Science – 8thUnit of Study: Earth Systems

Second Grading Period – Weeks 1 - 3 (13 - 15 days) CURRICULUM OVERVIEWBig Idea Unit Rationale

The Earth is dynamic. Its surface is constantly changing over time. Forces both below the surface of the Earth and on the surface of the Earth cause these changes to occur over time. Cycles exist in Earth systems that cause rocks to change from one type to another. Continental drift can alter Earth’s surface. Gradual changes to Earth features, such the formation of mountains and mid-ocean ridges, can occur. Human activity can sometimes alter the surface causing changes, such as beach erosion and land subsidence.

Students understand the processes and the sequence of events of the rock cycle which can produce igneous, sedimentary and metamorphic rocks from magma found below the surface of the Earth. Students understand that the movement of huge tectonic plates, on the surface of the Earth, that result in the formation of mountain and mid-ocean ridges. Students also understand that the slow continental drift of tectonic plates is ongoing. Students understand that this movement creates gradual changes to the surface of plates, such as mountain building and mid-ocean ridges. Students also understand that human activities can cause changes, such as beach erosion and land subsidence.

TEKS TEKS Specificity - Intended Outcome

Con

cept

s

8.12 The student knows that cycles exist in Earth systems.

(A) analyze and predict the sequence of events in the lunar and rock cycles

8.14 The student knows that natural events and human activities can alter Earth systems.

(A) predict land features resulting from gradual changes such as mountain building, beach erosion, land subsidence, and continental drift

” I CAN” statements highlighted in yellow should be displayed for students.I can:

analyze and predict the sequence of events in the rock cycle (8.12A) explain how magma reaching the surface of the Earth can change from igneous rocks to either

sedimentary or metamorphic rocks or become magma again over time (8.12A) describe how land features have occurred (8.12A) predict which features will occur based on the movement of tectonic plates (8.14A) explain how human activities can alter land features such as beach erosion and land subsidence

(8.14A) explain the Theory of Continental Drift and explain what evidence supports this theory (8.14A) explain how the Earth’s surface has changed from the super continent called Pangaea to present

(8.14A) predict what might occur in the future to the surface of the Earth (8.14A)

Skill

s

8.2 The student uses scientific inquiry methods during field and laboratory investigations.

(C) organize, analyze, evaluate, make inferences, and predict trends from direct and indirect evidence

(D) communicate valid conclusions

8.3 The student uses critical thinking and scientific problem solving to make informed decisions.

(C) represent the natural world using models and identify their limitations

(E) connect Grade 8 science concepts with the history of science and contributions of scientists

I can: make inferences about rocks as to how they were formed based on their appearance (8.2C) predict how movement along plate boundaries can affect the surface of the land at that location (8.2C) make inferences about the amount of damage caused by seismic activity as indicated by Richter scale

numbers (8.2C) communicate valid conclusions about the formation of surface features such as volcanoes,

earthquakes, ocean ridges and/or volcanoes and others based on data presented in diagrams, charts, and/or tables (8.2 D)

identify a scientist and his contributions to the understanding of the movement of tectonic plates (8.4E) make inferences about rocks as to how they were formed based on their appearance (8.2C) use models to represent plate boundaries (8.3C) identify limitations when using models (8.3C)

Evidence of LearningSAISD © 2008-09 – Second Grading Period (Weeks 1 - 3) Science Grade 8 Page 1 of 42

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

1. Given a blank diagram of the rock cycle, students will predict the type of rock formed by a process or processes within the rock cycle with at least 80% accuracy.

2. Provided with different scenarios, student will predict the type of land feature produced by the interaction of tectonic plates with at least 80% accuracy.

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Science – 8th

Unit of Study: Earth SystemsWeeks 1 & 2 - Lesson 1 – Rock Cycle (7 days) CURRICULUM GUIDE

Essential Questions Essential Pre-requisite Skills What is the relationship between rocks and minerals? What are the three major types of rocks? What are the main characteristics of each of the three kinds of rocks? What are the processes in the rock cycle that change one rock into

another? How do the processes in the rock cycle change one rock into another? How does knowledge of the rock cycle relate to a students

understanding of the world around them?

The student can: summarize the rock cycle (6.14A)

.

The Teaching PlanInstructional Model & Teacher Directions

The teacher will… So students can…

5E Model of Instruction (link)

Engage Mini Lab: Give each group a small sample of a rock and a mineral as well as a hand lens. (i.e. a piece of

granite and small piece of quartz). Have students describe the physical characteristics of each of the specimens. Ask students: (1) How are these specimens you see the same? (2) How are these specimens different? (8.2C & D; 8.12A)

Journaling - Have students record their observations in their science journal and then create a Venn diagram to compare/contrast a mineral to a rock (8.2C & D; 8.12A)

Reinforce specific vocabulary pertinent to the learning (see box below)(8.12A)

Marzano's Six Steps to Effective Vocabulary Instruction (link)(8.12A)

Explore Facilitate students as they perform the lab activity Famous Rock Groups (Ancillary Book: Labs You Can

Eat p. 51 – 53) Ask students the following questions:(1) What changes did the chips undergo?(2) What process happened to facilitate the change in the chips?(3) After the chips underwent each of the different process, what kind of “rock” did they become?(4) How does this activity model what is happening on the Earth?(8.2C & D; 8.12A)

Students work in groups of 3 to perform the activity. In their science journal, record data, analysis, results, and conclusions. (8.2C & D; 8.12A)

Facilitate students as they investigate the rock cycle (link: Sugar Cube Rock Cycle) (8.2C & D; 8.12A)

Students work in groups of 2 to perform the activity. In their science journal, record data, analysis, results, and conclusions. (8.2C & D; 8.12A)

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Explain Monitor as students read Chapter 15 - Section 1 (p. 400 – 402)

Ask students the following questions: (1) What are the different processes in the rock cycle?(2) Predict a sequence of events in the rock cycle for cooling magma as it turns into at least two different

rocks.(8.12A)

Reinforce Minerals Combine to Form Rock (p. 400) & The Rock Cycle (p. 401 - 402)(8.12A)

Reading Comprehension Process (link)(8.12A)

Have students view the following video clip (8.12A):Rock Cycle (link)

3-2-1 Process - Students… write 3 things they know write 2 questions 1 paragraph summarizing

(8.12A)

Monitor as students read Chapter 15 – Section 2 (p. 403 – 406)Ask students the following questions: (1) What are the three ways a rock can melt?(2) How do igneous rocks form?(3) How is the formation of intrusive rocks different from the formations of extrusive rocks?(8.12A)

Reinforce Origins of Igneous Rock & Figure 16 - Three Ways Rocks Can Melt (p. 403)(8.12A)

Reading Comprehension Process (link)(8.12A)

Have students view the following video clips (8.12A):Extrusive Igneous Rock (link)Intrusive Igneous Rock (link)

Journaling - Have students create a Venn diagram to compare/contrast the two forms of igneous rock. (8.12A)

Monitor as students read Chapter 15 - Section 3 (p. 407 – 410)Ask students the following questions (8.12A):(1) What are the three ways that sedimentary rocks can form?(2) How can sedimentary rock structures record the geological events in the location they were formed?

Reinforce Origins of Sedimentary Rock (p. 407)

Reading Comprehension Process (link)(8.12A)

Have students view the following video clip (8.12A):Sedimentary Rock (link)

THINK-INK-PAIR-SHAREStudents think about and record information in their science journal. Discuss with their learning partners. Debrief with class. (8.12A)

Monitor as students read Chapter 15 – Section 4 (p. 411 – 415) Ask students the following questions (8.12A):

(1) What are two ways a rock can metamorphose?(2) How does the mineral composition of a rock changes as it metamorphoses?(3) How are foliated metamorphic rocks different from non-foliated metamorphic rocks?

