Alexander County Schools 2012 - 2013 · the hydrosphere, water quality standards, methods of water...

Unit: : Earth Systems, Structures, and Processes-- Basics of Fresh

Water

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: 8.E.1.1 Explain the structure of the hydrosphere including water distribution on earth and local river basins and water availability. 8.E.1.3 Predict the safety and portability of water supplies in NC based on physical and biological factors.

Transfer: Students will be able to independently use their learning to . . . Understand how water recycles itself Recognize freshwater sources Identify factors that affect the safety and potability of water

Meaning

Understandings: Students will understand that . . . Relationship between environment and water quality Understand that bodies of water have abundant resources Only 1% of freshwater is available for human use Factors which affect water quality

Essential Question(s): How may water quality change over time? Why do regulations change over time? Why is water necessary for survival? What % of freshwater is available for human use? How is Water Quality Monitored?

Acquisition

Students will know: Water cycle, distribution of water Factors of water quality Human influence on water quality For NC, groundwater is where the majority of freshwater is located

Students will be skilled at: Measuring water quality factors Recognizing freshwater resources Describing the water cycle Recognizing local river basins

Alexander County Schools 2012 - 2013

Essential Vocabulary: Dissolved oxygen, pH, nitrates, phosphates, turbidity, bio-indicators, water quality, water cycle, condensation, evaporation, sublimation, transpiration, precipitation, aquifer, freshwater, watershed, saturated, unsaturated, ground water, nutrients, pollutants, estuary, permeate, infiltration, runoff, surface water, river basin, hydrosphere, solvent, substrate, how water dissolves minerals, tolerance, density, temperature, permeable vs. impermeable soil, rate at which groundwater moves, salinity, bacteria, arsenic

IT Standards: 8.TT.1 Use Technology and other resources for assigned tasks

IT Strategies: 8.TT.1.1 Students will use electronic databases to observe current data on wastewater systems 8.TT.1.2 Students will organize their lab data using a spreadsheet 8.TT.1.3 Students will present their lab conclusions using multimedia presentations.

Unit Title: Grade: Subject:

STAGE 2

Understandings:

● Relationship between environment and water quality.

● Understand that bodies of water have abundant resources.

● Only 1% of freshwater is available for human use

● Factors which effect water quality

Essential Questions:

● How may water quality change over time?

● Why is water necessary for survival?

● What % of freshwater is available for human use?

● How is Water Quality Monitored?

Revised Blooms

Creating:

Can the student

create new product

or point of view?

assemble, construct,

create, design, develop,

formulate & write.

Evaluating:

Can the student justify a stand

or decision?

appraise, argue, defend, judge, select, support,

value & evaluate

Analyzing:

Can the student distinguish between

the different parts?

appraise, compare, contrast, criticize,

differentiate, discriminate,

distinguish, examine, experiment,

question & test.

Applying:

Can the student

use the information

in a new way?

choose, demonstrate,

dramatize, employ,

illustrate, interpret, operate, schedule,

sketch, solve,

use & write.

Understanding:

Can the student explain ideas or

concepts?

classify, describe, discuss, explain,

identify, locate,

recognize, report, select, translate

& paraphrase

Remembering:

Can the student recall or remember

the information?

define, duplicate, list,

memorize, recall, repeat,

reproduce & state

Formative Assessments (Evidences)

Freshwater Quiz-Students will explain the importance of freshwater, and describe the water cycle.

Fresh/Salt water density lab-Students will experiment with fresh and salt water to determine which is more dense. They will also test cold and warm water to determine the density.

Understanding the local water bills-Students will examine a sample water bill and determine ways the family could conserve more water.

GIS mapquest-Students will use GIS technology to locate local freshwater supplies.

NC River Basin Study-Students will compare NC river basins to determine which rivers supply them and various activities that can be done at each location. They will explain the reasons behind each area’s recent supply data.

Summative Assessment

Local Water Quality Lab

Assessment-Students will test various water samples for water quality indicators such as pH, temp, dissolved oxygen, turbidity, and total dissolved solids. They will determine which samples have good water quality and which do not.

Water Cycle Diagram-Students draw, label, and describe the water cycle.

Basics of Freshwater Test-Students will describe and label the water cycle, discuss why conserving water is important, describe factors that influence water quality, and recognize local freshwater supplies.

Stage 3

Approximate number of days spent on unit: 12-15

W – Where are we going? Why? What is expected?

H – How will we Hook and Hold students?

E – How will we Equip students to Explore and Experience?

R – How will we help students Rethink, Rehearse, Revise, and Refine?

E – How will student self -Evaluate and reflect on learning?

T – How will we Tailor learning to vary needs, interests, and styles?

O – How will we Organize and sequence the learning?

Resources: Fresh/Salt water density lab- beakers, salt water, freshwater, ice, warm

water, food coloring, data sheet

Understanding the local water bills-Activity Sheet, calculator

Journey of a Water Molecule-students become water molecules and move through the water cycle. They keep a log of their journey. This helps to reiterate all the parts of the water cycle. (Resources available from dropbox)

GIS mapquest- USGS Water Science School ga.water.usgs.gov, GIS device, data sheet

NC River Basin Study-Packet from NC Dept. of Environment and Natural Resources

Freshwater Quiz

Basics of Freshwater Test

Local Water Quality Lab -CBL Probes from Science House, Labquest Probes, local Water Samples

● Freshwater Videos

Strategies: ● Test various water samples for water quality indicators such as pH, temp,

dissolved oxygen, turbidity, and total dissolved solids

● Determine which samples have good water quality and which do not

● Draw, label, and describe the water cycle

Discuss why conserving water is important

Describe Factors that influence water quality

Recognize local freshwater supplies

Examine a sample water bill and determine ways they family could conserve more water

Compare NC river basins to determine which rivers supply them and various activities that can be done at each location. They will explain the reasons behind each area’s recent supply data.

Observe first-hand the density of freshwater vs. saltwater and will answer questions based upon their results.

Determine water quality factors using several technological objects and will determine if their water samples are healthy based upon their results and the normal value for healthy water.

Determining GIS data from the computer

Draw conclusions and generate questions about various pictures / videos shown throughout the unit.

Explain how water droplets travel through the atmosphere by visiting

● Water Resource Pictures-Pictures from local freshwater supplies, Lake Hickory, Catawba River, etc.

● Water Cycle Activity- poster board or construction paper, crayons, markers, etc.

● Further explanation of the water cycle: http://www-k12.atmos.washington.edu/k12/pilot/water_cycle/index.html

● Additional Websites: http://ga.water.usgs.gov/edu/earthwherewater.html http://www.windows.ucar.edu/tour/link=earth/Water/overview.html&edu=elem www.nrw.gld.gov.au/waterwise/education/units/pdf/y6y7/y6y7_unit2_lesson1.pdf

different stations while pretending they are water molecules

http://ga.water.usgs.gov/edu/earthwherewater.html

http://www.windows.ucar.edu/tour/link=earth/Water/overview.html&edu=elem

http://www.windows.ucar.edu/tour/link=earth/Water/overview.html&edu=elem

http://www.nrw.gld.gov.au/waterwise/education/units/pdf/y6y7/y6y7_unit2_lesson1.pdf

http://www.nrw.gld.gov.au/waterwise/education/units/pdf/y6y7/y6y7_unit2_lesson1.pdf

Alexander County Schools 2012-2013

Unit: Earth Systems, Structures, and Processes Conservation, Health, & Stewardship of Water Systems

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: 8.E.1.4 Conclude that the good health of humans requires monitoring the hydrosphere, water quality standards, methods of water treatment, maintaining safe water quality, & stewardship

Transfer: Students will be able to independently use their learning to… Determine which environmental factors influence water quality Know ways they can help conserve water Choose good choices that demonstrate stewardship

Meaning

Understandings: Students will understand that…

Certain factors determine the health of water systems Human actions can influence the health of water systems Most water pollution is due to nonpoint sources Ways to conserve water

Essential Question(s):

How do human actions affect water quality? How do you know if a body of water is healthy? What is the difference between point and nonpoint source pollution? What processes help to clean “dirty” water?

Acquisition

Students will know:

Difference between point and non-point source pollution, normal water quality ranges for factors, human actions affect the health of water systems, steps to the water treatment plant, ways to be a good steward of water

Students will be skilled at:

Knowing ways to conserve water, techniques to clean water, knowing the effects of run off on pollution

Essential Vocabulary:

Temperature, point source pollution, non-point source pollution, dissolved gases, light, nutrients, contaminants, Bio-indicator, bacteria, nitrates, vegetation, pesticides, coliform bacteria, aeration, flocculation, active carbon absorption, reverse osmosis, runoff, environmental degradation, tolerant/intolerant organisms, stewardship

IT Standards: 8.TT.1 Use Technology and other resources for assigned tasks. 8.SI.1 Evaluate information resources based on specified criteria.

