that cools slowly.
4. How does increasing pressure and

temperature affect a rock?
Helpful Websites:
http://www.classzone.com/books/earth_science/terc/content/investigations/es0602/es0602page02.cfm
http://www.learner.org/interactives/rockcycle/
http://www.cotf.edu/ete/modules/msese/earthsysflr/rock.html
http://www.personal.psu.edu/cll161/insys%20441/main.html
Unit 5: Relative/Absolute Dating and Fossils

8.E.2 Understand the history of Earth and its life forms based on evidence of change recorded in fossil records and landforms.
8.E.2.1: Infer the age of Earth and relative age of rocks and fossils from index fossils and ordering of rock layers (relative dating and
radioactive dating).
8.E.2.2: Explain the use of fossils, ice cores, composition of sedimentary rocks, faults, and igneous rock formations found in rock layers
as evidence of the history of the Earth and its changing life forms.
8.E.2.1: Students will know how scientists determined the age of the Earth. Students will know how to infer the relative age of rocks by
studying layers of sedimentary rock formations as well as index fossils.
8.E.2.2: Students will know how to use index fossils to determine the relative age of other organisms as well as other rock layers. Students
will know how scientists use ice cores to determine the changes in the chemical composition of Earths atmosphere over time. Students will
know how faults and igneous rock formations provide evidence of Earths changing life and landforms.
Essential Vocabulary: index fossil, relative dating, absolute dating, parent material, half-life, Law of Superposition, Principle of Original
Horizontality, Uniformitarianism, Carbon-14 Dating, ice core, fault

8.E.2.1:
1. How can the amount of parent material in a
rock sample be determined by using half-lives?
2. How does the amount of parent material in
a sample change as time increases?
3. How does the location of an index fossil help
determine the age of the rocks around it?
4. How does age of a rock at the bottom of a
rock formation compare to that of a rock at the
top of a rock formation?
8.E.2.2:

I can determine the age of a rock
sample using half-life data.
I can analyze a half-life curve
(exponential decay graph) to
determine how the amounts of
parent and daughter material
change over time.
I can determine the relative age of
rocks in a given rock formation by
analyzing the location of layers as
well as index fossils located in the
layers.
1. How do ice cores tell scientists about Earths

changing atmospheric makeup?
2. How do ice cores change over time?
3. How do index fossils help determine the
relative ages of rocks?
I can analyze ice core data to

determine how levels of certain
gases in Earths atmosphere
(namely carbon dioxide) have
changed over time.
I can graph ice core data to visualize
how levels have changed over time.
Helpful Websites:
http://www.ncdc.noaa.gov/paleo/icecore.html
http://www.scientificamerican.com/article.cfm?id=ice-core-data-help-solve
http://serc.carleton.edu/usingdata/datasheets/Vostok_IceCore.html
http://www.pbs.org/americanfieldguide/teachers/fossils/fossils.pdf
http://www.putnamscienceonline.com/fossils.htm
Unit 6: Evolution and Genetic Variation

8.L.4 Understand the evolution of organisms and landforms based on evidence, theories and processes that impact the Earth over time.
8.L.4.1: Summarize the use of evidence drawn from geology, fossils, and comparative anatomy to form the basis for biological classification
systems and the theory of evolution.
8.L.4.2: Explain the relationship between genetic variation and an organisms ability to adapt to its environment.
8.L.4.1: Students know that biological adaptations include changes in structures, behaviors, or physiology that enhance survival and
reproductive success in a particular environment. Students know that most species that have lived on the earth are now extinct. Extinction
of species occurs when the environment changes and the individual organisms of that species do not have the traits necessary to survive
and reproduce in the changed environment.
8.L.4.2: Students know that individual organisms with certain traits are more likely than others to survive and have offspring. Students know
that changes in environmental conditions can affect the survival of individual organisms and entire species. Students know that living
organisms have morphological, biochemical, and behavioral features that make them well adapted for life in the environments in which
they are usually found.
Essential Vocabulary: genetic variation, evolution, adaptation, natural selection, vestigial organs, biological classification, geologic time scale,
mutation

8.L.4.1:
1. How can changes in environmental
conditions affect the survival of individual
organisms and species of life on Earth?