Reinforce Origins of Metamorphic Rock (p. 411) & Composition of Metamorphic Rock (p. 413) (8.12A)

Reading Comprehension Process (link)(8.12A)

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Have students view the following video clips (8.12A):Metamorphic Rock (link)Metamorphic Rock Formation (link)

THINK-INK-PAIR-SHAREStudents think about and record information in their science journal. Discuss with their learning partners. Debrief with class. (8.12A)

Elaborate Students working in groups of two explore one website from the following:

Rock Cycle (link)Ineractive Rock Cycle (link)Rock Cycle Basics (link)Ask students:(1) What did you learn?(2) Why was it helpful?(8.12A)

THINK-INK-PAIR-SHAREStudents think about and record information in their science journal. Discuss with their learning partner. (8.12A)

Have students explore the interactions of metamorphic, sedimentary, and igneous rocks in the rock cycle - DSM Earth Processes: Activities 4, 5, 6(8.2C, D & 8.12A)

Students work in groups of 3 - 4 to perform activity. Students record information in their science journal.(8.2C, D & 8.12A)

Suggested Worksheets (8.12A): Reinforcement Worksheet 15 - The Mineral Quiz ShowCritical Thinking Worksheet 15 - Mystery Minerals Reinforcement Worksheet 15 - What Is It?Texas Directed Reading Workbook: Worksheet 15 - Sections 1, 2, 3, 4

Suggested Homework for Concept Reinforcement(6.6B)

Evaluate Provide students with a rock cycle diagram (use several different diagrams) with only the types of rocks

identified and the arrows (processes) numbered. Have the students select from a list of the six processes and have them identify the correct process in the correct location. (8.2C, D & 8.12A)

Journaling - Have students put the rock cycle diagram in their science journal. After completing the diagram, have students write a summary of the rock cycle. (8.12A)

Provide the students with a basic rock kit that contains a collection of rocks that includes an intrusive igneous rock, extrusive igneous rock, a conglomerate rock, a sedimentary rock such as sandstone or shale, and two metamorphic rocks. Do not identify the rocks in anyway except to number them. Provide students with a worksheet that contains three columns. The first column identifies the rock by the number it was given. The second column is the student’s classification choice - igneous, sedimentary, or metamorphic rock. The third column is where students write why they classified the rock as one of the three major rock groups. (8.2C, D & 8.12A)*Note: If actual rocks are not available, images of the rocks can be used instead.

Journaling - Have students complete activity in their science journal. (8.12A)

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Quiz with the following as possible questions (8.12A)(1) What affects the way a rock changes through the rock cycle?(2) What are the processes that change a rock into…igneous? sedimentary? metamorphic?(3) What does the composition of a metamorphic rock tell you about the rock's origin and formation?(4) What is stratification, and why is it important to scientists?(5) What two properties are used to classify rock?

Journaling - Have students record their answers in their science journal. Debrief with class. (8.12A)

Vocabulary: (Pertinent to the learning – specific) mineral rock rock cycle intrustive extrusive igneous metamorphic sedimentary foliated nonfoliated strata stratification

Resources:

8th Grade TextbookChapter 15

Sections 1, 2, 3, 4pp. 401 – 415

Standard Based Materials:Earth Processes (DSM)Activities 4, 5, 6

Suggested Ancillary Materials:Labs You Can Eat Famous Rock Groups pp. 51 - 53

Unit 5 Resource BookletReinforcement Worksheet 15 - The Mineral Quiz ShowCritical Thinking Worksheet 15 - Mystery Minerals Reinforcement Worksheet 15 - What Is It?

Texas Directed Reading WorkbookWorksheet 15 - Sections 1, 2, 3, 4

Internet SitesSugar Cube Rock CycleRock CycleIneractive Rock CycleRock Cycle Basics

Video ClipsRock CycleExtrusive Igneous RockIntrusive Igneous RockSedimentary RockMetamorphic RockMetamorphic Rock Formation

Evidence of LearningDifferentiation Interims/TAKS/Benchmarks College-Readiness i.e.,

Anticipated Skills for SAT/ACT/College Board/Career/Life

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

What do you do for students who need additional support.

Have students compare prefixes such as in- and ex- to understand the difference between intrusive and extrusive igneous rocks. Have students look at the prefix ex- to understand the difference between exfoliated and foliated rocks. (8.12A)

Have students break down the meaning of the word metamorphic into the meanings of meta- and morphos- (8.12A)

What do you do for students who master the learning quickly?

Have students look at construction in the area around where they live. Have students try to identify the rocks most commonly used in the construction sites. (8.12A)

Have students explore the type of rock that is used to make monuments and tombstones. What type of rock is this? Why is it used for those structures? (8.12A)

8th grade District Interim 2008

Correct Answer: A

10th grade TAKS Release Test 2003

Correct Answer: J

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Science – 8thUnit of Study: Earth Systems

Weeks 2 & 3 - Lesson 2 – Plate Tectonics (8 days) CURRICULUM GUIDEEssential Questions Essential Pre-requisite Skills

What are the characteristics of the different layers of the Earth’s interior? What is the Theory of Continental Drift and evidence supports this

theory? How does the formation of mid-ocean ridges support the Theory of

Continental Drift? What is the Theory of Plate Tectonics? What are the three major types of plate boundaries? What effect does stress and strain have on rocks? What is folding and faulting and how do these activities change the

Earth’s surface? What is the different between uplift and subsidence and how do these

activities change the Earth’s surface?

The student can: identify forces that shape features of the Earth including uplift, movement of water,

and volcanic activity (6.6C) illustrate examples of potential and kinetic energy in everyday life such as movement

of geologic faults and falling water (7.8A) describe and predict the impact of different catastrophic events on the Earth (7.14A)

The Teaching PlanInstructional Model & Teacher Directions

The teacher will… So students can…

5E Model of Instruction (link)

Engage Facilitate as students perform Start-Up Activity (Continental Collisions) on p. 455 Ask students:

(1) Did all the pages get pushed upward? If not, what happens to those pieces that do not get pushed upward?

(2) What type of landform does this model predict?(8.2C, D & 8.14A)

Students work in pairs to perform activity, share inferences, observations and conclusion with other groups. Debrief with class. (8.2C , D & 8.14A)

Show students a hard boiled egg. Ask students the following question:How can a hard boiled egg represent the layers of the Earth’s interior?(8.2C, D; 8.3C & 8.14A)

THINK-INK-PAIR SHAREStudents think about and record information in their science journal. Discuss with their learning partner. Debrief with class. (8.2C , D & 8.14A)

Explore Give students a world map with just the outlines of the continents. Have students cut out the continents and

try to fit them together to create one big ‘super continent.’ After completion of the Mini Lab have them compare their ‘super continent’ with an image of Pangaea. Ask students the following questions: (1) How is your model similar to the picture of Pangaea?(2) What might have occurred over the millions of years that make your ‘super continent’ slightly different

than Pangaea?(3) What evidence supports the theory of continental drift?(8.2C, D & 8.14A)

Journaling - In their science journal, students record observations and record answers to the questions. (

SAISD © 2008-09 – Second Grading Period (Weeks 1 - 3) Science Grade 8 Page 8 of 42

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Have students investigate the concept of seafloor spreading and magnetic reversals (link: Seafloor Spreading). (8.2C, D, 8.3C & 8.14A)

Reinforce the concept of seafloor spreading by viewing the following website: Seafloor spreading (link)(8.2C, D & 8.14A)

Students work individually to explore the concept of seafloor spreading and magnetic reversals. (8.2C, D, 8.3C & 8.14A)

Facilitate students as they investigate the Theory of Plate Tectonics (links: Model of Three Faults & Graham Cracker Plate Tectonics)(8.2C, D, 8.3C & 8.14A)

Students work in groups of 2 -3 to perform investigations. Students should complete questions that are provided with the activity. (8.2C, D, 8.3C & 8.14A)

Explain Monitor as students read Chapter 17 - Section 1 (p. 456 - 460). Ask students: (1) What is the Theory of

Continental Drift? (2) How does continental drift affect land features on Earth? (8.3E & 8.14A) Reinforce Wegener's Theory of Continental Drift (p. 457) & Seafloor Spreading (p. 458)

(8.3E & 8.14A)

Reading Comprehension Process (link)(8.3E & 8.14A)

Have students view the following video clip (8.14A):Continental Drift (link)Continental Drift Theory (link)Spreading Zones (link)

3-2-1 Process - Students… write 3 things they know write 2 questions 1 paragraph summarizing

(8.14A)

Monitor as students read Chapter 17 - Section 2 (p. 461 - 464). Ask students: (1) What are the three possible driving forces of plate tectonics? (2) How do the different tectonic plate boundaries (convergent, divergent, and transform) affect landforms on the Earth? (8.14A)

Reinforce Figure 8 - Three Possible Driving Forces of Plate Tectonics (p. 461) Reinforce Figure 9 - Three Types of Tectonic Plate Boundaries & Tectonic Plate Boundaries (p. 462 -

463)(8.14A)

Reading Comprehension Process (link)(8.14A)

Have students view the following video clip (8.14A):What Causes Tectonic Activity (link)Divergent, Convergent, Transform Boundaries (link)Plate Boundaries and Interactions (link)

3-2-1 Process - Students… write 3 things they know write 2 questions 1 paragraph summarizing

(8.14A)

Monitor as students read Chapter 17 - Section 3 (p. 465 - 469). Ask students: (1) How does folding and faulting deform the Earth's crust? (2) What is the relationship between mountain building and plate tectonics?(8.14C)

Reinforce Building Mountains (p. 466 - 467)

Reading Comprehension Process (link)(8.14A)

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Have students view the following video clip (8.14A):Impact of Plate Tectonics (link)Four types of Mountains (link)

3-2-1 Process - Students… write 3 things they know write 2 questions 1 paragraph summarizing

(8.14A)

Elaborate Have students working in groups of two explore one website from the following:

Plate Tectonics (link)Plate Boundaries (link)Slip, Slide and Collide (link)Pangea on the move (link)Proof of Sea Floor Spreading (link)Growth of a Continent (link)Ask students:(1) What did you learn?(2) Why was it helpful?(8.2C, D & 8.14A)

THINK-INK-PAIR-SHAREStudents think about and record information in their science journal. Discuss with their learning partner. Debrief with class. (8.2C, D & 8.14A)

Have students investigate the Earth's crust, Pangaea, sea-floor spreading, and plate tectonics - DSM Earth Processes: Activities 1, 2, 7, 13, 14(8.2C, D & 8.14A)

Students, working in groups, record observations and conclusions in their science journal.(8.2C, D & 8.14A)

Suggested Worksheets: (8.14A)Critical Thinking Worksheet 17 - Solid GroundReinforcement Worksheet 17 - A Moving Jigsaw PuzzleTexas Directed Reading: Worksheet 17 - Sections 1, 2, & 3

Suggested Homework for Concept Reinforcement(8.14A)

Evaluate Provide students with a blank drawing of tectonic plate boundaries, similar to the one found on p. 462 - 463.