IT Strategies: 8.TT.1.1 Students will use search engines and electronic databases to observe current data on water conservation systems 8.SI.1.3 Students will read various studies about water conservation and water quality. They will then determine if the writer’s point of view was realistic or exaggerated.

Unit Title: Conservation, Health, & Stewardship of Water Systems Grade: 8th

Subject: Science

STAGE 2

Understandings:

Certain factors determine the health of water systems

Human actions can influence the health of water systems

Most water pollution is due to nonpoint sources

Ways to conserve water


How do human actions affect water quality?

How do you know if a body of water is healthy?

What is the difference between point and nonpoint source pollution?

What processes help to clean “dirty” water?

Revised Blooms

Creating:

Can the student

create new product or point of view?



formulate & write.

Evaluating:

Can the student

justify a stand

or decision?

appraise, argue, defend,

judge, select, support,

value & evaluate

Analyzing:






question & test.

Applying:

Can the student

use the information in a new way?


dramatize, employ, illustrate, interpret,

operate, schedule,

sketch, solve, use & write.

Understanding:


concepts?


identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:


the information?



reproduce & state

Formative Assessments

(Evidences)

Discuss water quality factors that affect human health-Students learn specific illnesses caused by poor water quality. They observe various pictures of water pollution and develop hypotheses on how it could affect humans.

Water Filter Lab-Students design a water filter out of materials that they think will filter out dirty water the best, formulate hypotheses, test their designs, and evaluate their data to decide which filter is best.

Water Pollution Videos/Pictures Questions-Students develop questions and use supporting evidence to defend their answers about the effects of water pollution.

Waste Water Treatment Plant Project -Students will be asked to draw and describe the steps to the local water treatment plant.


Water Conservation Test-

Students identify factors that

determine water quality,

explain how humans affect

water quality, label and

describe the steps to the

wastewater treatment plant,

list ways to show good

stewardship, compare and

contrast point and non-point

source pollution.

STAGE 3

Approximate number of days spent on unit: 5 days








Resources:

Water Filter Lab-dirty water, beakers, paper towels, hair, corn husks, strainers, various other items that students think would work as a water filter

Water Pollution Videos/Pictures Questions-pictures and videos of local water pollution and worldwide pollution

Waste Water Treatment Plant Project-picture of waste water treatment plant, paper, crayons/markers

Water Conservation Test

Strategies:

● Develop questions and use supporting evidence to defend their answers about

the effects of water pollution

● Observe how water pollution affects communities through labs

● Design and construct a water filter to clean dirty water

● Develop hypotheses on how it could effect humans

● Create a list of ways they can conserve water

● Formulate hypotheses, test their designs, and evaluate their data to decide which filter is best

● Use information from internet, guest speakers, etc. to learn about and draw a wastewater treatment plant

● Know the basic steps to water treatment plants

Unit: Earth Systems, Structures, and Processes

Properties of Saltwater

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: 8.E.1.2 Summarize evidence that Earth’s oceans are a reservoir of nutrients, minerals, dissolved gases, and life forms

Transfer: Students will be able to independently use their learning to . . . Students will be able to independently use their learning to… Understand why marine organisms have certain habitats Recognize the many resources that come from our oceans Understand why more plants live near the surface

Meaning

Understandings: Students will understand that . . . Oceans have many resources that humans depend on Factors which effect where marine organisms live Some plants use chemosynthesis for food in the absence of light Photosynthetic plants live at the surface

Essential Question(s): How are resources from the ocean used to increase the quality of human life? How do surface currents influence climate? Why is there an increase in fish during an upwelling? How do factors influence where an organism lives in the ocean?

Acquisition

Students will know: How marine and terrestrial food webs are linked, upwelling, geochemical cycles, how plants produce food at the surface & in the deep, marine resources, how tides, waves, & predation affect vertical zonation patterns

Students will be skilled at: Naming important marine resources Know which factors affect marine habitats

Essential Vocabulary: Estuary, marine ecosystem, upwelling, behavior of gases, sonar, technology, salinity, productivity, geochemical cycles, nutrients, chemosynthesis, hydrothermal vents, tides, waves, microbes, vertical zonation patterns


IT Standards: 8.TT.1 Use Technology and other resources for assigned tasks.

IT Strategies: 8.TT.1.1 Students will use search engines and electronic databases to research resources obtained from oceans


STAGE 2

Understandings:

Oceans have many resources that humans depend on

Factors which effect where marine organisms live

Some plants use chemosynthesis for food in the absence of light

Photosynthetic plants live at the

surface


How may water quality change over time? Why is water necessary for survival? How do surface currents influence climate? Why is there an increase in fish during an upwelling?

Revised Blooms

Creating:

Can the student

create new product

or point of view?



formulate & write.

Evaluating:


or decision?


value & evaluate

Analyzing:






question & test.

Applying:

Can the student

use the information

in a new way?


dramatize, employ,


sketch, solve,

use & write.

Understanding:


concepts?


identify, locate,


& paraphrase

Remembering:


the information?



reproduce & state


Upwelling Lab-Students Construct an ocean basin and create a density current that produces an upwelling

Observing Ocean Plankton Lab-Students observe ocean plankton under a microscope and answer questions based upon factors that determine where the organisms live

Ocean Pictures/videos Questions-Students Infer about ocean concepts and various ocean organisms based upon lab observations

Ocean Webquest-Students research using the internet about resources from the ocean, interesting organisms that live there, and how technology is allowing us to learn more about the deepest parts.

Design a Deep Ocean Research Vehicle- Create a deep ocean research vehicle

Estuary Fact Folder-Students work in teams to research the importance of estuaries and animals and plants that live in estuaries.


Basics of Saltwater Test-Students list important resources obtained from oceans, they describe processes such as upwelling, chemosynthesis, aquatic food webs, and geochemical cycles. They discuss why we are just learning about the deepest parts of the ocean. They explain how surface currents influence climate on land and explain how an organism’s ocean habitat depends on several important factors.

Stage 3









Resources:

Upwelling Lab-container, salt water, freshwater, food coloring, data sheet

Observing Ocean Plankton Lab-microscope, prepared microscope slides, data sheet, crayons or markers

Ocean Pictures/videos Questions

Ocean Webquest-computer with internet access and Webquest sheet

Design a Deep Ocean Research Vehicle-container, water, various items to construct an underwater vehicle

Basics of Saltwater Test

Strategies:

● Generate questions and discuss ocean concepts

● Construct an ocean basin and create a density current that produces an upwelling

● Answer questions based on their observations

● Observe ocean plankton under a microscope and answer questions based upon factors that determine where the organisms live

● Infer about ocean concepts and various ocean organisms based upon lab observations

● Create a deep ocean research vehicle

Unit: Science as Inquiry

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: Science as Inquiry Traditional laboratory experiences provide opportunities to demonstrate how science is constant, historic, probabilistic, and replicable. Although there are no fixed steps that all scientists follow, scientific investigations usually involve collections of relevant evidence, the use of logical reasoning, the application of imagination to devise hypotheses, and explanations to make sense of collected evidence. Student engagement in scientific investigation provides background for understanding the nature of scientific inquiry. In addition, the science process skills necessary for inquiry are acquired through active experience. The process skills support development of reasoning and problem-solving ability and are the core of scientific methodologies. http://www.ncpublicschools.org/docs/acre/standards/new-standards/science/6-8.pdf 8.P.1, 8.P.2, 8.E.1, 8.E.2, 8.L.1, 8.L.2, 8.L.3, 8.L.4, 8.L.5

Transfer: Students will be able to independently use their learning to . . . Students will be able to independently use their learning to…

Practice safe science experiments Understand the importance of following the scientific method to

collect relevant information Use a control group so that an accurate comparison can be

performed

Meaning

Understandings: Students will understand that . . . ● Lab equipment has specific purposes ● Importance of lab safety ● Purpose of experiments being reproducible in real-world

situations ● Control groups must be used in order to accurately compare data

Essential Question(s): How can we investigate scientific principals safely? Why is scientific research and reasoning important? What is the difference between Independent and Dependent Variables?

Acquisition

Students will know: Steps of scientific method, commonly used lab equipment, appropriate selection of scientific tools for given task, Differences between Independent and Dependent Variables

Students will be skilled at: Replicating science experiments Identifying lab equipment Measure accurately Performing safe laboratory procedures


http://www.ncpublicschools.org/docs/acre/standards/new-standards/science/6-8.pdf

http://www.ncpublicschools.org/docs/acre/standards/new-standards/science/6-8.pdf

Essential Vocabulary: Purpose, hypothesis, procedure, data, analysis, conclusion, scientific theory, scientific law, graduated cylinder, balance, beaker, test tube, eye dropper, watch glass, flask, butane burner, microscope, meterstick, petri dish, goggles, apron, agar, independent/dependent variables, control group, critical thinking

IT Standards: 8.TT.1 Use Technology and other resources for assigned tasks. 8.SI.1 Evaluate information resources based on specified criteria.

IT Strategies: 8.TT.1.1 Students will use search engines and electronic databases to observe current data scientific research 8.SI.1.3 Students will read various studies about current scientific research.