I can analyze the Geologic Time
Scale so that I can understand how
life on Earth has changed over time.
I can explain how different species

have adapted to climate changes on
Earth.
I can compare the anatomy of

several different species and explain
why they evolved the way they did.
4. How is life on Earth classified?

8.L.4.2:
1. Explain how genetic diversity affects the

likelihood that a species will be able to adapt to
environmental changes.
I can explain why certain species

become extinct in times of
environmental distress.
I can explain how an organisms

phenotype and genotype determine
its ability to adapt.
2. How does the Geologic Time Scale help

scientists to learn about Earths past life forms,
land forms and climate?
3. How have climate, geography and sea level
changes affected the evolution of life on Earth?
2. How does an organisms phenotype and

genotype affect its ability to adapt?
3. How do environmental, behavioral and

genetic factors affect a species chance of
survival?
I can explain how natural selection

affects the process of evolution.
4. How does natural selection play a role in

evolution?
Helpful Websites:
http://evolution.berkeley.edu/evolibrary/misconceptions_faq.php
http://www.nclark.net/Evolution
http://www.science-class.net/Biology/Genetics.htm
http://www.pbs.org/wgbh/evolution/educators/course/session4/explore_a.html
Unit 7: Microbes and Diseases

8.L.1: Understand the structure and hazards caused by agents of disease that effect living organisms.
8.L.1.1: Summarize the basic characteristics of viruses, bacteria, fungi and parasites relating to the spread, treatment and prevention of
disease.
8.L.1.2: Explain the difference between epidemic and pandemic as it relates to the spread, treatment and prevention of disease.
8.L.1.1: Students know that viruses need a host cell to survive and that vaccines are used to prevent viruses. Students know that bacteria
multiply rapidly through the process of binary fission and that antibiotics are used to treat bacterial infections. Students know that
parasites are a harmful symbiotic relationship for one of the organisms.
8.L.1.2: Students know that vectors are mechanisms (other than a person) that spread disease without getting sick itself. Students know
that an epidemic is an outbreak of a disease that affects a disproportionately large number of individuals within a population, community or
region at the same time. Students know that a pandemic is an epidemic of an infectious disease that is spreading through human
populations across a large region, continent or even worldwide.
Essential Vocabulary: microbiology, virus, bacteria, parasite, fungi, unicellular, host cell, disease, epidemic, pandemic, vector, outbreak, resistance,
pathogen, antibiotics, vaccines

8.L.1.1:
1. Why is a virus considered nonliving?
2. Why are antibiotics used to treat bacterial
infections and vaccines used to prevent
viruses?
3. How do parasites affect a living organism?

I can create a graphic organizer that
differentiates between viruses,
bacteria, parasites and fungi.
I can explain why viruses need a
host cell to survive.
I can give examples of common real
world viruses, bacteria infections,
parasites and fungal infections and
know their treatments.
4. How are fungal infections treated?
8.L.1.2:

epidemics and pandemics.

vectors for specific diseases.
I can perform a lab that simulates
1. How do an epidemic and a pandemic differ?

2. How do vectors affect the spread of
disease?
the spread of disease.

Helpful Websites:
http://www.archives.gov/exhibits/influenza-epidemic/
http://www.pbs.org/opb/intimatestrangers/classroom/active32.html
http://wveis.k12.wv.us/teach21/public/project/Guide.cfm?upid=3472&tsele1=4&tsele2=111
http://www.umsl.edu/~microbes/activities.html
http://www.microbeworld.org/
Unit 8: Biotechnology and Molecular Biology

