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READING | LEVEL 2Teacher Edition Sample Page

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Unit Instructional Plans

Rainbow’s Gift

Unit 13

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Getting Started (student pages 123–132)

Introduction

This unit contains a myth titled “Rainbow’s Gift” that explains the origin of the rainbow. A literary connection for this unit might focus on myths and their explanations of events in nature or behaviors of people.

Building Background Knowledge

Select a myth from the Suggested Unit Content Literature to use as a read aloud. Prior to reading, ask students to listen for the following elements of the myth: setting, characters, plot events. After reading, allow students to discuss the story elements and post on a story map. Guide students to determine what the myth is explaining about nature or about people’s behavior.

(TEKS: 2.3(C), 2.9, 2.9(B), 2.28, 2.30(A), Figure19(A), Figure 19(C), DOK: 2, Bloom’s/RBT: Comprehension/Understand, ELPS: (c)1.C, (c)1.E, (c)1.F, (c)2.D, (c)3.D)

Suggested Formative Assessment

Ask students to use the elements posted on the story map for the Building Background Knowledge activity to write a summary of the read aloud myth. Use the evidence to determine individual student understanding of writing a summary.

(TEKS: 2.9, 2.19(A), DOK: 2, Bloom’s/RBT: Comprehension/Understand, ELPS: (c)1.A, (c)4.D, (c)5.G)

Suggested Unit Content Literature

Continue building student knowledge related to this unit by selecting books from the following list for read alouds, for student independent reading, and for research resources.

A Child’s Introduction to Greek Mythology: The Stories of the Gods, Goddesses, Heroes, Monsters, and Other Mythical Creatures – Heather Alexander

Classic Myths to Read Aloud: The Great Stories of Greek & Roman Mythology – William F. RussellMythology – Neil PhilipThe Gods and Goddesses of Olympus – AlikiGreek Myths – Retold by Marcia WilliamsTales of the Greek Heroes – Roger Lancelyn GreenGreek Myths: DK Readers – Deborah LockAll the Colors of the Rainbow – Allan FowlerWhat Makes a Rainbow?: A Magic Ribbon Book – Betty Ann SchwartzThe Rainbow Book – Kate OhrtThe Usborne Complete Book of Art Ideas – Fiona WattMaking Amazing Art: 40 Activities Using the 7 Elements of Art Design – Sandi HenryArt Lab for Kids: 52 Creative Adventures in Drawing, Painting, Printmaking, Paper, and Mixed Media – Susan Schwake

(TEKS: 2.4, 2.12, 2.28, Figure 19(C), DOK: 1, Bloom’s/RBT: Comprehension/Understand, ELPS: (c)2.D, (c)2.E, (c)2.G, (c)2.H, (c)2.I, (c)4.G, (c)4.H, (c)4.I, (c)4.J, (c)4.K)

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2.3, 2.3(B) Unit 13 Rainbow’s Gifts

Prepare for the Unit Student Pages 123–132

Review the following information to clarify the TEKS before planning instruction.

TEKS 2.3 – Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to:

(B) ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text.

Reporting Category – 2-Supporting

Unpacking the TEKSSkilled readers learn to ask questions while reading literary selections to monitor understanding and comprehension. Teach students to pause as they are reading and ask relevant questions about the settings, plot events, and characters of the selections. Remind students to use evidence from the texts to locate or to verify answers. Guide students to review texts if they encounter words/phrases within the texts or sections of the texts that are confusing. Teach students to use this review strategy to locate the information that will provide clarification and address confusion. In addition, students require practice locating facts and details within texts. Authors use facts and details to support descriptions of the settings, plot events, and characters, allowing readers to have deeper understandings of the stories. Facts are statements that can be proven true. Details are small parts of the whole story that provide specific information about the settings, plot events, or characters. Students should be required to support answers about facts and details with direct evidence located within texts.

Critical Thinking TraitsAlthough students may demonstrate multiple critical thinking traits as they master this standard, provide opportunities for students to apply the examine and inquire traits. (See Critical Thinking Traits in Teacher Resources.)

Connections to the TEKSReview the Instructional Activities and determine those you will use to support instruction and practice of the TEKS.

Activity 1: Stop and Ask (15 minutes)

Pause periodically during read alouds to ask who, what, when, where, why, and how questions. As students answer questions, instruct them to provide evidence from the texts to support responses. Teach students to continue this practice when they are reading independently. (TEKS: 2.3(B), 2.9, 2.28, 2.30, Figure 19(B), DOK: 2, Bloom’s/RBT: Comprehension/Understand, ELPS: (c)1.A, (c)2.D, (c)2.G, (c)2.H, (c)2.I, (c)3.D, (c)3.G, (c)3.H)

Activity 2: What’s That? (15 minutes)

Prior to read alouds, prepare cards with knowledge and comprehension level questions related to the stories. Have students select cards, listen to the read alouds, record answers to questions on the cards, and respond with the answers during class discussions. Guide students to use the same process during independent reading.