STAGE 2

Understandings:

● Importance of Lab Safety

● Use of materials appropriately in science lab setting

● Purpose of experiments being reproducible in real-world situations

● Control groups must be used in order to accurately compare data

Essential Questions: How can we investigate scientific principals safely? Why is scientific research and reasoning important? What is the difference between Independent & Dependent Variables?

Revised Blooms

Creating:

Can the student

create new product

or point of view?



formulate & write.

Evaluating:


or decision?


value & evaluate

Analyzing:






question & test.

Applying:

Can the student

use the information

in a new way?


dramatize, employ,


sketch, solve,

use & write.

Understanding:


concepts?


identify, locate,


& paraphrase

Remembering:


the information?



reproduce & state


Introductory Labs

Big Gulp, Early Measurement History, Pencil Lab -Students experiment with various lab equipment to measure volume and mass of various objects. They also develop hypotheses as to the expected results and then compare their data with their original hypothesis. They use safe laboratory procedures while conducting the labs.


Lab Safety Quiz (must pass to participate in future labs, students will retake if necessary)- Students are asked to identify basic terms used in the scientific method. They explain why it is necessary to repeat experiments. They identify safe laboratory procedures and explain why such policies are in place. They compare and contrast independent vs. dependent variables.

Stage 3

Approximate number of days spent on unit: 8-10 days








Resources:

Glencoe NC Science 8 Ch.1

Big Gulp, Early Measurement History, Pencil Lab-pencils, balance, graduated cylinders, beakers, water, rulers, data sheet (photocopies)

Lab Safety Quiz (dropbox)

Tools of Scientist (dropbox)

Lab Safety Contract (dropbox)

Powerpoint Lessons on Lab safety and scientific method (dropbox)

Spongebob Scientific Method: Controls and Variables (www.sciencespot.net)

Monty Python’s “Is she a witch?” skit using scientific method (youtube or dropbox flv file

Strategies:

practice designated emergency routes and procedures

observe teacher demonstrations of lab equipment use

demonstrate proficiency with measurement tools and lab equipment

communicate knowledge and understanding of safety procedures prior to independent investigations

Experiment with various lab equipment to measure volume and mass of various objects

Develop hypotheses as to the expected results

Compare their data with their original hypothesis

Utilize safe laboratory procedures while conducting labs Identify basic terms used in the scientific method

Explain why it is necessary to repeat experiments

Identify safe laboratory procedures and explain why such policies are in place

Compare and contrast independent vs. dependent variables.

http://www.sciencespot.net/


Unit: Ecosystems— Properties of Ecosystems & Interactions of an Ecosystem

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: 8.L.3—Understand how organisms interact with and respond to the biotic and abiotic components of their environment. 8.L.3—Understand how organisms interact with and respond to the biotic and abiotic components of their environments.

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 - mutualism

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).

Transfer: Students will be able to independently use their learning to…

Know different species have positive interactions as they live and cooperate with each other; as well as negative interactions including parasitism

Food and energy is passed from one organism to another

Understand the different factors that affect populations in an ecosystems

All food energy comes originally from sunlight

Identify specific factors that can make a habitat unique.

Meaning


Plants make their own food

Animals consume food

Terrestrial ecosystems are on land; Aquatic ecosystems occur in both fresh and salt water; Freshwater ecosystems occur in lakes, ponds, and streams.

There are 2 major global food webs that are interconnected (terrestrial and aquatic)

Living (biotic) and non-living (abiotic) factors affect an animal’s ecosystem

All organisms fulfill a specific role (niche) in every habitat

Population size depends on biotic and abiotic factors


How do organisms interact?

How does energy move through a food web?

How does an ecosystem respond to change?

Why is the sun essential to all life on Earth?

What is an ecosystem?

How do living things obtain and use energy?

In what ways do organisms rely on abiotic factors to survive?

What affects population size?

Acquisition

Students will know:

Certain species work together with a common purpose

Plants and some microorganisms are producers

All animals are consumers

Decomposers—bacteria and fungi –use waste and dead organisms for food

Energy enters an ecosystem in the form of sunlight—transferred by photosynthesis into energy a plant can use

Energy passes from organism to organism displayed by a food web

There are different types of relationships between different species; mutualism, commensalisms, parasitism,

Matter is constantly recycled; water cycle, carbon cycle, nitrogen cycle

Carbon is the molecular basis of all life on Earth

Food, water, shelter, and space affect populations in their ecosystem

How organisms receive energy

Organisms with similar needs may compete with each other for limited resources

Habitats can change

Each species occupies its own niche (a role and position a species has in its environment)


Interpreting food webs

Identifying producers, consumers, and decomposers

Labeling and explaining different parts of the water, nitrogen, and carbon cycles

Explain how energy transfers through an ecosystem and is recycled globally.

Identifying parts and roles within an ecosystem

Examining interrelationships within an ecosystem.


symbiotic; Commensalism (falcon and goose), predator/prey, food web, autotroph, food chain, heterotroph, parasitism (ex.tick and dog), mutualism (ex. Ants and acacia trees), decompose, ominivore, herbivore, carnivore, competition, terrestrial, aquatic, marine, Niche; abiotic, biotic, ecosystem, biome, habitat, coexistence, cooperation, terrestrial, aquatic, limiting factor, population, carrying capacity, biotic potential

IT Standards: 8.TT.1 Use technology and other resources for assigned tasks. 8.RP.1 Apply a research process to complete project-based activities.

IT Strategies: 8.TT.1.1 Students will use technology to access information about various ecosystems. 8.TT.1.3 Students will use technology to design a presentation about a particular ecosystem. 8.RP.1.2 Students will work independently to complete an ecosystem project on a particular biome.

Stage 2

Understandings:

Students will understand that…

Plants make their own food

Animals consume food

Terrestrial ecosystems are on land; Aquatic ecosystems occur in both fresh and salt water; Freshwater ecosystems occur in lakes, ponds, and streams.

There are 2 major global food webs that are interconnected (terrestrial and aquatic)

Living (biotic) and non-living (abiotic) factors affect an animal’s ecosystem

All organisms fulfill a specific role (niche) in every habitat

Population size depends on biotic

and abiotic factors


How do organisms interact?

How does energy move through a food web?

How does an ecosystem respond to change?

Why is the sun essential to all life on Earth?

What is an ecosystem?

How do living things obtain and use energy?

In what ways do organisms rely on abiotic factors to survive?

What affects population size?

Creating: can the

student create new

product or point of

view?


create, design,

develop, formulate,

write.

Evaluating: can the

student justify a stand

or decision?

appraise, argue,

defend, judge,

select, support,

value, evaluate

Analyzing: can the

student distinguish

between the different

parts?

appraise, compare,

contrast, criticize,

differentiate,

discriminate,

distinguish,

examine,

experiment,

question, test.

Applying: can the

student use the

information in a new

way?

choose,

demonstrate,

dramatize, employ,

illustrate, interpret,

operate, schedule,

sketch, solve, use,

write.

Understanding: can

the student explain

ideas or concepts?

classify, describe,

discuss, explain,

identify, locate,

recognize, report,

select, translate,

paraphrase

Remembering: can the

student recall or

remember the

information?

define, duplicate,

list, memorize,

recall, repeat,

reproduce state

Revised Blooms Formative Assessments (Evidences)

Animal research project-Students choose an animal they would like to research and are required to name at least 3 biotic and abiotic factors present in the animals particular ecosystem. They also construct a food web based upon what the animal eats and which animals eat them. Outdoor Ecosystem Lab-Students classify items in an outdoor area as either biotic or abiotic. They construct a sample food web for the plants & animals they see in the ecosystem. Natural Selection Lab-Butterfly –Students design a paper butterfly to blend in with a part of the classroom environment. They have a contest to see which butterfly “survives” the longest without being seen by other classes. Ecosystem Identification Activity-Students examine an outdoor area and identify abiotic and biotic factors present. Evaluate any limiting factors present in the environment.

Kids Discover Ecology 1. Pre/post Read 2.Crossword-Students answer reading comprehension questions on a non-fiction article about ecosystems.

Estuary Live: Students research information concerning

abiotic and biotic factors of animals native to NC’s estuaries.

Students fill in a spreadsheet organizing the information.

Biodiversity Lab-Students are given 2 sets of cups (1

representing seeds in the rainforest and the other represents

a deciduous forest). Students count how many variety of

seeds they have and then they count the total # in each

category. They formulate hypotheses as to why the

rainforest has more variety but less # and deciduous forest

have large # but less variety of seeds.


Ecosystem Unit Test-Students identify whether examples in an ecosystem are biotic or abiotic . They identify producers, consumers, and decomposers in a food web. Evaluate sample ecosystems whose population size has changed to determine the factors which caused it. Create a sample food chain and identify the producers, and primary/secondary consumers. Biome Poster-Students construct a poster of an ecosystem that they have chosen to research and explain. They have to include at least 3 biotic and abiotic factors present in the specific ecosystem.