8.L.5 Understand the composition of various substances as it relates to their ability to serve as a source of energy and building materials for
growth and repair of organisms.
8.L.2 Understand how biotechnology is used to affect living organisms.
8.L.5.1 Summarize how food provides the energy and the molecules required for building materials, growth and survival of all organisms (to
include plants).
8.L.5.2 Explain the relationship among a healthy diet, exercise, and the general health of the body (emphasis on the relationship between
respiration and digestion).
8.L.2.1 Summarize aspects of biotechnology including: specific genetic information available, careers, economic benefits to North Carolina ,
ethical issues and implications for agriculture
8.L.5.1: Students know that food provides molecules that serve as fuel and building material for all organisms. Students know that
organisms get energy by oxidizing their food, releasing some of its energy as thermal energy.
8.L.5.2: Students know that life style choices, environmental factors, and genetics can cause abnormalities to occur during embryonic
development as well as later in life. Students know that human activities such as smoking, consumption of alcohol and the use of drugs lead
to a variety of adverse conditions within the human body and interfere with the efficient operation of the systems of the body.
8.L.2.1: Students know that understanding of the microbial world has led to the emerging field of biotechnology which has given us many
advances and new careers in medicine, agriculture, genetics, and food science. Students know that biotechnology, while it has benefited
North Carolina in many ways, has also raised many ethical issues for an informed community to consider.
Essential Vocabulary: biotechnology, Human Genome Project, DNA, chromosome, chemical energy, glucose, unicellular, photosynthesis,
chlorophyll, cellular respiration, fermentation, genetically modified

8.L.5.1:

I can explain how sugars are used
to make food for organisms.
1. How do organisms get their energy?
I can create a graphic organizer that

shows the difference between
prokaryotes and eukaryotes.
3. How do prokaryotic and eukaryotic cells

differ in the way they make food?
I can explain how food energy is

converted into thermal energy
through the process of oxidation.
8.L.5.2:
I can give examples of

environmental, behavioral and
genetic factors that affect a persons
susceptibility to addiction.
2. How are sugars used to make food for

organisms?
1. How does a persons environment affect the

likelihood that they will become an addict?
2. How does a persons bahavior affect the
likelihood that they will become an addict?

3. How does a persons genetic makeup affect
the likelihood that they will become an addict?
8.L.2.1:
1. How has NC benefited from biotechnology?
2. Why is there a debate about using
biotechnology in food and agriculture?
3. How has biotechnology affected medical

advances?
I can elaborate on the affect

biotechnology has had on the state
of North Carolina.
I can defend both sides of the GMO
debate.
I can give examples of how
biotechnology has contributed to
medical, forensic and agricultural
advances.
Helpful Websites:
http://www.ncbiotech.org/educational-resources?field_resource_content_type_tid[]=112&field_resource_topic_tid[]=124&=Apply
http://www.science-class.net/Biology/Photosynthesis.htm
http://www.genome.gov/10000464
Unit 9: Population Factors and Symbiotic Relationships
8.L.3 Understand how organisms interact with and respond to the biotic and abiotic components of their environment.
8.L.3.1 Explain how factors such as food, water, shelter, and space affect populations in an ecosystem.
8.L.3.2 Summarize the relationships among producers, consumers, and decomposers including the positive and negative consequences of
such interactions including: coexistence and cooperation, competition (predator/prey), parasitism and mutualism
8.L.3.1: Students know how factors such as food, water, shelter, and space affect populations in an ecosystem. Students know that energy
can change from one form to another in living things. Students know that organisms get energy from oxidizing their food, releasing some of
its energy as thermal energy. Almost all food energy comes originally from sunlight. Students know that in all environments, organisms with
similar needs may compete with one another for limited resources, including food, space, water, air, and shelter
8.L.3.2: Students know that one of the most general distinctions among organisms is between plants, which use sunlight to make their own
food, and animals, which consume energy-rich foods. Students know that there are several types of relationships that exist between
organisms.
Essential Vocabulary: biotic factors, abiotic factors, density dependent, density independent, oxidation, habitat, niche, coexistence and
cooperation, competition, mutualism, commensalism, parasitism, symbiotic relationship, producer, consumer, decomposer, scavenger, autotroph,
heterotroph

8.L.3.1:

I can give examples of biotic and
abiotic population factors.
1. How do abiotic and biotic factors differ?
I can create and analyze a predatorprey graph.
I can explain how competition for

resources might affect the
population of a species.