(TEKS: 2.3(B), 2.9, 2.28, 2.29, 2.30(A), Figure 19(B), DOK: 2, Bloom’s/RBT: Comprehension/Understand, ELPS: (c)1.A, (c)2.D, (c)2.G, (c)2.H, (c)2.I, (c)3.D, (c)3.G, (c)3.H, (c)5.G)

2SCIENCE | LEVEL 4

totalmotivationSCIENCE™Table of Contents

Getting Started with Total Motivation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Total Motivation Science and T-Tess . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

How to Use Total Motivation Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Reporting Category 1: Matter and Energy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94.5(A)Unit 1 – Physical Properties of Matter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

4.5(B)Unit 2 – Mixtures and Solutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Reporting Category 1: Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Reporting Category 2: Force, Motion, and Energy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 234.6(A)Unit 3 – Forms of Energy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

4.6(B)Unit 4 – Conductors and Insulators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

4.6(C)Unit 5 – Electrical Circuits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

4.6(D)Unit 6 – Force Investigations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

Reporting Category 2: Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

Reporting Category 3: Earth and Space . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 494.7(A)Unit 7 – Properties of Soils . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

4.7(B)Unit 8 – Weathering, Erosion, and Deposition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

4.7(C)Unit 9 – Renewable and Nonrenewable Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

4.8(A)Unit 10 – Weather Predictions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68

4.8(B)Unit 11 – Water Cycle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74

4.8(C)Unit 12 – Shadows, Seasons, and the Moon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80

Reporting Category 3: Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86

Teacher Edition Table of Contents


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Rainbow’s Gift

Unit 13



Introduction




























2SCIENCE | LEVEL 4

Reporting Category 4: Organisms and Environments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 874.9(A)Unit 13 – Producers and Consumers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88

4.9(B)Unit 14 – Food Webs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94

4.10(A)Unit 15– Structures and Functions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100

4.10(B)Unit 16 – Inherited Traits and Learned Behaviors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106

4.10(C)Unit 17 – Life Cycle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 1 2

Reporting Category 4: Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 1 8

Teacher Resources

Unpacking the TEKS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 1 9

Motivation Science and the 5-E Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130

Scientific Investigation and Reasoning TEKS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132

Laboratory Safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133

Accommodations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135

English Language Proficiency Standards (ELPS) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136

Critical Thinking Traits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141

Hess Cognitive Rigor Matrix and Curricular Examples Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147

Bloom’s Taxonomy/Revised Bloom’s Taxonomy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148

Answer Keys and Codings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150

Science Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 192

Teacher Edition Table of Contents


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Rainbow’s Gift

Unit 13



Introduction




























2SCIENCE | LEVEL 4

6 ILLEGAL TO COPY math assessments LEVEL 8 mentoringminds.com

Form A Administration DirectionsAssessments

Monitoring Student Performance

It is recommended that math assessments be used to diagnose individual student strengths and deficiencies in the Grade 8 Mathematics Student Expectations.

Allow students to use the Chart Your Success tool in the student edition to record their assessment responses. Encourage students to take responsibility for their learning as they observe their individual performance over time.

Suggested Uses of Math Assessments

Practice – Students need opportunities to practice and develop test-taking skills. These tests focus on the skills students will be expected to demonstrate on assessments of the Texas Essential Knowledge and Skills (TEKS). Progress Monitoring – Teachers can use results from the assessments to check retention of concepts by students and identify areas of review that may be needed. Teaching Tool – Data from the assessments help determine areas needing additional instruction.

SCIENCE | LEVEL 6Teacher Edition Sample Page

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Earth’s RotationUnit 17

Readiness Standard – 5.8(C)

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Getting Started

Reporting Category 3The student will demonstrate an understanding of components, cycles, patterns, and natural events of Earth and space systems.

TEKSThe student knows that there are recognizable patterns in the natural world and among the Sun, Earth, and Moon system.

5.8(C) Readiness StandardDemonstrate that Earth rotates on its axis once approximately every 24 hours causing the day/night cycle and the apparent movement of the Sun across the sky.

Unpacking the StandardIn order to master this standard, students should understand the concepts related to day and night and the apparent movement of the Sun at the application level of Bloom’s Taxonomy.

Prerequisite StandardsPrior to 5th Grade, students studied these science concepts which laid the foundation for understanding 5.8(C).

Grade Level TEKS Description

KK.8(B) Identify events that have repeating patterns, including seasons of the year and day and night.