Unit Title: Ecosystems- Interactions of Ecosystems Grade: 8 Subject: Science

STAGE 3

Approximate number of days spent on unit: 7-8 Days





E – How will student self Evaluate and reflect on learning?

T – How will we Tailor learning to varied needs, interests, styles?


Resources:

Ecosystem Identification Activity-Wetlands/Nature Trail area, Lab Sheet

Videoclips of symbiotic relationships- Learn NC Discovery Education

Videoclips of Symbiotic relationships Ex. Falcon-goose, ants-acacia tree, dog-tick from youtube

Kids Discover Ecology 1. Pre/post Read 2.Crossword

Nitrogen & Carbon Cycle Interactive Webquests

Food web diagrams

Animal research project Poster board or construction paper,

internet access, encyclopedias, markers, crayons, scissors,

etc.

Biodiversity Lab- 2 sets of cups (1 representing seeds in the

Strategies:

Students identify whether examples in an ecosystem are biotic or abiotic .

They identify producers, consumers, and decomposers in a food web.

Evaluate sample ecosystems whose population size has changed to

determine the factors which caused it. Create a sample food chain and

identify the producers, and primary/secondary consumers.

Students formulate hypotheses as to why the rainforest has more variety

but less # and deciduous forest have large # but less variety of seeds. They

are given 2 sets of cups (1 representing seeds in the rainforest and the

other represents a deciduous forest). Students count how many variety of

seeds they have and then they count the total # in each category.

Students examine an outdoor area and identify abiotic and biotic factors

rainforest-put a wide variety but not a lot of each kind-- and the other represents a deciduous forest—a small variety but a lot of

each kind of seed).

EstuaryLive: estuarylive.org information sheets of

different animals native to NC’s estuaries

Natural Selection Lab-Butterfly – various colors of paper, scissors, tape, markers, crayons, etc.

Ecosystem Unit Test

Biome Poster-Poster board or construction paper, internet access, encyclopedias, markers, crayons, scissors, etc

present. Evaluate any limiting factors present in the environment.

Students design a paper butterfly to blend in with a part of the classroom

environment. They have a contest to see which butterfly “survives” the

longest without being seen by other classes.

Students answer reading comprehension questions on a non-fiction article

about ecosystems.

Students identify whether examples in an ecosystem are biotic or abiotic . They identify producers, consumers, and decomposers in a food web. Evaluate sample ecosystems whose population size has changed to determine the factors which caused it. Create a sample food chain and identify producers, and primary/secondary consumers.

Evaluation of worldwide biomes through internet and video resources

Utilize local wetland environments for real-life analysis

Students construct a poster of an ecosystem that they have chosen to research and explain. They have to include at least 3 biotic and abiotic factors present in the specific ecosystem.

Create a food web / diagram illustrating the flow of energy through a system

Utilize web to evaluate a particular animal, its habitat, relationships, biome, and interactions


Unit: Earth History-Geological Evolution

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: 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.


Understand Earth’s history by evidence found in fossils, rocks, and ice cores

Know that processes that occurred in the past are still occurring today.

Formulate hypotheses about the age of rock layers in an undisturbed cliff wall.

Infer the age of a fossil based upon the known ages of Index Fossils

Meaning



Geological Time Scale has 4 major divisions based upon major geological events throughout Earth’s history

Earth’s continents are still moving today and it’s landforms will continue to change

Evidence provided by fossils, rock layers, and ice core samples

Essential Question(s): Why do scientists believe they can “date” the age of the Earth?

How can we use Earth’s history to prepare for the future? What changes could occur on Earth in the future? What evidences about Earth’s history exists in fossils, rocks, and ice cores?

Acquisition

Students will know: Rock cycle, various dating methods, evidence of Earth’s past life forms and land forms, differences in types of rock formations


Determining age of rocks based on position Labeling Earth’s past land forms Interpreting the Geologic Time Scale


Rock cycle, igneous, metamorphic, sedimentary, Law of Superposition, fossils, lithospheric plates, Absolute dating, Carbon-14, relative dating, radioactive dating, evolution, minerals, ice core, faults, Pangaea, Plate Tectonics, Continental Drift, index fossil, fossil, folding, uplifting, Geologic Time Scale, igneous, sedimentary, metamorphic

IT Standards: 8.SI.1: Evaluate information resources based on specified criteria.

IT Strategies: 8.SI.1.1: Students will evaluate resources on earth’s history to determine their reliability.

8.SI.1.2L Students will make sure the website is relevant to the assigned task. 8.SI.1.3: Students will evaluate resources on earth’s history for values and bias.

Unit Title: Earth History- Geological Evolution Grade: 8 Subject: Science

Understandings:

Rock layers provide evidence of Earth’s past

Scientist use fossils, ice cores, & rock compositions to learn how the Earth has changed over time


Geological Time Scale has 4 major divisions based upon major geological events throughout Earth’s history

Earth’s continents are still moving today and it’s landforms will continue to change


Why do scientists believe they can “date” the age of the Earth?

How can we use Earth’s history to prepare for the future?

What changes could occur on Earth in the future?

What evidences about Earth’s history exists in fossils, rocks, and ice cores?

Creating: can the

student create new

product or point of

view?


create, design,

develop, formulate,

write.

Evaluating: can the


or decision?

appraise, argue,

defend, judge,

select, support,

value, evaluate

Analyzing: can the

student distinguish


parts?

appraise, compare,


differentiate,

discriminate,

distinguish,

examine,

experiment,

question, test.

Applying: can the

student use the


way?

choose,

demonstrate,

dramatize, employ,


operate, schedule,

sketch, solve, use,

write.

Understanding: can

the student explain

ideas or concepts?

classify, describe,

discuss, explain,

identify, locate,

recognize, report,

select, translate,

paraphrase


student recall or

remember the

information?

define, duplicate,

list, memorize,

recall, repeat,

reproduce state

Revised Blooms Formative Assessments

(Evidences)

Law of Superposition Activity-Students construct paper landforms and then answer questions based upon the Law of Superposition.

Fossil Safari Lab-Students formulate hypotheses as to why similar fossils have been found on different continents.

Pangea Activity-Students reconstruct the supercontinent “Pangea”

Geologic Time Line Activity-Students recreate the Geologic Time Scale and add their personal art work to the design.

Ice core/Ask a Rock Scientist Lab-Students examine various objects and determine their order of age from oldest to youngest. They then compare it to the Law of Superposition. They also travel to different lab stations that have various activities in which the students define terms, evaluate ice core data and form their own hypothesis, etc.


Geological Evolution Test-Students

compare rock layers and determine which

is oldest. They formulate hypotheses as to

why similar fossils have been found on

different continents. They provide reasons

as to why we think the continents used to

be joined. They identify key terms and

definitions. They interpret the Geologic

Time Scale and answer questions as to the

order of major events. They compare and

contrast various ways of dating the age of

rocks.

STAGE 3

Earth History-Geological Evolution









Resources:

Law of Superposition Activity-sample land form sheet, scissors, tape, crayons, markers, etc.

Fossil Safari Lab-Fossil Safari Map, crayons, question sheet

Continental Drift Activity-cut out sheets of each of the 7 continents, scissors, tape, glue, construction paper

Discussion on Plate Tectonics including moving continents calculations-spreadsheet on rate of continental movement and direction per year

Geologic Time Line Activity-Poster board or construction paper, crayons, markers, etc.

Kids Discover “Grand Canyon” Booklet Ice core/Ask a Rock Scientist Lab-various objects that students

can determine their order of age from oldest to youngest. Station papers with each activity listed.

Strategies:

Construct a land form and answer questions about relative dating, law of superposition, etc.

Formulate hypotheses as to why similar fossils have been found on different continents.

Determine through questions and hands on activity how Pangaea changed.

Identify through labs about various types of rock dating and ice core evidences.

Create questions about concepts they would like to research further.

Design a future landscape of the continents based upon the current speed and direction Create a time line of the Geologic Time Scale that is drawn to scale and includes important

facts in each Era. Compare rock layers and determine which is oldest. They formulate hypotheses as to why

similar fossils have been found on different continents. They provide reasons as to why we think the continents used to be joined. They identify key terms and definitions. They interpret the Geologic Time Scale and answer questions as to the order of major events. They compare and contrast various ways of dating the age of rocks.

Alexander County Schools 2012-2013 Unit: Evolution and Genetics-Biological Evolution

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: 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 organism’s ability to adapt to its environment.

Transfer: Students will be able to independently use their learning to… Understand that organisms are still evolving Identify environmental conditions that could cause another mass extinction Formulate hypotheses on which organisms have a common ancestor

Meaning


Landforms & Fossils provide evidence of past life forms Organisms are classified by their similar structures Factors that cause organisms to adapt or become extinct include natural processes and human activities Climatic, geographic, and environmental changes have forced organisms to adapt or fail


How might organisms continue to evolve? What environmental conditions could cause another mass extinction? How do scientists know whether an organism is “new” or has been previously discovered? What evidences exist to show that some species have a common ancestor?