each of the symbiotic relationships
that exist among organisms.
I can explain how humans impact

the relationships between
2. How would an increase in a predator

population affect the prey population?
3. How would decreasing habitat size affect the
size of a population?
8.L.3.2:
1. How do species interact in a mutualistic
symbiotic relationship?
2. How do species interact in a parasitic
symbiotic relationship?
organisms.
3. How have humans impacted competition
among organisms?
Helpful Websites:
http://www.pbs.org/wnet/nature/lessons/survival-of-the-fastest-predators-and-prey-on-the-african-savannah/lesson-overview/5660/
http://srel.uga.edu/kidsdoscience/kidsdoscience-predator-game.htm
http://ngexplorer.cengage.com/pioneer/1210/pdf/pi_teachersguide_1210.pdf
http://www.wolfquest.org/classroom_activities.php
http://www.learnnc.org/lp/pages/4769
http://www.thelivingplanet.com/pdf/education/TeacherGuideSymbioticRelationships.pdf
Unit 10: Energy Flow in Food Webs and Biogeochemical Cycles

8.L.3 Understand how organisms interact with and respond to the biotic and abiotic components of their environment.
8.L.3.3 Explain how the flow of energy within food webs is interconnected with the cycling of matter (including water, nitrogen, carbon
dioxide, and oxygen).
8.L.3.3: Students know that ecologists trace the flow of energy through ecological communities to discover nutritional relationships. The
ultimate source of the energy is the sun, which supplies the energy that fuels life. Students know that a food web is a more realistic model
than a food chain because most organisms depend on more than one other species for food. These food webs also show how energy is lost
from one level to the next. This energy is lost to the environment as heat generated by the body processes of organisms.
Essential Vocabulary: food web, food chain, trophic level, rule of 10%, autotroph, heterotroph, primary consumer, secondary consumer, tertiary
consumer, herbivore, carnivore, omnivore, detritivore, energy pyramid, pyramid of biomass, pyramid of numbers, carbon cycle, nitrogen cycle,
oxygen cycle, water cycle, phosphorous cycle

8.L.3.3:

I can create a food web for a given
ecosystem.
1. How does energy flow in a food web?
I can calculate the percent energy

loss for a given energy pyramid.
I can analyze energy pyramids,

biomass pyramids and number
pyramids.
I can explain how carbon, oxygen

and nitrogen are cycled through
ecosystems.
2. Why are there generally fewer organisms at

the top of a pyramid of numbers?
3. How does the sun play a role in food webs?
4. Why is carbon important to ecosytems?
5. How does nitrogen move through
ecosystems?
Helpful Websites:
http://www.realtrees4kids.org/sixeight/cycles.htm
http://www.learner.org/courses/envsci/unit/text.php?unit=4&secNum=4
http://www.windows2universe.org/earth/Life/biogeochem.html
http://education.nationalgeographic.com/education/encyclopedia/food-web/?ar_a=1
http://www.ecokids.ca/pub/eco_info/topics/frogs/chain_reaction/
Unit 11: Types of Energy and Resources

8.P.2 Explain the environmental implications associated with the various methods of obtaining, managing and using energy resources.
8.P.2.1 Explain the environmental consequences of the various methods of obtaining, transforming, and distributing energy.
8.P.2.2 Explain the implications of the depletion of renewable and nonrenewable energy resources and the importance of conservation.
8.P.2.1: Students know that different ways of obtaining, transforming, and distributing energy have different environmental consequences.
Different types of fuels have different environmental impacts. Students know that transformations and transfers of energy within a system
usually result in some energy escaping into its surrounding environment. Some systems transfer less energy to their environment than
others during these transformations and transfers. Whenever energy appears in one place, it must have moved from another. Whenever
energy appears to be lost from somewhere, it has been transferred somewhere else
8.P.2.2: Students know that some resources are not renewable or renew very slowly. Students know that the preservation, management,
and care of natural and cultural resources should be practice by all consumers.
Essential Vocabulary: resource, renewable resource, nonrenewable resource, fossil fuel, solar, hydroelectric, geothermal, nuclear energy, biomass,
hydrogen fuel, conservation, preservation

8.P.2.1:
1. How do photovoltaic cells transfer solar
energy into electrical energy?
2. Why does some energy appear to be in one
place?
3. What happens to energy that appears to be
lost?