K.8(C) Observe, describe, and illustrate objects in the sky such as the clouds, Moon, and stars, including the Sun.

11.8(B)

Observe and record changes in the appearance of objects in the sky such as clouds, the Moon, and stars, including the Sun.

1.8(C) Identify characteristics of the seasons of the year and day and night.

2 2.8(D) Observe, describe, and record patterns of objects in the sky, including the appearance of the Moon.

33.8(C) Construct models that demonstrate the relationship of the Sun, Earth, and Moon, including orbits and positions.

3.8(D) Identify the planets in Earth’s solar system and their position in relation to the Sun.

4 4.8(C)Collect and analyze data to identify sequences and predict patterns of change in shadows, tides, seasons, and the observable appearance of the Moon over time.

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4.10(B) Unit 16 Inherited Traits and Learned Behaviors


Review the following information to clarify the standard before planning instruction.

Reporting Category 4 – Organisms and Environments

The student will demonstrate an understanding of the structures and functions of living organisms and their interdependence on each other and on their environment.

TEKS 4.10 – The student knows that organisms undergo similar life processes and have structures and behaviors that help them survive within their environment. The student is expected to:

4.10(B) explore and describe examples of traits that are inherited from parents tooff spring such as eye color and shapes of leaves and behaviors that are learned such as reading a book and a wolf pack teaching their pups to hunt eff ectively.

Scientific Investigation and Reasoning TEKS Addressed in This Unit4.1(A), 4.1(B), 4.2(A), 4.2(B), 4.2(C), 4.2(D), 4.2(F), 4.3(B), 4.3(C), 4.4

Critical Thinking TraitsStudents may demonstrate multiple critical thinking traits as they participate in the instructional activities for this unit. For example, on the Critical Thinking page, students should apply the following traits: communicate and create. (See Critical Thinking Traits in Teacher Resources.)

STAAR ConnectionStudent knowledge of 4.10(B) is fundamental for success on the Grade 5 STAAR. 4.10(B) builds background for success in the following Grade 5 standard.

Readiness Standard 5.10(B)Diff erentiate between inherited traits of plants and animals such as spines on a cactus or shape of a beak and learned behaviors such as an animal learning tricks or a child riding a bicycle.

Prerequisite StandardsPrior to Grade 4, students studied these science concepts which laid the foundation for understanding 4.10(B).

Kindergarten

K.10(C) Identify ways that young plants resemble the parent plant.

Grade 1

1.10(C) Compare ways that young animals resemble their parents.

Grade 2

2.10(A) Observe, record, and compare how the physical characteristics and behaviors of animals help them meet their basic needs.

2.10(B) Observe, record, and compare how the physical characteristics of plants help them meet their basic needs such as stems carry water throughout the plant.

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Rainbow’s Gift

Unit 13



Introduction




























2SCIENCE | LEVEL 4

mentoringminds.com mathassessments LEVEL 8 ILLEGAL TO COPY 7

Answer KeyLevel 8

Form A

Answer Key (Student pages 11–28)

Question Answer Content Student Expectation Reporting Category DOK

Level Revised Bloom’s Taxonomy

1 A 8.2(A) 1-Supporting 2 Analyze

2 H 8.2(B) 1-Supporting 2 Understand

3 A 8.2(C) 1-Supporting 1 Understand

4 G 8.2(D) 1-Readiness 2 Apply

5 D 8.4(A) 2-Supporting 1 Analyze

6 H 8.4(B) 2-Readiness 2 Apply

7 D 8.4(C) 2-Readiness 1 Analyze

8 –1.75 8.4(C) 2-Readiness 2 Apply

9 D 8.5(A) 2-Supporting 2 Apply

10 G 8.5(B) 2-Supporting 2 Apply

11 C 8.5(E) 2-Supporting 2 Apply

12 F 8.5(F) 2-Supporting 2 Analyze

13 B 8.5(G) 2-Readiness 2 Analyze

14 J 8.5(H) 2-Supporting 2 Analyze

15 A 8.5(I) 2-Readiness 2 Apply

16 H 8.5(I) 2-Readiness 2 Apply

17 C 8.8(A) 2-Supporting 2 Apply

18 F 8.8(B) 2-Supporting 2 Apply

19 1.2 8.8(C) 2-Readiness 2 Apply

20 G 8.9(A) 2-Supporting 1 Analyze

21 B 8.3(A) 3-Supporting 1 Apply

22 J 8.3(C) 3-Readiness 2 Understand

23 C 8.3(C) 3-Readiness 2 Apply

24 G 8.6(A) 3-Supporting 1 Apply


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212 ILLEGAL TO COPY motivationscience™LEVEL 5 mentoringmindsonline.com

Science Teacher Express

Teacher InstructionsUse this information to build your background knowledge or to review content.