Acquisition

Students will know: Role of diversity in biological evolution Plate tectonic Theory Law of Superposition Role of fossil record in Geologic Time Scale and taxonomy Theory of Evolution Theory of Natural Selection


Classifying organisms based upon general body structures Knowing the order in which major groups of organisms appeared on earth Main causes of past mass extinctions Knowing that species will more likely survive if they are genetically diverse

Essential Vocabulary: Evolution, Natural Selection, extinction, adaptation, geologic time scale, homologous structures, analogous structures, biological classification, taxonomy, phenotypic variation, morphological, biochemical, & behavioral features, vertebrate, invertebrate, cryptic coloration, embryological similarities, genetic variation, kingdom, phylum, class, order, family, genus, species, lithospheric plates, genetic diversity, DNA

IT Standards: 8.SI.1: Evaluate information resources based on specified criteria.

IT Strategies: 8.SI.1.1: Students will evaluate resources on earth’s history to determine their reliability. 8.SI.1.2L Students will make sure the website is relevant to the assigned task. 8.SI.1.3: Students will evaluate resources on earth’s history for values and bias.

Stage 2 Evolution and Genetics: Biological Evolution

Understandings:

Landforms & Fossils provide evidence of past life forms

Organisms are classified by their similar structures

Factors that cause organisms to adapt or become extinct include natural processes and human activities

Climatic, geographic, and environmental changes have forced organisms to adapt or fail


How might organisms continue to evolve?

What environmental conditions could cause another mass extinction?

How do scientists know whether an organism is “new” or has been previously discovered?

What evidences exist to show that some species have a common ancestor?

Creating: can the

student create new

product or point of

view?


create, design,

develop, formulate,

write.

Evaluating: can the


or decision?

appraise, argue,

defend, judge,

select, support,

value, evaluate

Analyzing: can the

student distinguish


parts?

appraise, compare,


differentiate,

discriminate,

distinguish,

examine,

experiment,

question, test.

Applying: can the

student use the


way?

choose,

demonstrate,

dramatize, employ,


operate, schedule,

sketch, solve, use,

write.

Understanding: can

the student explain

ideas or concepts?

classify, describe,

discuss, explain,

identify, locate,

recognize, report,

select, translate,

paraphrase


student recall or

remember the

information?

define, duplicate,

list, memorize,

recall, repeat,

reproduce state


(Evidences)

Taxonomy Labs-Gremlins and Smileys-Students classify organisms into groups based upon their physical features. They then compare this activity to how scientists classify species.

Fossil dig Lab-Students examine various fossils and classify them into groups.

Newspaper Camo Lab-Students design a moth to blend in with it’s environment and compare this to the process of adaptation.

Ask a Fossil Lab-Students research various forms of fossils; gastroliths, permineralization, compactions, compressions, amber, casts and molds. Students discover how fossils are formed (what conditions are necessary for fossils to form) and analyze what information these types of fossils can provide scientists.


Biological Evolution Test-Students

identify key terms, develop hypotheses

as to why some species became

extinct, explain why most organisms

evolve, describe how environmental

conditions can cause mass extinctions,

and identify the order in which

organisms appeared on earth.

Stage 3 Evolution and Genetics

Biological Evolution

Approximate number of days spent on unit: 5 Days








Resources:

Taxonomy Labs-Gremlins and Smileys-Lab Sheet

Fossil dig Lab-Various fossil samples, plates, paper towels

Newspaper Camo Lab-newspaper, tape, scissors

Ask A Fossil Lab- UC Berkley information sheets

Biological Evolution Test

Strategies:

Describe how life has changed over time, as well as, factors that influence extinction

Discuss various concepts such as natural selection, Galapagos Islands, Charles Darwin, and extinction

Design a moth that adapts to an environment in the classroom. They will learn that the moths that “fit in” will survive longer

Examine fossils differentiate the types

Research and infer possible causes of organisms becoming extinct


Unit: Matter: Properties and Change-Compounds, Mixtures, and Properties of Matter

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: 8.P.1.1 Classify matter as elements, compounds, or mixtures based on

how the atoms are packed together in arrangements.

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.


Atoms make up molecules

Matter can be mixed together or combined

When matter is chemically combined, it changes

A compound is 2 or more elements chemically bonded and take energy to operate

What is matter?

Meaning


Chemical changes result after a reaction has occurred

You can physically change a material without changing its molecular makeup

Products of a chemical reaction have different properties than the reactants


How can matter change?

How are physical and chemical changes different?

What are examples of chemical reactions that you’ve observed in your life?

Acquisition

Students will know:

Evidence of physical change (Examples: melting, freezing, evaporation, etc.)

Evidence of chemical change (Examples: burning, rusting, rotting, etc.)

Differences in homogeneous/heterogeneous mixtures

Differences in physical and chemical properties


Determining if a change is chemical or physical

Measuring physical properties of matter

Differentiating between mixtures and compounds

Essential Vocabulary: Mixtures; Compounds; Molecule; Elements; Atoms; Substances; Physical change; Chemical change; Heterogenous; Homogenous; Properties; Solubility; Melting & Boiling point; density; polarity; precipitate, reactant, product

IT Standards: 8.TT.1 Evaluate information resources based on specified criteria.

IT Strategies: 8.TT.1.1 Students will complete online tutorials about the basics of chemistry.

STAGE 2

Unit Title: ______Atoms, Compounds, and Mixtures__Grade: ____8___Subject: ___Science

Understandings:

Chemical changes result after a reaction

has occurred

Materials can physically be changed

without changing its molecular makeup

Products of a chemical reaction have

different properties than the reactants


How can matter change?

How are physical and chemical changes different?

What are examples of chemical

reactions that you’ve observed

in your life?

Creating: can the

student create new

product or point of

view?



formulate, write.

Evaluating: can the


or decision?



value, evaluate

Analyzing: can the

student distinguish


parts?

appraise, compare,


differentiate,

discriminate, distinguish,

examine, experiment,

question, test.

Applying: can the

student use the


way?


dramatize, employ,


operate, schedule,

sketch, solve, use, write.

Understanding: can

the student explain

ideas or concepts?

classify, describe, discuss,

explain, identify, locate,

recognize, report, select,

translate, paraphrase


student recall or

remember the

information?



reproduce state


Identifying compounds, elements, &

mixtures lab-Students are given a variety of

items (sugar, salt water, iron nail, etc.) to

determine if they are an element, mixture,

or compound.

Nonmetal & Metal Lab-Students observe

how well metals and nonmetals conduct

heat.

Counting Atoms Activity-Students are given

several chemical formulas (Ex. CO2, H2O,

2NaOH, etc.) and are asked to determine

the total # of atoms.

Demonstrations: Jumping Gummy Bear

Experiment, The Dark Tower, Elephant

Toothpaste. Students observe chemical

reactions and look for evidence that

chemical changes occurred. Observed

Mentos and Coke experiment and discussed

why it is a PHYSICAL change.

Endothermic/Exothermic Lab-Students mix

hydrogen perioxide with liver in 1 test tube

and a piece of potato in another to observe

temperature changes.

Polymer Demonstration- Teacher has

student volunteers come to the front of the

class to help demonstrate a variety of


Atoms, Compounds, &

Mixtures Matter and

Physical/Chemical Change

Test-

Students identify key terms

by matching the correct

definition

Determine if a chemical

change has occurred based

upon the chemical formulas

in the chemical equations

chemical reactionsusing Carolina Biological’s

“Polymer Kit”

Volume & Density Lab-Students are given 3

objects of the same length and width but

different masses (Ex. Ping pong ball, marble,

rubber ball, etc.) Students find the mass and

volume using water displacement and then

determine the density.

Discovery Education-“Periodic Table”

booklets- Students complete literacy

strategies using non-fiction text on the

periodic table

STAGE 3

Atoms, Compounds, & Mixtures






E – How will student self Evaluate and reflect on learning? Atoms, Compounds, and Mixtures__



Resources:

Identifying compounds, elements, & mixtures lab-Students are given a

variety of items (sugar, salt water, iron nail, etc.) to determine if they are

an element, mixture, or compound.

Nonmetal & Metal Lab-Students observe how well metals and nonmetals

conduct heat. Cup, warm water, plastic spoon, nail, etc.

Counting Atoms Activity-Students are given several chemical formulas

(Ex. CO2, H2O, 2NaOH, etc.) and are asked to determine the total # of

atoms.

Video clips/chemicals needed to replicate chemical change experiments

Endothermic/Exothermic Lab-Students mix hydrogen peroxide with liver

in 1 test tube and a piece of potato in another to observe temperature

Strategies:

Provide different materials for students. Have them look

for characteristics of the material and determine the

difference between elements, compounds, and mixtures.

Organize molecules, elements, and compounds based on

its molecular structure

Demos and group labs that show chemical reactions.