Have students label the following: convergent boundary, transform boundary, divergent boundary, subduction zone, and the mid-ocean ridge. (8.14A)

Journaling - Have students put their drawing in their science journal with the correct labels. (8.14A)

Quiz with the following as possible questions (8.14A):(1) Explain the Theory of Continental Drift.(2) Describe at least 2 things that provide evidence to support the Theory of Continental Drift.(3) What is the Theory of Plate Tectonics?(4) Pick a landform and explain how it was formed as a result of plate boundary movement?

Journaling - Have students record their answers in their science journal. Debrief with class. (8.14A)

SAISD © 2008-09 – Second Grading Period (Weeks 1 - 3) Science Grade 8 Page 10 of 42

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Vocabulary: (Pertinent to the learning – specific) tectonic plates continental drift sea-floor spreading plate tectonics convergent boundary subduction zone divergent boundary transform boundary stress strain subsidence uplift

Resources:

Holt Science & Technology

8th Grade TextbookChapter 17:

Sections 1, 2, 3pp. 454-475

Suggested Labs, Investigations,Demonstrations ( Textbook): Continental Collisions p. 455

Unit 5 Resource BookCritical Thinking Worksheet 17 - Solid GroundReinforcement Worksheet 17 - A Moving Jigsaw Puzzle

Texas Directed Reading Workbook Worksheet 17 - Sections 1, 2, & 3

Internet SitesSeafloor Spreading Website: Seafloor spreading Model of Three Faults Graham Cracker Plate Tectonics Plate Tectonics Plate Boundaries Slip, Slide and Collide Pangea on the move Proof of Sea Floor Spreading Growth of a Continent

Video ClipsContinental Drift Continental Drift Theory Spreading Zones What Causes Tectonic Activity Divergent, Convergent, Transform Boundaries Plate Boundaries and Interactions Impact of Plate Tectonics Four types of Mountains

Evidence of LearningSAISD © 2008-09 – Second Grading Period (Weeks 1 - 3) Science Grade 8 Page 11 of 42

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Differentiation Interims/TAKS/Benchmarks College-Readiness i.e.,Anticipated Skills for SAT/ACT/College Board/Career/Life

What do you do for students who need additional support?

Have students make a three part foldable (link) that describes each of the three types of boundaries. Each part should include the name of the type of boundary, a drawing of the type of boundary with arrows showing the direction of plate movement and the type of landform it forms. (8.14A)

Have students take three different colors of clay and layer them. Have them shape the clay to show the difference between stress and strain followed by the differences between folding and faulting using the same pieces of clay. (8.14A)

What do you do for students who master the learning quickly?

Students, using the Internet, create a computer scavenger hunt that links real geological landforms on the Earth (indicate the country they are found in) with types of plate boundary movement. (8.14A)

8th grade TAKS Release Test 2006

Correct Answer: D

No TAKS Release Item Available

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Science – 8thUnit of Study: Earth Cycles

Second Grading Period – Weeks 4 - 7 (18 - 20 days) CURRICULUM OVERVIEWBig Idea Unit Rationale

Nature's cycles, such as the carbon, nitrogen and water cycles help the Earth renew itself and are essential for the continuation of life on Earth. Water in the atmosphere is cleaned and returned to Earth through the water cycle. Gases, such as nitrogen and carbon, travel in cycles from the atmosphere through the lithosphere and biosphere to eventually return to the atmosphere. Sometimes, humans interact with these cycles of nature changing the quality of soil, air and water. Also, interactions occur between matter and energy on Earth. The sun's uneven heating of the Earth affects the ocean water. Solar energy influences weather which in turn affects climate.

Students understand that there are complex interactions between matter and energy on Earth. For example, solar energy is the driving force of the water cycle and the uneven heating of the Earth and that oceans play a major role in climate changes. Students also understand the series of events in the water, nitrogen, and carbon cycle and can predict the results of modifying these Earth’s cycles. Students understand that while natural events can alter Earth systems, human activities can also influence and change these systems and that this may in turn affect the quality of soil, water and air on Earth.

TEKS TEKS Specificity - Intended Outcome

Con

cept

s

8.10 The student knows that complex interactions occur between matter and energy.

(B) describe interactions among solar, weather, and ocean systems

8.12 The student knows that cycles exist in Earth systems.

(A) analyze and predict the sequence of events in the lunar and rock cycles

(B) relate the role of oceans to climatic changes

(C) predict the results of modifying the Earth’s nitrogen, water, and carbon cycles

8.14 The student knows that natural events and human activities can alter Earth systems.

(C) describe how human activities have modified soil, water and air quality

” I CAN” statements highlighted in yellow should be displayed for students.I can:

explain how the position of the Sun, Moon and the Earth can cause lunar cycles explain how the lunar cycle changes the level of the Earth’s waters called tides (8.10B & 8.12A) describe how movement of large masses of air can cause changes in weather on the Earth (8.10B) explain how ocean movement results in currents (8.12B) describe how waves which can alter Earth’s surface (8.12B) predict the sequence of events in the water, carbon and nitrogen cycle (8.12C) explain how modifications can alter the water, nitrogen and carbon cycles (8.12C) describe how human activities can alter the air, water and soil (8.14C) describe human activities that can reverse negative changes in air, water and soil (8.14C)

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Skill

s8.2 The student uses scientific inquiry methods during field and laboratory investigations.

(B) collect data by observing and measuring

(C) organize, analyze, evaluate, make inferences, and predict trends from direct and indirect evidence

(D) communicate valid conclusions

(E) construct graphs, tables, maps, and charts using tools including computers to organize, examine, and evaluate data

8.4 The student knows how to use a variety of tools and methods to conduct science inquiry.

(B) extrapolate from collected information to make predictions

I can: predict trends in weather patterns based on the movement of air masses

8.2C) communicate valid conclusions about the modification of air, water and soil as a result of human

activities (8.2 D) construct graphs, charts and tables to explain how Earth cycles have changes over time (8.2E) extrapolate from collected data in order to make predications about the conditions of the Earth's air and

soil quality in the future (8.4B)

Evidence of Learning1. Given different human activities, students will predict how these activities can alter the water, carbon or nitrogen cycles with at least 80% accuracy.2. Given different kinds of air masses, students explain how the movement of these air masses can cause changes in weather patterns with at least 80%

accuracy.3. Given a specific starting point within the lunar cycle, such as full moon, students predict the correct sequence of the lunar cycle with at 80% accuracy.4. Given the position of the Earth, moon and Sun, students identify the tidal patterns with at least 80% accuracy.

SAISD © 2008-09 – Second Grading Period (Weeks 4 - 7) Science Grade 8 Page 14 of 42

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Science – 8th

Unit of Study: Earth Cycles

Week 4 - Lesson 1 – Cycles of Matter (4 days) CURRICULUM GUIDEEssential Questions Essential Pre-requisite Skills

What is the sequence of events in the water cycle, carbon and nitrogen cycles?

How will these cycles change if modifications are made to them? Why are the water, nitrogen and carbon cycles so important to life on

Earth?

The student can: describe how the properties of a system are different from the properties of its parts

(6.5B) explain and illustrate the interactions between matter and energy in the water cycle

and in the decay of biomass such as in a compost bin (6.8B) identify relationships between groundwater and surface water in a watershed (6.14B) identify that radiant energy from the Sun is transferred into chemical energy through

the process of photosynthesis (7.8C).

The Teaching PlanInstructional Model & Teacher Directions

The teacher will… So students can…

5E Model of Instruction (link)

Engage Pose the following questions to the students (8.12C)

(1) What is a cycle?(2) What are examples of cycles you may find in the environment?(3) How do environmental cycles affect life on Earth?