Earth’s Rotation• Earth rotates around its axis once approximately every 24 hours. This equals one day.

• Earth rotates counter-clockwise.

• Earth spins at around 1600 kilometers per hour.

• While one half of Earth is lit by the Sun (daytime), the other half is dark (nighttime). Earth continuously rotates, causing daytime and nighttime.

• We are unaware of the movement of Earth because everything around us moves at the same speed. The same thing happens when we ride in a car or airplane. If you close your eyes, it feels as if you are sitting still.

• The 23.5 degree tilt of Earth’s axis and the revolution of Earth around the Sun causes the four seasons: winter, spring, summer, and fall.

• One revolution of Earth around the Sun equals one year.

Sun• Due to Earth’s rotation, the Sun appears to move across the sky during the day. It appears to

change position throughout the day.

• There are approximately 12 hours of daylight and 12 hours of night.

• The rotation of Earth is continuous, however the North and South Poles experience extended day and night. Depending on the time of year, the North and South Poles have daytime or nighttime for weeks. This means that during summer in the North Pole, there will be no darkness. At the same time, the South Pole will experience weeks without sunlight.

• Do not look directly at the Sun. It can cause damage to the eyes and even blindness.

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Inherited Traits and Learned Behaviors Unit 16 4.10(B)IntroductionEvaluate student understanding throughout the activities as a formative assessment of learning.

Activity 1: My Inherited Traits (10–15 minutes) Student Page 179

1. Have students determine which traits they have inherited and record the results in student editions.

2. After students have determined their traits, have them compare their traits to those of a classmate and record results.

3. Share results with the class.

Activity 2: My Learned Behaviors (20–30 minutes) Student Page 180

1. Instruct students to read and follow the directions for completing the activity in student editions.2. Share results with the class.

Activity 3: Inherited Traits and Learned Behaviors in Organisms (10–15 minutes) Student Page 180

1. Instruct the students to classify the characteristics shown in student editions as inherited traits or learned behaviors.

2. Share results with the class.

Questions to Guide Inquiry1. What are some traits you have inherited?2. What are some behaviors you have learned?3. How do inherited traits and learned behaviors help organisms survive?4. What are some examples of inherited traits in plants?5. How do inherited traits play a role in an organism’s structures?6. Do plants have learned behaviors?

MaterialsActivities 1–3

Per Student • student editions • pencils

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Rainbow’s Gift

Unit 13



Introduction




























2SCIENCE | LEVEL 4


Answer KeyLevel 8

Form A




25 D 8.7(A) 3-Readiness 2 Apply

26 H 8.7(A) 3-Readiness 2 Apply

27 B 8.7(B) 3-Readiness 2 Apply

28 144.08 8.7(B) 3-Readiness 2 Apply

29 A 8.7(C) 3-Readiness 2 Apply

30 J 8.7(C) 3-Readiness 2 Apply

31 C 8.7(D) 3-Supporting 2 Apply

32 G 8.8(D) 3-Supporting 1 Analyze

33 C 8.10(B) 3-Supporting 1 Understand

34 J 8.10(C) 3-Readiness 1 Analyze

35 B 8.10(C) 3-Readiness 2 Understand

36 H 8.5(C) 4-Supporting 2 Analyze

37 C 8.5(D) 4-Readiness 1 Analyze

38 G 8.5(D) 4-Readiness 1 Analyze

39 2.48 8.11(B) 4-Supporting 2 Apply

40 J 8.12(C) 4-Supporting 2 Analyze

41 D 8.12(D) 4-Readiness 2 Apply

42 J 8.12(D) 4-Readiness 2 Apply


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Vocabulary Focus

Teacher InstructionsUse the vocabulary builder in the student edition and the vocabulary activity to review and practice the unit vocabulary terms.

The following are essential vocabulary terms for this unit.

apparent movement day night Sun

axis Earth rotate

Vocabulary ActivityWrite the unit vocabulary words on index cards. Place the word cards in a basket. Give the basket to a student. Turn on music. While the music plays, each student passes the basket to the student seated beside him/her. When the music stops, the student holding the basket draws a word and reads it aloud. If the student can define the word, a point is awarded to the student. Continue play until all words have been correctly defined.

Suggested Formative Vocabulary AssessmentAssess student understanding of vocabulary by using the above vocabulary activity and the Science Vocabulary Builder page in the student edition.