Students fill out lab sheet organizing information about

endothermic, exothermic, evidence of chemical reaction,

etc.

changes. Liver, potato, 2 test tubes, thermometer, timer

Polymer Demonstration- Teacher has student volunteers come to the

front of the class to help demonstrate a variety of chemical

reactionsusing Carolina Biological’s “Polymer Kit”

Volume & Density Lab-Students are given 3 objects of the same length

and width but different masses (Ex. Ping pong ball, marble, rubber ball,

etc.) Students find the mass and volume using water displacement and

then determine the density. Graduated cylinder, water, balance

Discovery Education-“Periodic Table” booklets- Students complete

literacy strategies using non-fiction text on the periodic table

Atoms, Compounds, & Mixtures Matter and Physical/Chemical Change

Test

http://edcommunity.apple.com/ali/story.php?itemID=196

http://school.discovery.com/lessonplans/programs/elements/

www.chemicalelements.com

http://web.buddyproject.org/web017/web017/

http://edcommunity.apple.com/ali/story.php?itemID=196

http://school.discovery.com/lessonplans/programs/elements/

http://www.chemicalelements.com/

http://web.buddyproject.org/web017/web017/


Unit: Matter: Properties and Change Atoms, Periodic Table, and Equations

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: 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.1.4 Explain how the idea of atoms and a balanced chemical equation

support the law of conservation of mass.


Understand matter is not created or destroyed

Uses of metals, nonmetals, and metalloids

Explain how balanced equations illustrate chemical reactions

Meaning


Groups of elements have similar properties

Matter cannot be created nor destroyed

Equations illustrate how equations elements/atoms support the law of conservation of mass.


Why would the periodic table be split into different categories?

Why does the periodic table exist?

What does “balanced” mean for atoms?

Which elements are more reactive?

Acquisition

Students will know:

Location of nonmetals, metals, and metalloids on the periodic table

Mendeleeve organized the Periodic Table to make elements easier to classify

Law of Conservation of Mass

How to determine element properties based on its location on the periodic table


Predict patterns on the periodic table

Labeling the parts of an atom

Recognize similarities in Periodic Table groups

Balancing chemical equations


Law of Conservation of Mass; Closed system, Open system; Reactivity; Nonmetals, Metals, Metalloids; Mass; Molecules; Groups; Periods, conductive, product, reactant, precipitate, Dimitri Mendeleev

IT Standards: 8.TT.1 Evaluate information resources based on specified criteria.

IT Strategies: 8.TT.1.1 Students will research databases on the periodic table. 8.TT.1.3 Students will create a multimedia presentation on an element and its’ characteristics.

STAGE 2

Understandings:


Groups of elements have similar properties

Matter cannot be created nor destroyed

Equations illustrate how equations elements/atoms support the law of conservation of mass.


Why would the periodic table be split into different categories?

Why does the periodic table exist?

What does “balanced” mean for atoms?

Which elements are more reactive?

Creating: can the

student create new

product or point of

view?

assemble, construct, create,

design, develop, formulate,

write.

Evaluating: can the


or decision?



value, evaluate

Analyzing: can the

student distinguish


parts?

appraise, compare,



distinguish, examine,

experiment, question, test.

Applying: can the

student use the


way?


dramatize, employ,


operate, schedule, sketch,

solve, use, write.

Understanding: can

the student explain

ideas or concepts?






student recall or

remember the

information?



reproduce state


Periodic Table Activity-Students are asked to find various elements on the periodic table based upon the clues that they are given. They will need to know how to determine group/period number , if it is a metal, nonmetal, or metalloid, level of conductivity and reactivity.

Webquest on Periodic Table-Students will use the internet to find interesting facts about various elements.

Videoclips on Elements and specific Periodic table families-Students will watch short video clips from Discovery Education and Youtube about the properties of different element groups.

Gumdrop Compound Lab-Students are given several chemical formulas and are asked to make molecules of them with gum/spice drops and toothpicks.

Sequins and Atomic Models Lab- Students are given a baggie of sequins and a price of paper with electron shells drawn on it. Based upon the element’s electron #, they arrange the sequins (electrons) based upon how many electrons fit into each shell

Balancing Chemical Equations Activity-

Students will be given a worksheet with

simple chemical e equations that are not

balanced. Students will balance the

equations so that the # of atoms are the

same on each side of the arrow.

Summative

Assessment

Element box-Students will choose an element to research. They will describe it’s properties, uses, discovery date, etc. on all 6 sides of an empty box.

Periodic Table test-Students will identify whether an element is a metal, nonmetal, or metalloid. They will calculate it’s # of protons, electrons, neutrons based upon the atomic # and atomic mass. They will answer questions as to which elements are more reactive and conductive based upon their location in the periodic table.

Unit Title: Atoms, Periodic Table, and Equations Grade: 8 Subject: Science STAGE 3









Resources:

Periodic Table Activity-Students are asked to find various elements on the periodic table based upon the clues that they are given. They will need to know how to determine group/period number , if it is a metal, nonmetal, or metalloid, level of conductivity and reactivity.

Webquest on Periodic Table-Students will use the internet to find interesting facts about various elements.

Videoclips on Elements and specific Periodic table families-Students will watch short video clips from Discovery Education and Youtube about the properties of different element groups.

Gumdrop Compound Lab-Students are given several chemical formulas and are asked to make molecules of them with gum/spice drops and toothpicks.

Sequins and Atomic Models Lab- Students are given a baggie of sequins and a price of paper with electron shells drawn on it. Based upon the element’s electron #, they arrange the sequins (electrons) based upon how many electrons fit into each shell

Balancing Chemical Equations Activity-Students will be given a sheet with simple chemical equations that are not balanced. Students will balance the equations so that the # of atoms are the same on each side of the arrow.

Strategies:

Hands-on labs examining the organization of elements and the periodic table

Various websites using chemical equations including Quia.com

Creation of a 6-sided visual presentation on a particular element

Analyze various metals for their specific physical properties

Hands-on balancing of equations utilizing tangible objects to represent compounds


Unit: Molecular Biology – Cellular Properties Q1 Q2 Q3 Q4

Common Core and/or Essential Standards:

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.5.1 Summarize how food provides the energy and the molecules

required for building materials, growth and survival of all organisms

(to include plants.)


Understand how cells obtain energy for their bodies to function

Understand how they differ cellularly

from other organisms

Differentiate between the processes of mitosis and meiosis

Identify & classify prokaryotic and eukaryotic cells

Meaning


All living things contain at least one cell.

Multi-cellular organisms have organized systems within a cell called organelles.

Organelles within a cell have specific functions to promote the cell’s survival.

Cells must respirate, reproduce, and digest energy to survive.

Eating healthy food allows proper energy for cellular processes


How do cells affect life’s processes?

Why do we have cells?

How does nutrition and exercise influence an organisms’ ability to build, grown, and survive?

What are the differences between prokaryotic and eukaryotic cells?

How do cells grow and divide?

How are sex cells made?

Acquisition

Students will know:

Cellular reproduction, parts of a cell (organelles), functions of a cell, difference between eukaryotic and prokaryotic cells, difference between unicellular and multicellular organisms


Using a microscope

Identifying the parts of a cell

Knowing the difference between one-celled and multicellular organisms

Identifying and classifying prokaryotic and eukaryotic cells

Identifying processes of mitosis and meiosis


Multi-cellular, unicellular, mitosis, meiosis, nutrient, selectively permeable, prokaryote, eukaryote, organelle, protein, carbohydrates, sex cells, chromosomes, DNA, genetic material, hereditary material

IT Standards: 8.TT.1 Use technology and other resources for assigned tasks.

IT Strategies: 8.TT.1.1 Students will complete online tutorials about how cells function.

STAGE 2

Unit Title: ___Cellular Processes__Grade: _______8___________ Subject: _____Science_

Understandings:

All living things contain at least one cell.

Multi-cellular organisms have organized systems within a cell called organelles.

Organelles within a cell have specific functions to promote the cell’s survival.

Cells must respirate, reproduce, and digest energy to survive.

Eating healthy food allows proper energy for cellular processes


How do cells affect life’s processes?

Why do we have cells?

How does nutrition and exercise influence an organisms’ ability to build, grown, and survive?

What are the differences between prokaryotic and eukaryotic cells?

How do cells grow and divide?

How are sex cells made?

Creating: can the

student create new

product or point of

view?

assemble, construct, create,

design, develop, formulate,

write.

Evaluating: can the


or decision?



value, evaluate

Analyzing: can the

student distinguish


parts?

appraise, compare,





Applying: can the

student use the


way?


dramatize, employ,



solve, use, write.

Understanding: can

the student explain

ideas or concepts?






student recall or

remember the

information?



reproduce state


(Evidences)

Observing Cells Lab-Students observe, draw, & label organelles seen under the microscope of various living things Ex. Lettuce, potato, cheek, tomato, etc.)

Webquest on Cell Tutorials-Students will use the Internet to go to cellsalive.com to answer questions about cellular organelles and their functions using the interactive tutorial.