I can create a model of a
photovoltaic cell and can explain how it
converts solar energy into electrical
energy.
I can explain how energy is
transferred from one place to another
and why energy is never created or
destroyed.
8.P.2.2:
1. Why is it important to be less dependent on

nonrenewable resources?
2. How do renewable and nonrenewable

resources differ in the impact they have on the
environment?

renewable and nonrenewable
resource.
I can create a plan for conservation
of nonrenewable resources.
I can create a plan to use more
renewable resources.
Helpful Websites:
http://www.neok12.com/Solar-Energy.htm
http://www.eia.gov/kids/energy.cfm?page=solar_home-basics-k.cfm
http://education.nationalgeographic.com/education/encyclopedia/non-renewable-energy/?ar_a=1
http://www.eco-pros.com/naturalresources.htm
http://www.kids.esdb.bg/basic.html
Unit 12: Distribution of Water on Earth

8.E.1 Understand the hydrosphere and the impact of humans on local systems and the effects of the hydrosphere on humans.
Clarifying Objectives for Motion:
8.E.1.1 Explain the structure of the hydrosphere including: water distribution on earth and local river basin and water availability.
8.E.1.1: Students know that water is one of the most common substances on Earth. Water is circulated on Earth by a process known as the
water cycle.
Essential Vocabulary: polarity, cohesion, adhesion, surface tension, density, specific heat, condensation, evaporation, precipitation, transpiration,
surface runoff, groundwater, aquifer, river basin, watershed

8.E.1.1:
1. How does the sun affect the water cycle?
2. How do evaporation and transpiration
differ?

I can create a model of the water
cycle using lab materials found in
the classroom.
I can perform experiments that

show adhesion, cohesion, surface
tension, specific heat and density of
water.
I can describe several river basins in

NC.
3. How do aquifers clean groundwater?

4. How is water distributed over Earth?
5. How do watersheds and river basins differ?
Helpful Websites:
http://ga.water.usgs.gov/edu/mwater.html
http://www.sciencekids.co.nz/water.html
http://www.hometrainingtools.com/properties-water-science-teaching-tip/a/1274/
http://thewaterproject.org/resources/
http://www.eeweek.org/resources/water_resources.htm
Unit 13: Oceans

8.E.1.2 Summarize evidence that Earths oceans are a reservoir of nutrients, minerals, dissolved gases, and life forms:
Estuaries
Marine ecosystems
Upwelling
Behavior of gases in the marine environment
Value and sustainability of marine resources
Deep ocean technology and understandings gained
8.E.1.2: Students know that the ocean is an integral part of the water cycle and is connected to all of the earths water reservoirs via
evaporation and precipitation processes. Students know that the salinity of the open sea is fairly constant, but the ocean consists of several
zones with different properties due to variations in temperature, pressure and penetration of light. Students know that currents and
recycling processes make nutrients, minerals, and gases available to marine life. Students know that marine resources are used to provide
many important products to humans in addition to food. Although the ocean is large, it is finite and resources are limited.
Essential Vocabulary: estuary, sediment, tide, brackish, upwelling, euphotic, photic, aphotic, plankton, zooplankton, phytoplankton, benthic,
neritic, pelagic, nekton, ocean tourism, fishery, shipping, biotic resource, sonar, sustainability

I can create a model of ocean zones
with temperature, pressure and amount
of light layers.
8.E.1.2:
1. How does temperature, pressure and

amount of light change in each zone of the
ocean?
I can explain why upwelling is necessary

for ocean life and for fisheries.
2. How does life change in each zone of the

ocean?
I can create a marine food web.
3. How does upwelling affect marine life?
I can explain why ecotourism is

important to the health of our oceans.
4. Why is ecotourism important to life in our

oceans?
Helpful Websites:
http://www.teachoceanscience.net/teaching_resources/education_modules/dead_zones/get_started/
http://scienceteachingideas.blogspot.com/2009/02/teaching-life-zones-in-ocean.html
http://www.pbs.org/americanfieldguide/teachers/oceans/oceans.pdf
http://www.eeweek.org/resources/ocean_resources.htm
http://education.nationalgeographic.com/education/teaching-resources/?ar_a=1
Unit 14: Water Quality and Human Health

8.E.1.3 Predict the safety and potability of water supplies in North Carolina based on physical and biological factors, including:
Temperature
Dissolved oxygen
pH
Nitrates and phosphates
Turbidity
Bio-indicators
8.E.1.4 Conclude that the good health of humans requires:

Monitoring of the hydrosphere
Water quality standards
Methods of water treatment
Maintaining safe water quality
Stewardship
8.E.1.3: Students know that the health of a water system is determined by the balance between physical, chemical and biological variables.
Students know that physical variables include temperature, turbidity, and water movement. Chemical variables include dissolved oxygen
and other gases, pH, nitrates, and salinity. Both natural and man-made forces are constantly changing these variables.
8.E.1.4: Students know that point and non-point environmental stressors such as urban and/or agricultural runoff, industrial inputs and
over-fishing can impact all aquatic populations. Students know that technological advances have enabled us to collect data about water
systems that have led to improvements in developing standards, monitoring water-quality, and providing treatment.
Essential Vocabulary: eutrophication, dissolved oxygen, pH, turbidity, bioindicator, water treatment, nitrate, phosphate, potability, water quality
8.E.1.3:
1. How do low dissolved oxygen levels affect
an aquatic ecosystem?
I can test water samples for pH,

temperature, dissolved oxygen, and
turbidity to determine the health of
the water.
2. How does turbidity affect drinking water?
I can analyze a set of data from

water quality tests to determine the
health of the water.
I can explain how humans affect the

health of water systems.

point and non-point source
pollution.
I can create a model to show how

eutrophication occurs. I can test the
water in this model to determine
the health of the water.
I can explain the drinking water

treatment process.
3. How do humans change levels of dissolved

oxygen in water systems?
4. How can bioindicators be used to determine
the health of a body of water?
8.E.1.4:
1. How do point and non-point pollution affect
water quality?
2. How does eutrophication occur?
3. How do nitrates and phosphates relate to
eutrophication and dissolved oxygen levels?
Helpful Websites:
http://www.epa.gov/students/teachers.html
http://nsdl.org/resource-packages/water-quality
http://new.coolclassroom.org/files/adventures/1/Eutrophication_Teacher.pdf
http://charmeck.org/city/charlotte/Utilities/Divisions/Pages/supplyandtreat.aspx

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Charlotte-Mecklenburg Schools

8th Grade Science

(The pacing guide is based on a 90 minute A/B day schedule)

Unit 1: Intro to Science Processes and Motion

Unit 1 Essential Questions

Criteria for Success (I Can)

1. How are elements, compounds and mixtures

I can differentiate between a molecule

2. Why do all atoms on the periodic table have

I can perform a lab that shows how to

3. How are heterogeneous and homogeneous

Unit 2: Physical and Chemical Properties and the Periodic Table

Unit 2 Essential Questions

I can determine the number of protons,

I can determine the number of valence

I can explain why elements are in

I can measure an objects mass and

2. What do Li and K have in common?

2. Explain why density is a physical property.

3. How do physical and chemical properties

Criteria for Success (I Can)

Unit 3 Essential Questions

Criteria for Success (I Can)

I can perform an experiment that

I can perform an experiment that

I can balance a chemical equation so

2. How do chemical changes affect the

Unit 4: The Rock Cycle

Unit 4 Essential Questions

Criteria for Success (I Can)

4. How does increasing pressure and

Unit 5: Relative/Absolute Dating and Fossils

Unit 5 Essential Questions

Criteria for Success (I Can)

1. How do ice cores tell scientists about Earths

I can analyze ice core data to

Unit 6: Evolution and Genetic Variation

Unit 6 Essential Questions

Criteria for Success (I Can)

I can explain how different species

I can compare the anatomy of

4. How is life on Earth classified?

1. Explain how genetic diversity affects the

I can explain why certain species

I can explain how an organisms

2. How does the Geologic Time Scale help

2. How does an organisms phenotype and

3. How do environmental, behavioral and

I can explain how natural selection

4. How does natural selection play a role in

Unit 7: Microbes and Diseases

populations across a large region, continent or even worldwide.

Unit 7 Essential Questions

Criteria for Success (I Can)

4. How are fungal infections treated?

I can give real world examples of

I can give real world examples of

I can perform a lab that simulates

1. How do an epidemic and a pandemic differ?

the spread of disease.

Unit 8: Biotechnology and Molecular Biology

Unit 8 Essential Questions

Criteria for Success (I Can)