Enrichment Connections

Children’s LiteratureWhere Does the Sun Go at Night?: An Earth Science Mystery – Amy S. Hansen

The Day the Earth Stood Still: Earth’s Movement in Space – Isabel Thomas

Why Does the Sun Set? – Terry Allan Hicks

Sun Up, Sun Down: The Story of Day and Night – Jacqui Bailey

Arctic Lights, Arctic Nights – Debbie S. Miller

Science WebsitesWindows to the Universe: http://www.windows2universe.org/the_universe/uts/earth2.html

Office of Naval Research–Observing the Sky in Motion: http://www.onr.navy.mil/focus/spacesciences/observingsky/motion1.htm

The Rotation of Earth: http://www.kidsgeo.com/geography-for-kids /0018-the-rotation-of-the-earth.php

Reading Rainbow–My Shadow: http://searchdiscoveryeducation.com/search.ReadingRainbowMyShadow



Guided Practice (20–30 minutes) Student Page 181

Read each question together and discuss the correct and incorrect responses to reveal misconceptions. Model strategies to help students think logically. Assess student understanding and provide feedback as needed.

Question 1: All of the following are traits that are inherited from parent to off springEXCEPT —

Is eye color a trait and example of a trait that is not passed on from parent to off spring? No, eye color is an inherited trait. Eye color cannot be learned. Answer A is incorrect.

Are table manners an example of a trait that is not passed on from parent to off spring? Yes, table manners are a learned behavior. Table manners are taught. Answer B is correct.

Is the shape of the nose an example of a trait that is not passed on from parent to off spring? No, the shape of one’s nose is inherited. One cannot be trained to have a specifically shaped nose. Answer C is incorrect.

Are freckles an example of a trait that is not passed on from parent to off spring? No, freckles are inherited from parent to off spring. If a person has freckles, they are born with that trait. Answer D is incorrect.

Question 2: The shape of a tree’s leaves is —Is the shape of a tree’s leaves determined by the color of the tree? No, a tree’s color does not determine leaf shape. The shape of a leaf is determined by what type of tree it is. This trait is inherited. Answer F is incorrect.

Is the shape of a tree’s leaves a learned characteristic of plants? No, trees cannot learn or be taught how to make leaves a certain shape. It is an inherited trait passed on from parent to off spring. Answer G is incorrect.

Is the shape of a tree’s leaves predicted by the size of the parent tree? No, the shape of a tree’s leaves is not determined by the size of the parent tree. Answer H is incorrect.

Is the shape of a tree’s leaves passed on from generation to generation? Yes, the shape of a tree’s leaves is a trait passed on from generation to generation. It is inherited. Answer J is correct.

Question 3: Mendel’s experiments helped advance understanding about —Did Mendel help advance understanding about behavior? No, the experiments were not about behavior but about physical traits that are passed down from parent to off spring. Answer A is incorrect.

Did Mendel advance understanding about heredity? Yes, Mendel’s heredity experiments showed that traits are passed down from generation to generation. Answer B is correct.

Did Mendel help advance understanding about instincts? No, his experiments focused on physical traits. Answer C is incorrect.

Did Mendel conduct experiments about learning? No, his focus was on traits that are inherited, not on learning. Answer D is incorrect.

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Rainbow’s Gift

Unit 13



Introduction




























2SCIENCE | LEVEL 4


Administration DirectionsAssessments

Form B

Directions for Assessment Administration

• Students are to work the math problems in their test booklets. • Students may use the Mathematics Reference Materials and the graph paper located in the test booklet

to assist in solving problems. Students may not use any other reference materials. • Teachers should not answer questions about the content of the test. If a student requests help, the

teacher may say, for example, “I can’t answer that for you; just do the best you can.” • Students are to complete the multiple-choice and griddable questions by marking the answers in the

student test booklets. • STAAR® requires a four-hour time limit. It is recommended that this time limit be used in order to allow

students to practice time-management and test-taking strategies. • Ensure that each student has a pencil with an eraser. • Read the following directions to the students:

Open your booklet to page 43. Write your name and today’s date on the provided lines. Turn to page 45. Follow along as I read aloud. Form B contains 42 questions. Thirty-eight questions are multiple choice, and four answers are

recorded on answer grids. Work carefully and answer as many questions correctly as you can. Do not spend too much time on any one problem. You will find the Grade 8 Mathematics Reference Materials and graph paper at the beginning of

Form B. You may use these materials when you are solving problems. You may work the problems in the blank spaces in your test booklet or on the graph paper. Read each question carefully. To answer a multiple-choice question, determine the best answer to

the question from the four answer choices provided. Select only one answer for each multiple-choice question. Mark your answers very carefully. If you make a mistake or want to change an answer, completely erase your first choice. To answer a question with a grid, determine the best answer to the question. Then write your answer

in the boxes and fill in the corresponding circle below each digit. Some answers may require you to fill in all the boxes, while other answers require you to fill in only some of the boxes. You do not need to fill in circles below boxes that you do not use. You will answer the questions by yourself. I cannot help you answer any test questions. I will be

able to help you only with questions about the directions. You may not know the answers to all the questions. If you do not know the answer to a question, choose the answer you think might be correct. Remember that you may write in your test booklet if you would like to make notes. You will have 4 hours to complete the test. Stop when you come to the end of Form B. During the test,

you will be provided with reminders of the time left to test. All of your answers must be recorded in your test booklet before the 4-hour time period ends. You may check your answers after you have finished, but do not open or work on any other section

of your test booklet. When you have finished reviewing your work, close your test booklet and raise your hand. I will come to your desk to collect your test booklet. Please sit quietly so you do not disturb others who are still working on the test. Are there any questions? Turn to page 51. You may begin the Form B assessment.