THINK-INK-PAIR-SHAREStudents think about and record information in their science journal. Discuss with their learning partner. Debrief with class. (8.12C)

Reinforce specific vocabulary pertinent to the learning (see box below)(8.12C)

Marzano's Six Steps to Effective Vocabulary Instruction (link)(8.12C)

Explore Facilitate students as perform a whole class activity called The Incredible Journey (link) in order to

investigate the water cycle. (8.2C, D & 8.12C)

Have students in the class recreate the nitrogen cycle by taking part in an activity called Nitrogen Cycle Game (link) (8.2C, D & 8.12C)

Facilitate as students, in groups of three perform the The Carbon Cycle Pursuit Game (link)(8.2C, D & 8.12C)

3-2-1 Process - Students… write 3 thing they know write 2 questions 1 paragraph summarizing

(8.2C, D & 8.12C)

SAISD © 2008-09 – Second Grading Period (Weeks 4 - 7) Science Grade 8 Page 15 of 42

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Explain Monitor as students read Chapter 11 - Section 1 (p. 284 - 287)

Ask students the following: (8.12C)(1)What might happen to the water cycle if most of the land on Earth was paved and water could not enter the ground?(2) What might happen to the nitrogen cycle if scientists developed crops with more nitrogen-fixing bacteria in their roots?(3) What might happen to the carbon cycle if all the green plants on Earth were destroyed?

Reinforce Figure 1 - The Water Cycle (p.284); Figure 2 - The Carbon Cycle (p.285); & Figure 3 - The Nitrogen Cycle (p.286)(8.12C)

Reading Comprehension Process (link)(8.12C)

Elaborate Have students create a foldable (link) that describes the cycles of matter: the water cycle, the carbon cycle,

and the nitrogen cycle. (8.12C) Have students create a foldable that describes the

cycles of matter and the processes found in each of them. (8.12C)

Students working in groups of two explore one website from the following:Carbon Cycle Interactive (link)Nitrogen Cycle (link)Water Cycle (link)Carbon Cycle Game (link)Ask students (8.12C):(1) What did you learn?(2) Why was helpful?

THINK-INK-PAIR-SHAREStudents think about and record information in their science journal. Discuss with their learning partner. Debrief with class. (8.12C)

Suggested Worksheets: (8.12C) Reinforcement Worksheet 11 - What Goes Around…Texas Directed Reading Workbook: Worksheet 11 - Section 1

Suggested Homework for Concept Reinforcement(8.12C))

Evaluate TE - Concept Mapping (p. 287): Have students create a concept map using the vocabulary from this

lesson. Be sure they use connecting words and phrases to link the terms in the map. (8.2C, D & 8.12C) Journaling -

Have students create their concept map in their science journal. (8.2C, D & 8.12C)

SAISD © 2008-09 – Second Grading Period (Weeks 4 - 7) Science Grade 8 Page 16 of 42

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Quiz students with the following possible questions: (8.12C)(1) How would life be different if the cycles of matter did not exist? Explain.(2) What is the role of living things in the carbon cycle?(3) What is purpose of the nitrogen cycle?

Journaling - Have students record their answers in their science

journal. Debrief with class. (8.12C)

Vocabulary: (Pertinent to the learning – specific) water cycle evaporation transpiration condensation precipitation carbon cycle decomposition nitrogen cycle

Resources:

Holt Science & Technology

8th Grade TextbookChapter 11

Section 1pp. 284-287

Suggested Labs, Investigations, Demonstrations (Textbook)TE - Concept Mapping p. 287

Unit 3 Resource BookletReinforcement Worksheet 11 - What Goes Around…

Texas Directed Reading WorkbookWorksheet 11 - Section 1

Internet SitesThe Incredible Journey Nitrogen Cycle Game The Carbon Cycle Pursuit Game Carbon Cycle Interactive Nitrogen Cycle Water Cycle Carbon Cycle Game

Evidence of LearningDifferentiation Interims/TAKS/Benchmarks College-Readiness i.e.,

Anticipated Skills for SAT/ACT/College Board/Career/Life

SAISD © 2008-09 – Second Grading Period (Weeks 4 - 7) Science Grade 8 Page 17 of 42

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

What do you do for students who need additional support.

Provide students with several different diagrams representing the water cycle. Facilitate students as they identify the processes of evaporation, condensation, precipitation in each of the diagrams to show how different images represent the same processes. Do this for each of the remaining two cycles.(8.12C)

What do you do for students who master the learning quickly?

Have students search the Internet to investigate artificial nitrogen fixation. Have them write a brief report about these methods of fixations and their applications. (8.12C)

8th grade TAKS Release Test 2006

Correct Answer: F

No TAKS Release item available

SAISD © 2008-09 – Second Grading Period (Weeks 4 - 7) Science Grade 8 Page 18 of 42

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Science – 8thUnit of Study: Earth Cycles

Weeks 4, 5, & 6 - Lesson 2 – Human Impact on Earth (7 days) CURRICULUM GUIDEEssential Questions Essential Pre-requisite Skills

How have humans caused pollution water pollution (oceans & freshwater)?

What is the difference between point source pollution and non-point source pollution?

How can humans reduce the pollution of the Earth’s waters? What is air quality? How have humans caused air pollution and how can they help reduce it? What are some problems related to air pollution? What is deforestation and how have humans caused it? What is desertification? How have humans caused soil loss and what steps can be taken to save

it?

The student can: explain and illustrate the interactions between matter and energy in the water cycle

and in the decay of biomass such as in a compost bin (6.8B) identify relationships between groundwater and surface water in a watershed (6.14B) describe components of the atmosphere including oxygen, nitrogen, and water vapor

(6.14B) identify that radiant energy from the Sun is transferred into chemical energy through

the process of photosynthesis (7.8C)

The Teaching PlanInstructional Model & Teacher Directions

The teacher will… So students can…

5E Model of Instruction (link)

Engage Facilitate students as they perform the Start-Up Activity (Pollutant Power) on p. 479

Ask students the following questions:(1) What was kept the same in each container?(2) What was changed from one container to the next?(3) How did the results differ from each container of water?(4) How does this activity relate to pollution of different bodies of water in our environment?(8.2C, D & 8.14C)

Students work in groups of 2 -3. Have them record observations, analysis, and conclusions in their science journals. (8.2C, D & 8.14C)

Reinforce specific vocabulary pertinent to the learning (see box below) Marzano's Six Steps to Effective Vocabulary Instruction (link)

Explore TE - Cleaning Up an Oil Spill (p. 480): Give each pair of students a pan of water. Pour about 5 mL of

vegetable oil into each pan. Have students think of ways to remove the oil from the pan without pouring out the water. Discuss the results of students' efforts. Guide the students to conclude that this problem is similar to dealing with a petroleum spill in the ocean. Ask students what factors would be important in containing an oil spill in the ocean. (8.2C, D & 8.12C, 8.14C)

Have students work in groups of 2 -3 to perform activity. Have them record observation, analysis, and conclusions in their science journal. (8.2C, D & 8.12C, 8.14C)

SAISD © 2008-09 – Second Grading Period (Weeks 4 - 7) Science Grade 8 Page 19 of 42

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Monitor as students perform Quick Lab (Checking for Phosphates) on p. 482. Ask students: (1) What did you observe?(2) What did your results indicate?(3) How does the use of fertilizers affect the water quality in your town?(8.2C, D & 8.12C, 8.14C)

Have students work in groups of 2 -3 to perform activity. Have them record observation, analysis, and conclusions in their science journal. (8.2C, D & 8.12C, 8.14C)

Mini Lab: Pollution in the Neighborhood. Each group receives a plastic Petri dish cover or base. Have each group poke a small hole into the plastic near the rim and insert a short piece of string to hang the dish. A thin coat of petroleum jelly is spread on the inside of the Petri dish. Each group places their Petri dish, hung from a bush or tree outside around the school, in different locations or in the school at different locations. Observations are gathered each day for one week. (8.2C, D & 8.12C; 8.14C)Ask students the following questions:(1) Are there any changes to the surface of the Petri dish over time?(2)What could have caused these changes?(3) Why might the changes you see on your dish be different from the ones seen by other groups?