Carrott & Egg Lab-Students will evaluate their data to describe the processes of osmosis and diffusion.

Smelly Balloon Demonstration-Students examine the diffusion process by observing how various odors can escape from a tied balloon.

Differentiating Cells Observation Lab-Students compare several prepared microscope slides of plants & animals to determine similarities and differences between the organelles.

Cell Function Activity- Students solve riddles about organelle functions by naming the correct organelle.


Properties of Cell Test-Students match organelles with their functions. They compare & contrast plant and animal cells, as well as, prokaryotic and eukaryotic cells. They identify and explain the process of respiration. They will be asked to differentiate between the processes of mitosis and meiosis.

Create a Cell Lab-Students construct a model cell from household items. They label each organelle & classify if the cell is a plant or animal cell.

STAGE 3









Resources:

Observing Cells Lab-microscope, living cells Ex. Lettuce, potato, cheek, tomato, etc.), microscope slides and cover slips, water, water droppers, toothpicks, bromothymol blue stain

Webquest on Cell Tutorials-Computer with Internet connection, www.cellsalive.com

Carrott & Egg Lab-carrot, egg, vinegar, beakers, water, salt water, balance, string

Smelly Balloon Demonstration- balloon, sample extracts (peppermint, lemon juice, vanilla, etc.)

Differentiating Cells Observation Lab several prepared microscope slides of plants & animals, microscopes

Cell Function Activity Sheet- www.cellsalive.com www.biology4kids.com/files/cell_main.html

Strategies:

Students will place the cells in the order of mitosis and answer questions about the process.

Students will place the cells in the order of meiosis and answer questions about the process.

Students will observe plant and animal cells under a microscope and will answer questions about the organelle functions.

Students will participate in cell tutorials online.

Students will observe how various molecules enter and leave cells. They will also answer questions about their lab results.

http://www.cellsalive.com/

http://www.biology4kids.com/files/cell_main.html


Unit: Molecular Biology – Disease and Prevention & Environmental Factors that Affect Disease

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards:

8.L.1 Understand the hazards caused by agents of

diseases 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.2 Understand how biotechnology is used to affect

living organisms. 8.L.2.1 Summarize aspects of biotechnology including:

• Specific genetic information available

• Careers

• Economic benefits to North Carolina

• Ethical issues

• Implications for agriculture

8.L.2.2 Explain the relationship among a healthy diet,

exercise, and the general health of the body (emphasis on the

relationship between respiration and digestion).

Transfer:

Understand how to effectively reduce their chances of contracting a communicable disease.

Understand the differences between a worldwide pandemic and a local epidemic.

Identify substances that are known to cause harm.

Understand the various ways of protecting themselves from hazardous substances.

Understand that private industries in North Carolina are leaders in biotechnology research.

Discuss intelligently reasons humans should or should not be engaged in bioresearch.

Know life spans are influenced by life choices made even as a teen.

Recognize that humans need to maintain a healthy lifestyle in order to stay healthy

Know the difference between catching a virus and getting a bacterial infection.

Apply everyday methods to reduce their chances of contracting a virus / bacteria.

Meaning


Infectious disease occurs in humans, plants, and animals.

Pharmaceuticals help to minimize the impact of microbes on humanity.

Pandemics have affected global population throughout the centuries; however, it is more likely today than before.

Antibiotics are not an effective medication for viral diseases.


How can something as small as a virus / bacteria disable humanity?

What is the best way to prevent infectious and noninfectious diseases?

If diagnosed, what is the best treatment option for various diseases (ex. Influenza, strep throat, HIV, MRSA, etc.)

What are the possible future implications of biotechnology on human life span?

Genetic engineering is a volatile, social issue with ongoing ethical debates.

Biotechnology is advancing daily.

Advances in biotechnology have both positive and negative implications.

Social choices can lead to birth defects, short-term disabilities, and long-term addictions.

Farmers benefit from biotechnology through genetically engineered crops, disease resistant crops, organically grown farms, etc.

Bacteria can now be used to clean up polluted areas due to advances in biotechnology

Some biotechnology techniques are against some religious beliefs

Viruses and bacteria affect living things.

Viruses and bacteria are NOT the same organisms.

Viral and bacterial infections can be minimized and controlled with proper hygiene.

What careers are available for those interested in biotechnology and biotechnology?

How can biotechnology benefit farmers?

Why should humans maintain a healthy diet and exercise routine?

How do you “catch” a microbe?

Acquisition

Students will know:

Ethical debates of cloning

Uses for forensic pathology

Role of carcinogens on body systems

Difference between toxic and non-toxic substances

Short and long term effects of addiction

Ways to protect themselves against harmful chemicals

Some advances in biotechnology such as prosthetics, bioremediation, genetic modification, etc.

Parts of virus / bacteria

Conditions favorable for microbe survival and spread

How microbes affect human body

Difference between antibiotic and vaccine

Viral diseases through history (AIDS, influenza, cold, polio, chicken pox, small pox, yellow fever, meningitis, West Nile, Ebola, & Rabies)

Bacterial Diseases (Strep throat, Tuberculosis, Tetanus, etc.)


Recognizing long-term and short-term affects of substances they come in contact

Identify at-risk behaviors

Identify biotechnology as it continues to evolve.

Recognizing that some biotechnology is against some religious beliefs

Essential vocabulary: Difference between a pandemic and epidemic, understand ways of transmitting diseases, best ways to prevent infectious and noninfectious diseases, scientists analyze data to predict disease outbreaks, basic treatment options for various diseases, Biotechnology, ethics, microbial hazards, forensics, pathology, DNA testing, bioremediation, Genetic Modification (GM), cloning, environmental factor, abnormality, consumption, embryonic development, adverse conditions, toxic, non-toxic, social factor, psychological factor, short-term, long-term, detrimental effect, addiction, carcinogen, susceptibility, nutrition, Virus, bacteria, microbe, parasite, protozoa, fungi, algae, unicellular, host, colony, antibiotic, antibacterial, vaccine, antibody

IT Standards: 8.SI.1 Evaluate information resources based on specified criteria. 8.TT.1 Use technology and other resources for assigned tasks.

IT Strategies: 8.SI.1.1 Students will evaluate websites ability to be reliable when researching current information on genetic engineering and biotechnology. 8.SI.1.2 Students will research sources that are relevant to current genetic engineering and biotechnology . 8.SI.1.3 Students will evaluate websites ability to be unbiased. 8.TT.1.1 Students will research current data on diseases and treatments.

STAGE 2

Unit Title: Molecular Biology –

Disease, Prevention,

Environmental Factors that Affect

Disease Grade: 8 Subject:

Science

Understandings:


Infectious disease occurs in humans, plants, and animals.

Pharmaceuticals help to minimize the impact of microbes on humanity.

Pandemics have affected global population throughout the centuries; however, it is more likely today than before.

Antibiotics are not an effective medication for viral diseases.

Identify substances that are known to cause harm.

Understand the various ways of protecting themselves from hazardous substances.

Genetic engineering is a volatile, social issue with ongoing ethical debates.

Biotechnology is advancing daily.

Advances in biotechnology have both positive and negative implications. Such as: Positive: cures for diseases, prosthetics, new surgery techniques, etc. Negative:Against some religious beliefs, may have side effects, expensive, etc.

Social choices can lead to birth defects, short-term disabilities, and long-term addictions.

Viruses and bacteria affect living things.

Viruses and bacteria are NOT the same organisms.

Viral and bacterial infections can be minimized and controlled with proper hygiene.

Creating: can the

student create new

product or point of

view?


create, design,

develop, formulate,

write.

Evaluating: can the

student justify a stand or

decision?

appraise, argue,

defend, judge, select,

support, value,

evaluate

Analyzing: can the

student distinguish


parts?

appraise, compare,


differentiate,

discriminate,


experiment,

question, test.

Applying: can the

student use the


way?

choose,

demonstrate,

dramatize, employ,


operate, schedule,

sketch, solve, use,

write.

Understanding: can the

student explain ideas or

concepts?

classify, describe,

discuss, explain,

identify, locate,

recognize, report,

select, translate,

paraphrase


student recall or

remember the

information?

define, duplicate,

list, memorize, recall,

repeat, reproduce

state

Revised Blooms Formative

Assessments

(Evidences)

Discussions on current news concerning infectious diseases (new form on Gonorrhea, Bird Flu 2013, etc.)

Videoclips: “Top 5 Deadliest Diseases”

Web: Pandemic

GlowGerm activity: Students are “infected” with germs and try to wash their hands to rid themselves of the “germ.” Discussions center around hygiene and transmission of bacteria and viruses.

Bacteria around the school Lab

Milk Lab (Students will observe and reflect on how preservation methods benefit our health and economics)

Shape of Bacteria Lab (Students will use a trichotomous key to identify bacteria. This will also show them the application of taxonomy.)