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Introduction (student pages 183–184)

Teacher InstructionsActivity 1 is a teacher demonstration. In the second activity, students complete part of the activity during school and finish the other part of the activity at home. Evaluate student understanding throughout the activities as a formative assessment of learning.

Activity 1: Rotation1. This activity is a teacher demonstration. Use an orange and a

flashlight to represent the rotation of Earth.2. A student volunteer can be used to hold the flashlight. Stick a

push pin in the orange to represent Texas. Instruct student to point flashlight on one part of the orange and hold it steady. Then begin rotating the orange counter-clockwise to show different parts of it being hit by light. Explain and demonstrate that Earth also revolves around the Sun as it is rotating.

3. Ask students why different parts of the orange were hit by light when it was rotated. Explain that Earth rotates once approximately every 24 hours, causing day and night.

4. Students answer questions and complete an illustration of the demonstration on the student pages.

Activity 2: Apparent Movement1. Students learn about the change in appearance of the Sun due to Earth’s rotation.2. Students observe the appearance of the Sun in the sky at different times of the day. Instruct them

to face south and to check the position at 8:00 A.M., 10:00 A.M., 12:00 P.M., 2:00 P.M., 4:00 P.M., and 6:00 P.M. Instruct students to describe the position and location of the Sun, using landmarks as a reference, and illustrate the position, labeling the time. [Be sure to discuss safety first and tell students to never look directly at the Sun. Students may use sunglasses while observing the position, but still should not observe the Sun directly.]

3. Students need to complete part of the investigation at school and the rest at home. Students may record the evening observations on a separate piece of paper and then copy the results into student books the following day.

4. On the student page, students record the position of the Sun in the sky throughout the day. They need to provide a description of the position. For example, the Sun will be overhead at noon.

5. After collecting the data, illustrate the position of the Sun throughout the day. Be sure students include the time of day the Sun appeared in each position.

6. After illustrating the Sun’s apparent movement throughout the day, students will answer questions at the bottom of the page. Discuss their findings and clear up any confusion. Talk about why the Sun appears to move. Explain that Earth’s rotation causes day and night. Some parts of Earth experience different amounts of sunlight at different times of the year.

Questions to Guide Inquiry1. What causes day and night?2. Why does the Sun appear to move across the sky?3. If we repeated the investigation in 4 months, do you think our results would be the same?4. Why or why not?

Materials

Activity 1: Teacher Demonstration

• orange• flashlight • push pin• pencils

Activity 2: Per Student

• pencils• outdoor area• sunglasses (optional)


Inherited Traits and Learned Behaviors Unit 16 4.10(B)Guided Practice (continued)

Question 4: Which of the following is a useful representation of a learned behavior?Is a stuff ed animal balancing a ball on its nose a useful representation of a learned behavior? Yes, the stuff ed animal represents a real animal balancing a ball on its nose. The ability to balance a ball on its nose is a learned trait. It is not inherited. The animal must be taught to balance the ball on its nose. It is not born knowing how to do so. Answer F may be the correct answer. Continue to evaluate the other answer choices before making a final selection.

Is an assorted selection of diff erent-shaped leaves a useful representation of a learned behavior? No, an assortment of diff erent-shaped leaves is a good representation of an inherited trait that is passed on from parent to off spring. Leaves cannot learn how to make their own shapes. They are born with this trait. Answer G is incorrect.

Are photographs of people with diff erent skin tones useful to represent a learned behavior? No, skin tone is an inherited trait that is passed on from parent to off spring. Answer H is incorrect.

Is a rubber duck floating in the water a useful representation of a learned behavior? No, the rubber duck represents a real duck floating in the water. Ducks inherit this trait from their parents. Answer J is incorrect.

Question 5: Which student did NOT correctly classify learned behaviors?Did Student 1 incorrectly classify learned behaviors? No, playing basketball and juggling are learned. One is not born knowing how to play basketball or juggle. Answer A is incorrect.

Did Student 2 incorrectly classify learned behaviors? Yes, eye color and hair color are not learned behaviors. Eye color and hair color are inherited traits passed on from parent to off spring. Answer B is correct.