Students, working in groups of three, record their observations in their science journals. (8.2C, D & 8.12C; 8.14C)

TE - Preventing Soil Erosion (p. 494): Provide students (groups of 3 - 4) with an aluminum pie plate, 500 mL of soil, pan or tray, various materials (ie. - paper clips, strips of paper, craft sticks, etc.), container of water. Using the materials provided, students should work together to design a way to keep the soil from eroding when it is watered. Ask students: (1) What areas were easily eroded? Why? (2) Why is it important to prevent soil erosion? (3) How can humans prevent soil erosion from occurring? (4) How does soil erosion affect the carbon and nitrogen cycles? (8.2C, D & 8.12C; 8.14C)

Students work in groups of 3 -4 to perform activity. Students should record their design, observations, analysis, and conclusions in their science journal. Also, students should describe how a better design could have kept the soil from eroding. (8.2C, D & 8.12C; 8.14C)

Explain Monitor as students read Chapter 18 - Section 1 (p. 480 - 485). Ask students: (1) What are four ways

humans negatively affect water quality? (2) How can water contamination be prevented? Reinforce Point-Source Pollution & Nonpoint-Source Pollution (p. 481)

(8.12C & 8.14C)

Monitor as students read Chapter 18 - Section 2 (p. 486 - 491). Ask students: (1) What are the three ways in which people cause air pollution? (2) How has the water cycle been modified by air pollution? Reinforce Types of Air Pollution (p. 487); Sources of Human-Caused Air Pollution (p. 488) & The Air Pollution Problem (p. 489 - 499)(8.12C & 8.14C)

Monitor as students read Chapter 17 - Section 3 (p. 492 - 495). Ask students: (1) How has human activity modified soil? (2) What is desertification and how does it contribute to soil erosion?(8.12C & 8.14C)Reinforce Human Causes of Soil Erosion (figure 17 - p. 493)(8.12C & 8.14C)

Reading Comprehension Process (link)(8.12C & 8.14C)

Reading Comprehension Process (link)(8.12C & 8.14C)

Reading Comprehension Process (link)(8.12C & 8.14A)

SAISD © 2008-09 – Second Grading Period (Weeks 4 - 7) Science Grade 8 Page 20 of 42

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Elaborate TE - Consumer Education (p. 481): Have students choose a household product and investigate the

environmental statements that are used to market it. Also, have students list the product's primary ingredients and determine whether the ingredients listed could be harmful to the environment. (8.2C, D & 8.12C; 8.14C)

Have students create a presentation of the household product researched along with their findings. (8.2C, D & 8.12C; 8.14C)

Show students the following video clip (8.12C & 8.14C):Introduction to Environmental Problems (link)

THINK-INK-PAIR-SHAREStudents think about and record information in their science journal. Discuss with their learning partner. Debrief with class. (8.2C, D & 8.14A)

Suggested Worksheets: (8.12C & 8.14C)Reinforcement Worksheet 18 - You Gonna Drink That?Problem Solving Worksheet 18 - Clean Up!Texas Directed Reading Workbook: Worksheet 18 - Sections 1, 2, 3

Suggested Homework for Concept Reinforcement(8.12C & 8.14C)

Evaluate Have students create a poster, about one of the sources of pollution discussed in this chapter, which

illustrates how it has modified soil, water, or air quality. Also, have student illustrate what humans can do to prevent that kind of pollution. (8.12C & 8.14C)

Poster Session: Students create their posters and present them to their classmates. (8.12C & 8.14C)

Have the students create a concept map using the vocabulary identified below. (8.12C & 8.14C) Journaling - Have students create their concept map in their science journal. (8.12C & 8.14C)

Quiz with the following as possible questions (8.12C & 8.14C):(1) What are everyday human activities that contribute to water pollution?(2) Why does water pollution pose a long-term risk?(3) What are three sources of air pollution?(4) What is desertification? Deforestation?(5) What human activities modify soil quality?

Journaling - Have students record their answers in their science journal. Debrief with class. (8.12C & 8.14C)

Vocabulary: (Pertinent to the learning – specific) point source pollution non-point source pollution primary air pollutants secondary air pollutants ozone smog deforestation desertification

Resources:

Holt Science & Technology

8th Grade TextbookChapter 18

Sections 1, 2, 3 pp. 480 - 495

Suggested Labs, Investigations, Demonstrations (Textbook)TE - Cleaning Up An Oil Spill p. 480TE - Preventing Soil Erosion p. 494

SAISD © 2008-09 – Second Grading Period (Weeks 4 - 7) Science Grade 8 Page 21 of 42

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

TE -consumer Education p. 481

Unit 5 Resource BookletReinforcement Worksheet 18 - You Gonna Drink That?Problem Solving Worksheet 18 - Clean Up!

Texas Directed Reading WorkbookWorksheet 18 - Sections 1, 2, 3

Internet SitesNon Point PollutionAir PollutionAir Pollution 2

Video ClipsIntroduction to Environmental Problems

Evidence of Learning

Differentiation Interims/TAKS/Benchmarks College-Readiness i.e.,Anticipated Skills for SAT/ACT/College Board/Career/Life

SAISD © 2008-09 – Second Grading Period (Weeks 4 - 7) Science Grade 8 Page 22 of 42

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

What do you do for students who need additional support?

Provide students with a list of human caused pollution as indicated in this chapter, such as sludge dumping. Have the students create a three column list titled ‘Human Impact on this Earth.’ Label the columns Water, Air and Soil. Help the students place the list of at least 10 different pollution causes and have them identify which part of the environment they affect by placing them in the correct column.(8.12C & 8.14C)

What do you do for students who master the learning quickly?

Have students research, using the Internet, the environmental impact of the following: (8.14C)

(1) developing areas where salt marshes once were(2) draining mangrove swamps for development(3) polluting ocean waters with agricultural run off(4) the affect of nuclear waste in our surface waters,(5) respiratory diseases caused by air pollution

(8.12C & 8.14C)

Using Google Earth, locate global areas where desertification is currently occurring and/or deforestation. Identify these locations on a world map for a bulletin board presentation(8.12C & 8.14C)

8th grade TAKS Release Test 2006

Correct Answer: A

10th grade TAKS Release Test 2006

Correct Answer: J

SAISD © 2008-09 – Second Grading Period (Weeks 4 - 7) Science Grade 8 Page 23 of 42

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Science – 8thUnit of Study: Earth Cycles

Weeks 6 & 7 - Lesson 3 – Movement of Ocean Water (7 days) CURRICULUM GUIDEEssential Questions Essential Pre-requisite Skills

What are surface currents? What are the factors that control surface currents? What are the characteristics of deep currents? How do deep currents move? How do currents affect climate? What are tides and what causes them? What is the difference between neap and spring tides? What is the position of the Earth, moon and Sun that causes high and

low tides on Earth? What is the correct sequence of the phases of the moon?

The student can: describe how the properties of a system are different from the properties of its parts

(6.5B) identify the role of atmospheric movement in weather change (6.14C) relate the Earth's movement and the moon's orbit to the observed cyclical phases of

the moon (7.13B)

The Teaching PlanInstructional Model & Teacher Directions

The teacher will… So students can…

5E Model of Instruction (link)

Engage Facilitate as students perform Start-Up Activity (When Whirls Collide) on p. 533. Ask students: How does

this activity relate to the ocean currents in the Northern and Southern Hemispheres?(8.2B, C, D & 8.10B)

Students work in groups of 3 - 4 to perform activity. In their science journal, students record observations by illustrations and word. Also, include analysis and conclusions. (8.2B, C, D & 8.10B)

Reinforce specific vocabulary pertinent to the learning (see box below) Marzano's Six Steps to Effective Vocabulary Instruction (link)

Explore Facilitate as students investigate ocean currents (link: Ocean Currents)

(8.2C, D & 8.10B; 8.12B) Students perform activity in groups of 3 -4

recording diagrams of activity, observations, analysis, and conclusions in their science journal. (8.2C, D & 8.10B; 8.12B)

Monitor as students perform Quick Lab (Do the Wave) on p. 546. Ask students: (1) How do different movements affect the waves in the rope? (2) How does the movement of the rope and ribbon relate to the movement of water and deep-water waves? (8.2C, D & 8.10B; 8.12B)

Students perform activity in groups of 2 -3 recording diagrams of observations, analysis, and conclusions in their science journal.

Facilitate as students perform the activity Moon Phase Activity (link) and Arranging The Moon (link) (8.12A)*Note: these activities are done to review the phases of the moon.

Students work in pairs to perform activity. (8.12A)

SAISD © 2008-09 – Second Grading Period (Weeks 4 - 7) Science Grade 8 Page 24 of 42

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Show students the following video clip (8.12A):Moon Phases (link)*Note: this is shown to review the phases of the moon.