Discussions in which statements identify facts versus

Summative

Assessment

Disease Wanted Poster Project (Students will be given a disease to research the cause, symptoms, ways of transmission, basic prevention and treatment. They will include facts and pictures onto a poster to present to the class. Each class member will then fill in their charts for each disease that was researched.)

Disease and Immune System Test (Students will be asked to list the cause and treatment of 5 various diseases that are most common (influenza, HIV, MRSA, Cancer, Tetanus, etc.) They will read short stories and will identify the biological vector, cause, and treatment of the disease.

Biotechnology Test- Students identify advantages and

STAGE 3









Resources:

Discussions

Videoclip: “Top 5 Deadliest Diseases”

Web: Pandemic

GlowGerm activity—Order glow germ materials from Carolina Biological

Bacteria around the school Lab

Milk Lab: Milk, refrigerator, closed containers to place the milk in.(Students will observe and reflect on how preservation methods benefit our health and economics)

Shape of Bacteria Lab (Students will use a trichotomous key to identify bacteria. This will also show them the application of taxonomy.)

Disease Wanted Poster Project: Construction paper, crayons or markers

Disease Project Notes –a spreadsheet listing disease names, cause, symptoms, and treatments

Strategies:

Research the web learning about recurring viruses / bacteria students encounter

Use of web to examine the outcomes of various possible pandemics (Ex. CDC website, etc.)

Culture various samples of bacteria collected around the school

Investigate the importance of food preservation by observing milk that has been left at room temperature and milk that has been refrigerated.

Research and examine the difference between infectious and noninfectious diseases

Apply their knowledge on a recurring disease to develop a poster in which the disease is “wanted” and they identify it’s characteristics in order to locate it and destroy it.

Ch.18 and 20 Notes from the 8th Grade Science Prentice Hall Teacher Resource Packet

Who’s The Source Lab: water, 1 cup per students, 1 cup of vinegar

Disease and Immune System Unit Test

BioEthics Webquest Websites such as answers.com, wikispaces, Center

for Disease Control, etc. Biotechnology Unit Test

“Bacteria” & “Virus” Reading for content in non-fiction area literacy activity sheets

Discovery Education “Bacteria” and “Virus” booklets www.whatislife.com/news/news_diseases.html

www.mayoclinic.com/health/infectious-disease/ID00004

http://biotechinstitute.org/what_is/

www.ncbi.nlm.nih.gov/

Disease and Immune System Unit Test (Students will be asked to list the cause and treatment of 5 various diseases that are most common (influenza, HIV, MRSA, Cancer, Tetanus, etc.) They will read short stories and will identify the biological vector, cause, and treatment of the disease.

Student-led debates on societal influences of genetic research. Discussions in which statements identify facts versus opinions on bioethical issues such as cloning and stem cell research

View videos on Discovery Education discussing differences between gene therapy and gene splicing.

Research and review the use of biotechnology in today’s medical advances Students identify advantages and disadvantages of biotechnology and biomedicine by providing examples such as Genetic Modification, etc. Identify diseases benefited from advances in biotech. and biomed. Such as cancer, birth defects, HIV, influenza, etc.

Student-created Powerpoint on healthy choices for a healthy lifestyle. Students need to identify healthy and nutritious foods, reasons our body needs a variety of food types, the importance of exercise, and drinking adequate amounts of water.

http://www.whatislife.com/news/news_diseases.html

http://www.mayoclinic.com/health/infectious-disease/ID00004

http://biotechinstitute.org/what_is/

http://www.ncbi.nlm.nih.gov/


Unit: Energy— Conservation and Transfer

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: 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.


Understand how energy can be transferred from solar or wind into electric energy

Make decisions based on the environmental impacts of different energy sources and whether or not the energy resource is limited

Find ways to reduce, reuse, & recycle in order to conserve nonrenewable resources

Meaning


There are renewable and nonrenewable sources of energy

The law of conservation of energy

Different types of fuels have different environmental impacts

Ways are needed to capture renewable energy sources


What behaviors/choices can lead to more energy conservation?

How are energy transformations applied in today’s world?

Why is it necessary to develop products which run on renewable energy?

Acquisition

Students will know: Different ways to capture energy, advantages and disadvantages of energy sources; the transfer of energy between systems, conservation is important due to nonrenewable energy sources

Students will be skilled at: Identifying energy types; Knowing advantages & disadvantages of various energy sources, Developing at least 1 device that runs on renewable energy, Identifying ways of conserving nonrenewable energy sources

Essential vocabulary: Conservation of Energy; solar batteries; solar reflectors; photovoltaic cells; deplete, fossil fuel, natural gas, methane, solar energy, renewable/nonrenewable energy, alternative energy resources, geothermal, hydroelectric, wind, chemical energy, light energy, Biomass

IT Standards: 8.RP.1 Apply a research process to complete project-based activities. 8.SE.1 Analyze responsible behaviors when

IT Strategies: 8.RP.1.1 Students will work in a group to design a device that uses renewable energy. 8.SE.1.1 Students will learn how to cite information

using information and technology resources. appropriately. 8.SE.1.2 Students will learn how to research responsibly.

Stage 2

Unit Title: Energy:

Conservation & Transfer-

Energy & Resources

Grade: 8 Subject:

Science

Understandings:

There are renewable and nonrenewable sources of energy

The law of conservation of energy

Different types of fuels have different environmental impacts

Ways to capture renewable energy sources are needed


What behaviors/ choices can lead to more energy conservation?


Why is it

necessary to

develop products

which run on

renewable

energy?

How is energy conserved?


Creating: can the

student create new

product or point of

view?



formulate, write.

Evaluating: can the


or decision?



value, evaluate

Analyzing: can the

student distinguish


parts?

appraise, compare,





Applying: can the

student use the


way?


dramatize, employ,



solve, use, write.

Understanding: can

the student explain

ideas or concepts?






student recall or

remember the

information?



reproduce state


(Evidences)

Renewable Energy Lab-Students will develop a device that will run on a renewable source of energy. Examples include: wind powered car, plane, or boat, Solar oven, solar powered car, plane, or boat, etc. They will test their design and collect data.

Chemical Energy to Light Energy Lab

Discussion about fossil fuels vs. renewable energy sources.

Energy Webquest

Home/School Energy Audit Energy Station Lab-

Students will rotate every 5-7 min. between 8 lab stations with the following tasks: Write 1 pro and con for each energy source, use a battery and light bulb to create an electrical circuit, use a windmill to blow into to see if the wind generated can move 3 objects of various weights, have students weigh a pre-shucked corn & corn kernels from 1 cob to calculate the biomass, run sink for 2 min. and collect the water then run water for 15 sec. and observe the difference (it’s supposed to represent running water while brushing your teeth vs. turning the water off.), Calculate the difference in


Energy Unit Test-Students

will be asked to identify

various renewable and

nonrenewable energy

sources. They will need to

explain why it is necessary to

find alternative energy

sources. Students will need

to list ways they can help

conserve energy on a daily

basis. They will need to

discuss the advantages and

disadvantages of renewable

energy sources.

STAGE 3

Energy: Conservation & Transfer-Energy & Resources









Resources:

Energy Unit Notes-Table that students fill in

the pros and cons about each energy type

Renewable Energy Lab Students will bring in the resources they need to build their renewable energy device.

Chemical Energy to Light Energy Lab

Discussion about fossil fuels vs. renewable energy sources. Sources include: “Energy: It Starts with the Sun.” Article by Clinton Harris, Jeff Trent, and Robert Yokley “Fossil Fuels” and “Renewable Energy” articles from xcelenergy.com

Strategies:

Students will learn how some energy sources can be reused without polluting the environment.

Students will design and create objects powered by wind and sun.

Students will put together an electric circuit with chemical energy as the source for light energy.

Students will ask and answer questions after researching and listening about renewable energy concepts.

Students will research and write about the effects of fossil fuels and renewable energy on our environment.

Energy Unit Test-Students will identify various renewable and nonrenewable energy sources. They will explain why it is necessary to find alternative energy sources. Students will list ways they can help conserve energy on a daily basis. They

Energy Webquest Home/School Energy Audit Energy Station Lab Students will rotate

every 5-7 min. between 8 lab stations with the following tasks: Write 1 pro and con for each energy source, use a battery and light bulb to create an electrical circuit, use a windmill to blow into to see if the wind generated can move 3 objects of various weights, have students weigh a pre-shucked corn & corn kernels from 1 cob to calculate the biomass, run sink for 2 min. and collect the water then run water for 15 sec. and observe the difference (it’s supposed to represent running water while brushing your teeth vs. turning the water off.), Calculate the difference in water used while taking a bath vs. shower, calculate the energy cost/savings of using CFL vs. regular light bulbs, design a renewable energy device

Energy Unit Test

discuss the advantages and disadvantages of renewable energy sources.

Date post:	26-Apr-2020
Category:	Documents
Upload:	others
View:	1 times
Download:	0 times

Alexander County Schools 2012 - 2013 · the hydrosphere, water quality standards, methods of water...

Documents