Did Student 3 incorrectly classify learned behaviors? No, reading and table manners are learned behaviors. These traits are not passed down from parent to off spring. Answer C is incorrect.

Did Student 4 incorrectly classify learned behaviors D? No, back flips and juggling are learned behaviors that must be taught. Answer D is incorrect.

Question 6: All of the following are learned EXCEPT —Is reading a book an example that is not a learned behavior? No, this is an learned. One must be taught to read. Answer F is incorrect.

Is balancing a ball an example that is not a learned behavior? No, this is learned. One must be taught to balance a ball. Answer G is incorrect.

Is sneezing an example that is not a learned behavior? Yes, this is not learned. Sneezing is a natural response. Answer H is correct.

Is running an example that is not a learned behavior? No, this is learned. One is not born knowing how to run. It is not an inherited trait, but a learned behavior. Answer J is incorrect.

Content Practice (20–30 minutes) Student Page 182

Have students complete the Content Practice questions in student editions. After students complete the assignment, analyze results and provide additional instruction as needed.

Formative Assessment (5 minutes)

State examples that describe inherited traits or learned behaviors. Ask students to sort stand if the example is an inherited trait or sit if the example is a learned behavior. Monitor responses and provide clarification as needed.

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Rainbow’s Gift

Unit 13



Introduction




























2SCIENCE | LEVEL 4


Administration DirectionsAssessments

Form B

Monitoring Student Performance

It is recommended that math assessments be used to diagnose individual student strengths and deficiencies in the Grade 8 Mathematics Student Expectations.

Allow students to use the Chart Your Success tool in the student edition to record their assessment responses. Encourage students to take responsibility for their learning as they observe their individual performance over time.

Suggested Uses of Math Assessments

Practice – Students need opportunities to practice and develop test-taking skills. These tests focus on the skills students will be expected to demonstrate on assessments of the Texas Essential Knowledge and Skills (TEKS). Progress Monitoring – Teachers can use results from the assessments to check retention of concepts by students and identify areas of review that may be needed. Teaching Tool – Data from the assessments help determine areas needing additional instruction.


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Guided Practice Strategies (student page 185)

Teacher InstructionsAs a class or in small groups, read through each question together and discuss the correct and incorrect responses, revealing common misunderstandings and misconceptions. Model strategies to help students think logically about each answer choice. Assess student understanding as the questions and answers are discussed.

Question 1Which of the following causes the shadow to form in the picture above?

• Does Earth’s rotation cause shadows cast by the Sun? Yes, Earth’s rotation, or spinning on its axis, causes the apparent movement of the Sun across the sky. Earth makes a complete rotation every 24 hours. The time of day determines how long the shadow is. Answer A is correct. Check the other answers to make sure answer A is the best choice.

• Does Earth’s revolution cause the shadows cast by the Sun? No, it takes Earth one year, or 365 days, to make a complete revolution around the Sun. This process does not explain the Sun’s apparent movement. Answer B is incorrect.

• Does the Sun’s revolution cause the shadows cast by the Sun? No, the Sun revolves around the Milky Way Galaxy. This would not cause shadows. Answer C is incorrect.

• Does Earth’s orbit cause the shadows cast by the Sun? No, Earth’s orbit is the path it travels around the Sun. The path does not cause the shadows. Answer D is incorrect.

Question 2Approximately what time of day is it in the picture above?

• Is it 12:00 P.M. in the picture? No, if it were 12:00 P.M. (noon), the Sun would most likely be directly above the tree, casting a very short shadow. Answer F is incorrect.

• Is it 8:00 A.M. in the picture? Yes, the tree’s shadow is long on the west side of the picture, which means the Sun is in the east, and it is morning. Answer G is correct.



InterventionsAfter assessing student learning, use the following activities to provide remediation.

Activity 1: Inherited Traits and Learned Behaviors Fold Book (20–30 minutes)

Provide students with paper, scissors, and markers or crayons. Ask students to create a two flap fold book. Fold paper in half. Cut the front flap to the fold line. Label the front of each flap with the terms inherited traits and learned behaviors. Write a definition for each on the outside flaps. On the inside, list and illustrate examples that represent inherited traits and learned behaviors. Allow students to share fold books with the class.

Activity 2: Family Picture Share (20–30 minutes)

Ask students to bring family pictures. Have students analyze the pictures to determine inherited traits among family members. Provide students with paper and drawing materials. Ask students to draw a picture of themselves and to label the inherited traits. Next to each label, have students list the other members of their families that inherited the same trait.

Extending Student Thinking (45–60 minutes)

After assessing student learning, use the following activity to provide enrichment.