Cornell Note Taking (link) (8.12A)

Have students investigate the tides and their relationship with the Earth, the sun, and the moon by performing activity Timing the Tides (link).(8.2C, D & 8.10B & 8.12A)

Students work in pairs to perform activity recording observations and conclusions in their science journal. (8.2C, D & 8.10B & 8.12A)

Explain Monitor as students read Chapter 20 - Section 1 (p. 534 - 541). Ask students:

(1) What factors influence currents? (2) What is the difference between surface currents and deep currents? (3) How do surface currents affect climate? (8.10B & 8.12B)

Reinforce Surface Currents (p.535 - 537) & Surface Currents and Climate (p. 540 - 541)

Reading Comprehension Process (link)(8.10B & 8.12B)

Show students the following video clip (8.10B & 8.12B):Ocean Currents (link)Current Movements (link)Currents & Weather (link)El Nino's Effect on the Weather (link)

3-2-1 Process - Students… write 3 things they know write 2 questions 1 paragraph summarizing

(8.10B & 8.12B):

Monitor as students read Chapter 20 - Section 2 (p. 542 - 547). Ask students: How could waves, such as tsunamis and storm surges affect a coastal area? (8.10B & 8.12B)

Reading Comprehension Process (link)(8.10B & 8.12B)

Monitor as students read Chapter 20 - Section 3 (p. 548 - 553). Ask students: (1) What causes tides?(2) What positions are the Moon, Earth and Sun in when high tides occur?(3) What positions are the Moon, Earth and Sun in when low tides occur?(4) If you are standing on a beach and high tide occurs, at what time will high tide occur the next day? (5) What is the position of the Earth, Sun and Moon at each of the lunar phases?(8.10B; 8.12A & B)

Reinforce The Lure of the Moon (p. 548 - 549) & Figure 20 (p. 549) The Lunar Cycle (Figure 22 on p. 550) & Tidal Variations (Figures 23 & 24 on p. 551)

Reading Comprehension Process (link)(8.10B; 8.12A & B)

Elaborate TE - Research (p. 537): Have students choose four coastal cities that are separated by oceans. Ask

students to describe the currents they would use to sail from one city to the next (use Figure 6 on p. 537 as a reference). (8.2C, D & 8.10B)

Journaling -Students describe their trip in their science journal. Students may consider writing their entries in the form of a ship's log. (8.2C, D & 8.10B)

Activity (p. 553) - Have students research the tidal range of a coastal city. Have students construct a table that shows the times of high and low tides in the city for a period of 7 days. (8.2B, E & 8.10B, 8.12B)

Journaling -Students detail their research in their science journal. Also, create a table with data about the high and low tides for a period of 7 days. (8.2B, E & 8.10B, 8.12B)

SAISD © 2008-09 – Second Grading Period (Weeks 4 - 7) Science Grade 8 Page 25 of 42

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Suggested Worksheets: (8.10B; 8.12A & B):Reinforcement Worksheet 20 - Waves to Your Pen PalCritical Thinking Worksheet 20 - Tides of TroubleTexas Directed Reading Workbook: Worksheet 20 - Sections 1, 2, & 3

Suggested Homework for Concept Reinforcement(8.10B; 8.12A & B):

Evaluate TE - Graphing (p. 540): Have students select two pairs of cities on opposite sides of a continent. All the

cities should be lat approximately the same latitude. One city from each pair should be located on the coast, and the other city from each pair should be less than 300 km inland - example: San Francisco and Fresno, California. Have students find the average high and low temperatures for each city and also, the average ocean temperatures at the coastal cities. Have students plot the temperatures on a bar graph. Ask students to explain how ocean temperature affects the climate of the coastal cities. (8.2B, C, D, E & 8.12B)

Journaling - Students collect data create a bar graph. Also, explain how ocean temperature affects the climate of the coastal cities. (8.2B, C, D, E & 8.12B)

Student must draw the correct moon phase in the position indicated from a drawing of the 8 moon phase positions around the Earth with the location of the Sun’s rays. (8.10B, 8.12A)

Students draw their images on an incomplete worksheet provided. (8.10B, 8.12A)

Draw a random configuration of the sun, moon, and Earth. Have students show the bulges on the Earth’s waters indicating high and low tides. (8.10B, 8.12B)

Journaling - Students record their drawings in their science journal. (8.10B, 8.12B)

Quiz with the following as possible questions (8.10B; 8.12A & B):(1) What causes ocean currents?(2) How do surface currents affect climate?(3) What causes tides?(4) What is the difference between spring tides and neap tides?

Journaling - Have students record their answers in their science journal. Debrief with class. (8.10B; 8.12A & B):

Vocabulary: (Pertinent to the learning – specific) ocean current surface current Coriolis effect deep current upwelling tides tidal range spring tides neap tides

Resources:

Holt Science & Technology

8th Grade TextbookChapter 20

Sections 1, 2, 3 pp. 534 - 553

Suggested Labs, Investigations, Demonstrations (Textbook)When Whirls Collide p. 533Do The Wave p. 546TE - Research p. 537Activity p. 553TE - Graphing p. 540

Unit 6 Resource BookletReinforcement Worksheet 20 - Waves to Your Pen Pal

SAISD © 2008-09 – Second Grading Period (Weeks 4 - 7) Science Grade 8 Page 26 of 42

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Critical Thinking Worksheet 20 - Tides of Trouble

Texas Directed Reading WorkbookWorksheet 20 - Sections 1, 2, & 3

Internet SitesOcean CurrentsMoon Phase ActivityArranging The MoonTiming the TidesGlobal Surface CurrentsHow Upwelling OccursMoon Phases

Coriolis EffectTides

Video ClipsMoon Phases Ocean Currents Current Movements Currents & Weather El Nino's Effect on the Weather

Evidence of Learning

Differentiation Interims/TAKS/Benchmarks College-Readiness i.e.,Anticipated Skills for SAT/ACT/College Board/Career/Life

SAISD © 2008-09 – Second Grading Period (Weeks 4 - 7) Science Grade 8 Page 27 of 42

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

What do you do for students who need additional support.

Have student model the movement of the Sun, Moon and Earth to create neap and spring tides. (8.10B & 8.12B)

Cover a turntable with paper. Explain that the turntable represents the revolving Earth on its axis. Have students try to draw a straight line across the surface as the turntable is turning. (8.10B & 8.12B)

What do you do for students who master the learning quickly?

As students to record the times of high and low tide from the local paper over a period of two weeks. Have them graph the data and then analyze the change. (8.10B & 8.12B)

Have students research the concept of El Nino and La Nina. Using the Internet look at the connection between the ocean changes and the climate that this produces for land masses. (8.10B & 8.12B)

8th grade TAKS Release Test 2006

Correct Answer: A

No TAKS Release item available

SAISD © 2008-09 – Second Grading Period (Weeks 4 - 7) Science Grade 8 Page 28 of 42

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Science – 8thUnit of Study: Earth Cycles

Week 7 - Lesson 4 - Air Masses and Fronts (2 days) CURRICULUM GUIDEEssential Questions Essential Pre-requisite Skills

What is an air mass? What are the four types of air masses that affect the USA and how does

where they develop affect their characteristics? What are the four types of fronts? How do fronts cause weather changes?

The student can: describe how the properties of a system are different from the properties of its parts

(6.5B) identify the role of atmospheric movement in weather change (6.14C)

The Teaching PlanInstructional Model & Teacher Directions

The teacher will… So students can…

5E Model of Instruction (link)

Engage

Facilitate as student perform Start-Up Activity (A Meeting of the Masses) on p. 563 (8.2B,8.10B)Ask students::(1) How does this activity model what happens when different air masses meet?(2) What are the limitations of this model?(8.2B, C, D & 8.10B)

Journaling - Students will record their observations and responses to the questions in their science journal. (8.2B, C, D & 8.10B)

Explore TE Demonstration - Hot and Cold Air (p. 571): Have students view teacher demonstration. The teacher

fills a large beaker with hot water and a small beaker with cold water with blue food coloring added to it. Slowing pour the cold water down the side of the jar. Have students journal their observation. Discuss their observations and lead them in a discussion of how hot and cold air masses stay separated as they move because air at different temperatures has different densities. Ask students the following questions: (1) Are the densities of the hot and cold water the same?(2) Which is more dense, hot or cold air?(3) How does this demonstration model how a cold and warm front behave when they meet?(8.2B, C, D & 8.10B)

Journaling - Students will record their observations and responses to the questions in their science journal. (8.2B, C, D & 8.10B)

Teacher Demonstration - Modeling Air Masses and Fronts: (link: Modeling Air Masses and Fronts)(8.2B, C, D & 8.10B)

Journaling - Students will record their observations and responses to the questions in their science journal. (8.2B, C, D & 8.10B)

SAISD © 2008-09 – Second Grading Period (Weeks 4 - 7) Science Grade 8 Page 29 of 42

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Explain Monitor as students read Chapter 21 - Section 2 (p. 571 – 573)

Ask students:(1) When a cold front approaches a warm front, how does the cold front behave in respect to the warm front?(2) When a warm front approaches a cold front, how does the warm front behave in respect to the cold front?(3) How does an occluded front differ from a stationary front? How are they the same?

Reinforce Figure 10 - Air Masses that Affect Weather in North America (p. 571) Reinforce Figure 11 - Fronts that Affect Weather in North America (p. 572 – 573)

(8.10B)

Reading Comprehension Process (link)(8.10B)

Have students view the following video clip (8.10B):Characteristics of Air Masses (link)Front (link)

Cornell Note Taking (link) (8.10B)

Elaborate

Show students the following video clips Air Masses over Water (link) and Air Masses over Land (link). Have students create a Venn diagram comparing and contrasting the two types of air masses. (8.10B)

Journaling - In their science journal, students compare/contrast air masses using a Venn diagram. (8.10B)

Suggested Worksheets (8.10B)Texas Directed Reading Workbook: Worksheet 21 - Section 2

Suggested Homework for Concept Reinforcement(8.10B)

Evaluate Have students list five places in the United States and research the air masses that affect the weather in

those places. 8.2C, D & 8.10B) Journaling -

In their science journal, students create a table with the information about the cities and air masses researched. Have students write a summary based on the information collected. (8.10B)

Have students make labeled drawings of the four different types of fronts using arrows to indicate the direction in which the fronts are moving. Also, have students describe the weather associated with each of those fronts. (8.10B)

Journaling - In their science journal, students create labeled drawings of the four different types of fronts and the weather associated with those fronts. (8.10B)

Quiz with the following as possible questions (8.10B):(1) What causes changes in the weather?(2) How does a cold front develop?(3) What air masses influence the weather in Texas?

Journaling - Have students record their answers in their science journal. Debrief with class. (8.10B)

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Vocabulary: (Pertinent to the learning – specific) air masses fronts

Resources:

Holt Science & Technology

8th Grade TextbookChapter 21

Section 2 pp. 571 – 573

Suggested Labs, Investigations,Demonstrations (Textbook)TE Demonstration - Hot and Cold Air (p. 571

Texas Directed Reading WorkbookWorksheet 21 - Section 2

Internet SitesModeling Air Masses and FrontsWarm and Cold Fronts

Video ClipsCharacteristics of Air MassesFrontsAir Masses Over LandAir Masses Over Water

Evidence of Learning

Differentiation Interims/TAKS/Benchmarks College-Readiness i.e.,Anticipated Skills for SAT/ACT/College Board/Career/Life

What do you do for students who need additional support.

Have students working in pairs teach each other how air masses react when they collide. (8.10B)

Have students redraw the Figure 10 and 11 in their science journals. (8.10B)

What do you do for students who master the learning quickly?

Use the Internet to research to determine what severe weather conditions could occur when different fronts collide.(8.10B)

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

8th grade TAKS Release Test 2006

Correct Answer: A

SAISD © 2008-09 – Second Grading Period (Weeks 4 - 7) Science Grade 8 Page 32 of 42

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Science – 8thUnit of Study: Environmental Interactions

Second Grading Period – Week 8 (5 - 7 days) CURRICULUM OVERVIEWBig Idea Unit Rationale

An ecosystem is made up of both living (biotic) and nonliving (abiotic) components. Organisms within an ecosystem compete for the essentials of life – food, shelter and water. Several types of interactions occur within ecosystems including competition and symbiosis. Human activities can alter the ecosystem and therefore, affect the survival of species within that ecosystem. Humans can endanger organisms by destroying species' habitats, polluting their habitat, using up natural resources, or by bringing in invasive species (alien species). Biodiversity is essential to maintain a healthy environment.

Students understand that interactions occur within ecosystems. Organisms, living in a habitat, develop interactions that may be competitive or symbiotic. Students also understand that there are limiting factors that determine how many organisms can live in a habitat. Students are aware that humans sometimes change the ecosystem by destroying species' habitats, by bringing in invasive species, by using up resources, or by polluting the ecosystem. Students understand the significance of biodiversity to all species in an ecosystem and that continued negative human intervention within an ecosystem may lead to endangering organisms and possibly the extinction of a species.

TEKS TEKS Specificity - Intended Outcome

Con

cept

s

8.6 The student knows that interdependence occurs among living things.

(C) describe interactions within ecosystems

8.14 The student knows that natural events and human activities can alter Earth systems.

(B) analyze how natural and human events may have contributed to the extinction of some species

” I CAN” statements highlighted in yellow should be displayed for students.I can:

describe interactions within ecosystems (8.6C) distinguish between mutualism, commensalisms, and parasitism (8.6C) describe competition among species in an ecosystem and explain how this can cause cyclic changes in

the population of a particular species (8.6C) explain the concepts of limiting factors and carrying capacity (8.6C) describe types of pollution that affect the environment (8.14B) explain how human activities can lead to habitat destruction and resource depletion (8.14B) explain how human activities can endanger organisms or possibly cause the extinction of a species

(8.14B) explain what biodiversity means and explain why it is important to maintain it in an ecosystem (8.14B)

Skill

s

8.2 The student uses scientific inquiry methods during field and laboratory investigations.

(C) organize, analyze, evaluate, make inferences, and predict trends from direct and indirect evidence

(D) communicate valid conclusions

(E) construct graphs, tables, maps, and charts using tools including computers to organize, examine, and evaluate data

8.4 The student knows how to use a variety of tools and methods to conduct science inquiry.

(B) extrapolate from collected information to make predictions

I can: make inferences about how natural and human events may contribute to the extinction of species

(8.2C) analyze interactions that may occur within an ecosystem (8.2C) evaluate information and make valid conclusions about the interdependence that occurs among living

things (8.2D) construct graphs to organize and data (8.2E) extrapolate from collected information to make predictions (8.4B)

Evidence of LearningSAISD © 2008-09 – Second Grading Period (Week 8) Science Grade 8 Page 33 of 42

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

5. Given different symbiotic relationships, students will classify them under the headings of mutualism, commensalisms, or parasitism with at least 80% accuracy.

6. Given different environmental situations, students will explain how competition determines which organisms survive within the ecosystem with at least 80% accuracy.

SAISD © 2008-09 – Second Grading Period (Week 8) Science Grade 8 Page 34 of 42

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Science – 8thWeek 8- Lesson 1 – Types of Interactions (4 days) CURRICULUM GUIDE

Essential Questions Essential Pre-requisite Skills What is a symbiotic relationship? What is meant by the limiting factors of an ecosystem? What does carrying capacity of an area describe? How does competition affect specie populations in a community? What is meant by predator and prey relationships? How do commensalism, mutualism, and parasitism differ from one

another? How are commensalism, mutualism, and parasitism the same?

The student can: identify components of an ecosystem to which organism may respond (6.12C) observe and describe the role of ecological succession in maintaining an equilibrium

in an ecosystem (7.5B) observe and describe how organisms live together in an environment and use existing

resources (7.12B)

.

The Teaching PlanInstructional Model & Teacher Directions

The teacher will… So students can…

5E Model of Instruction (link)

Engage Reinforce specific vocabulary pertinent to the learning (see box below)

(8.6C) Marzano's Six Steps to Effective Vocabulary

Instruction (link)(8.6C)

Have the students view the following power point (8.6C):Relationships in Ecosystems (link)*Note : this is to help introduce vocabulary terms and concepts for this unit

Cornell Note Taking (link) (8.6C)

Show the students the following video clip (8.6C):Biotic and Abiotic (link)*Note: this is to review biotic and abiotic parts of an ecosystem

3-2-1 Process - Students… write 3 thing they know write 2 questions 1 paragraph summarizing

(8.6C)

Explore Matching Game (link) - Provide students with a set of cards. Each card represents a different symbiotic

relationship from the natural world. These cards include an image (if possible) with a description of the organisms and how they relate to each other in a symbiotic relationship. Three cards have one of the following headings on them: Commensalism, Parasitism, and Mutualism. These three cards are the titles of three different groups. Students with partners need to discuss the examples provided and decide which heading each of the organism cards belongs under. Students place them on top of their desks to show their results. (8.2D & 8.6C)

THINK-INK-PAIR-SHAREStudents think about and record information in their science journal. Discuss with their learning partner. Debrief with class. (8.2D & 8.6C)

Facilitates as students perform the Predator Prey Simulation (link)Ask students the following questions: (1) What does the graph tell you about the trends in a predator prey relationship?(2) Are there other organisms besides the ones in the game that participate in a predator prey relationship?(3) What kind of interaction does this demonstrate represent for organisms in a community?(8.2C,E & 8.6C)

Journaling: Students will graph their results on graph paper and insert this in their science journal. Students will interpret and analyze their data and record in it in their science journal. (8.2C,E; & 8.6C)

SAISD © 2008-09 – Second Grading Period (Week 8) Science Grade 8 Page 35 of 42

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Facilitates as students perform the Limiting Factor Game (link)Ask students the following questions: (1) What are the limiting factors in this pond ecosystem?(2) What percent of the frog population survived?(3) Which factors were caused by humans and which by the environment?(8.2C, E; 8.6C & 8.14B)

Journaling: Students will graph their results on graph paper and insert this in their science journal. Students will interpret and analyze their data and record in it in their science journal. (8.2C, E; 8.6C & 8.14B)

Facilitate as students perform Lesson 4 Carrying Capacity of an Ecosystem (link)Ask students the following questions:(1) How can this activity be explained using the population of humans on this Earth and the total land on the Earth?(2) Can all areas of land be used on Earth?(3) Explain why or why not?(8.6C;8.14B)

Journaling: Student record their results and explanations in their science journal.(8.6C & 8.14B)

Explain Monitor as students read Chapter 10 - Section 4 (p. 268 – 273)

Ask students: (1) What is an example of an interaction between a predator and its prey?(2) What are the three kinds of symbiosis?(3) How are the three kinds of symbiosis alike? Different?(4) How does limiting factors and carrying capacity affect the environment?(8.6C)

Reinforce Interactions with the Environment (p. 268 - 269)

Reading Comprehension Process (link)(8.6C)

Elaborate TE - Looking for Interactions (p. 271): Have students examine the schoolyard, their yard, or a nearby

park for interactions between different organisms or between organisms and the nonliving environment. Students should create a list describing and identifying each type of interaction that they observed.(8.6C)

Journaling - Students record their observations in their science journal. Debrief with class. (8.6C)

Suggested Worksheets (8.6C): Reinforcement Worksheet 10 - Symbiotic RelationshipsTexas Directed Reading Workbook: Worksheet 10 - Section 4

Suggested Homework for Concept Reinforcement(8.6C)

Evaluate TE - Concept Mapping (p. 273): Have students organize the following terms into a concept map:

competition, predator, individuals, population, symbiosis, commensalisms, prey, mutualism, interactions(8.6C)

Journaling - Have students create concept in their journal. (8.6C)

SAISD © 2008-09 – Second Grading Period (Week 8) Science Grade 8 Page 36 of 42

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Quiz with the following as possible questions (8.6C)(1) What is the difference between carry capacity and limiting factor?

(2) What is an example of each of the symbiotic relationships?

Journaling - Have students record their answers in their science journal. Debrief with class. (8.6C)

Vocabulary: (Pertinent to the learning – specific) symbiosis mutualism commensalism parasitism competition carrying capacity limiting factor

Resources:

Holt Science & Technology

8th Grade TextbookChapter 10

Section 4 pp. 268 - 273

Unit 3 Resource BookletReinforcement Worksheet 10 - Symbiotic Relationships

Texas Directed Reading WorkbookWorksheet 10 - Section 4

Internet SitesPredator Prey SimulationLimiting Factor GameCarrying Capacity of an EcosystemOdd Couples

Video ClipsBiotic and Abiotic

Evidence of LearningDifferentiation Interims/TAKS/Benchmarks College-Readiness i.e.,

Anticipated Skills for SAT/ACT/College Board/Career/Life

SAISD © 2008-09 – Second Grading Period (Week 8) Science Grade 8 Page 37 of 42

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

What do you do for students who need additional support.

TE - Honeyguide (p. 271): Read information about the African bird along with the students. Discuss with the students the following questions:(1) Which animals in this story are in a mutualistic relationship?(2) Which animals are prey, and which are predators?(8.6C)

What do you do for students who master the learning quickly?

Using the Internet ask students to pick different biomes in the world and research some symbiotic relationship particular to that biome. Create a series of learning cards similar to the matching game in the Explore section. (8.6C)

8th grade TAKS Release Test 2006

Correct Answer: C

10th grade TAKS Release Test 2006

Correct Answer: A

SAISD © 2008-09 – Second Grading Period (Week 8) Science Grade 8 Page 38 of 42

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Science – 8th Unit of Study: Environmental Interactions

Week 8 - Lesson 2 – Biodiversity (3 days) CURRICULUM GUIDEEssential Questions Essential Pre-requisite Skills

What are the major types of pollution? How have human activities modified soil, water, and air quality? What is biodiversity? How has habitat destruction endangered species and lead to extinction?

The student can: identify components of an ecosystem to which organism may respond (6.12C) observe and describe the role of ecological succession in maintaining an equilibrium

in an ecosystem (7.5B) observe and describe how organisms live together in an environment and use

existing resources (7.12B) make inferences and draw conclusions about the effects of human activity on Earth's

renewable, non-renewable, and inexhaustible resources (7.14C)The Teaching Plan

Instructional Model & Teacher DirectionsThe teacher will… So students can…

5E Model of Instruction (link)

Engage Pose the following questions to the students (8.6C & 8.14B):

(1) What human activities have modified soil, water, and air quality?(2) How have human activities threatened the habitats of other living things?

THINK-INK-PAIR SHAREStudents think about and record information in their science journal. Discuss with their learning partner. Debrief with class. (8.6C & 8.14B)

Explore Facilitate as student perform Oh Deer (link)

Ask students: (1) What happens to the population of deer if there is not enough food or shelter?(2) How does the population fluctuate when there is more than enough food or shelter in an environment?(3) How does this simulation mirror real life situations in nature?(4) What would happen to the deer population if there was a forest fire or the water was polluted?(8.2C, D, E; 8.4B & 8.6C; 8.14B)

Journaling: Students record their observations in their science journal.(8.2C, D, E; 8.4B & 8.6C; 8.14B)

Explain Monitor as students read Chapter 11 - Section 2 (p. 288 - 293)

Ask students:(1) What are some of chemical pollutants found in your home?(2) What resource(s) is your family depleting?(3) What are some alien species (non-native species) in San Antonio?(4) Describe how humans have led to habitat destruction in world forests, wetlands, and oceans.(5) What type of recycling can you do in your neighborhood?(6) What is the importance of maintaining biodiversity?(7) What type of habitat protection is occurring in San Antonio?(8.6C & 8.14B)

Reinforce Habitat Destruction (p. 292 - 293)

Reading Comprehension Process (link)(8.6C & 8.14B)

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Elaborate Facilitate as students perform the Biodiversity Activity. (link)

Ask students: (1) Which organism did the class value the most?(2) Why is that so?(3) How did changing the importance of an under funded organism change the students' desire to change their amount of funding?(4) Why should preserving the biodiversity of an area, such as the rainforest, be so important to humans?(8.2C, D; 8.4B & 8.6C; 8.14B)

Journaling -Students create a chart in their science journal recording species, amount spent, and justification for amount spent on each species. (8.2C, D; 8.4B & 8.6C; 8.14B)

Suggested Worksheets (8.6C & 8.14B):Critical Thinking Worksheet 11 - Bud Kindfellow Has a PlanTexas Directed Reading Workbook: Worksheet 11 - Section 2

Suggested Homework for Concept Reinforcement(8.6C & 8.14B):

Evaluate TE - Concept Mapping: Have students create a concept map using the new terms from this section, the

section title, and any necessary additional terms. Students should use appropriate connecting words and phrases to link the terms in the map. (8.6C & 8.14B):

Journaling - Have students create concept map in their science journal. (8.6C & 8.14B):

Quiz with the following as possible questions (8.6C & 8.14B):(1) What chemicals are dangerous to the environment?(2) What are two ways pollution can harm people?(3) What is meant by habitat depletion?(4) Why is biodiversity important to our planet?

Journaling - Have students record their answers in their science journal. Debrief with class. (8.6C & 8.14B):

Vocabulary: (Pertinent to the learning – specific) pollution alien species (invasive species) biodiversity habitat destruction overpopulation resource depletion

Resources:

Holt Science & Technology

8th Grade TextbookChapter 11

Section 2pp. 288 – 293

Unit 3 Resource BookletCritical Thinking Worksheet 11 - Bud Kindfellow Has a Plan

Texas Directed Reading WorkbookWorksheet 11 - Section 2

Internet SitesOh DeerBiodiversity ActivityBiodiversity Sites for KidsBiodiversity Code ActivityBiodiversity

SAISD © 2008-09 – Second Grading Period (Week 8) Science Grade 8 Page 40 of 42

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Evidence of Learning

Differentiation Interims/TAKS/Benchmarks College-Readiness i.e.,Anticipated Skills for SAT/ACT/College Board/Career/Life

What do you do for students who need additional support.

Help students understand the difference between renewable and non-renewable by creating a T chart on the board and guiding students to list items in our world that represent each category. (8.6C & 8.14B):

Work with students to create a concept map of the key vocabulary terms. (8.6C & 8.14B):

What do you do for students who master the learning quickly?

Students use the Internet to identify an invasive species and then to research that species to describe what it is, where it came from, and how it has affected the environment these species were brought into. (8.6C & 8.14B):

8th grade District Release Test 2008

Correct Answer: B10th grade TKAS Release Test 2006

Correct Answer: G

SAISD © 2008-09 – Second Grading Period (Week 8) Science Grade 8 Page 41 of 42

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.