Activity: InstinctsCreate a list of animal instincts (e.g., migration, hibernation, salmon swimming upstream). Have students conduct research to determine if instincts are inherited traits or learned behaviors. Ask students to cite evidence from the research to back up claims. Allow students to present the claims to the class. Guide the class to debate the validity of each claim based on the evidence provided by the student.

Note: Preview Internet websites for appropriate content to ensure that each website meets the instructional goals of the lesson and complies with district/school guidelines for acceptable use.

Process Practice (20–30 minutes) Student Pages 183–184

Questions in this section address the process skills, or Scientific Investigation and Reasoning TEKS. Students who experience diff iculty with these questions may need additional instruction in scientific processes.

Have students complete the Process Practice questions in student editions. After students complete the assignment, analyze results and provide additional instruction as needed.

Critical Thinking (20–30 minutes) Student Page 185

Use the Critical Thinking activity to review and extend the knowledge of concepts students are learning. After students complete the activity, utilize the Formative Assessment component to gather information about student progress, to guide instructional decisions, and to assess what students know and understand about the unit concepts.

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Rainbow’s Gift

Unit 13



Introduction




























2SCIENCE | LEVEL 4


Answer KeyLevel 8

Form B




1 A 8.2(B) 1-Supporting 1 Apply

2 G 8.2(C) 1-Supporting 1 Understand

3 C 8.2(D) 1-Readiness 2 Apply

4 F 8.2(D) 1-Readiness 2 Apply

5 A 8.4(A) 2-Supporting 1 Analyze

6 3.50 8.4(B) 2-Readiness 1 Analyze

7 A 8.4(B) 2-Readiness 2 Apply

8 F 8.4(C) 2-Readiness 2 Analyze

9 D 8.5(A) 2-Supporting 2 Apply

10 H 8.5(B) 2-Supporting 2 Apply

11 14 8.5(E) 2-Supporting 2 Apply

12 J 8.5(F) 2-Supporting 2 Analyze

13 A 8.5(G) 2-Readiness 2 Analyze

14 G 8.5(G) 2-Readiness 2 Analyze

15 D 8.5(H) 2-Supporting 2 Analyze

16 F 8.5(I) 2-Readiness 2 Apply

17 C 8.8(B) 2-Supporting 2 Apply

18 H 8.8(C) 2-Readiness 2 Apply

19 C 8.8(C) 2-Readiness 2 Apply

20 F 8.9(A) 2-Supporting 1 Analyze

21 B 8.3(B) 3-Supporting 1 Understand

22 H 8.3(C) 3-Readiness 1 Analyze

23 C 8.3(C) 3-Readiness 2 Understand

24 H 8.6(C) 3-Supporting 2 Understand


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• Is it 6:00 P.M. in the picture? No, the shadow would be cast on the opposite side because the Sun would be in the western sky. Answer H is incorrect.

• Is it 12:00 A.M. in the picture? No, 12:00 A.M. is during the night. We would not see the Sun at all, and there would be no shadow. It would be dark. Answer J is incorrect.

Question 3Earth rotates on its axis approximately once every 24 hours, causing the day/night cycle and —

• When Earth rotates on its axis, does it cause the phases of the Moon to appear? No, the phases of the Moon are caused by the revolution of the Moon around Earth. Answer A is incorrect.

• Does the rotation of Earth also cause Earth to orbit around the Sun? No, when Earth orbits around the Sun, Earth is said to revolve, not rotate. Answer B is incorrect.

• When Earth rotates on its axis, does it cause the apparent movement of the Sun across the sky? Yes, because of Earth’s rotation, the Sun appears to move across the sky. Answer C is correct.

• Does rotation cause the four seasons? No, seasons are caused by the tilt of Earth’s axis and Earth’s orbit around the Sun. Answer D is incorrect.

Question 4Which of the following would be the best example to explain Earth’s rotation?

• Would a merry-go-round be a good example to show how Earth rotates? Yes, if we imagine we are riding a merry-go-round we can see it spins just like Earth does on its axis, but everything else stays in place. Answer F is correct. Check the other answers to make sure answer F is the best answer.

• Is a funnel like Earth rotating? No, a funnel has a hole in it and does not spin like Earth does. Answer G is incorrect.

• Is a doorknob a good example of Earth rotating? No, a doorknob turns but it does not spin completely and in one direction like Earth. Answer H is incorrect.

• Is a swing a good example of Earth’s rotation? No, a swing moves in a back and forth motion. Answer J is incorrect.


Inherited Traits and Learned Behaviors Unit 16 4.10(B)Vocabulary FocusThe following are essential vocabulary terms for this unit.

acquired trait generation inherited trait off springcharacteristic heredity learned behavior parent

Activity 1: Science Vocabulary Builder (15–20 minutes) Student Page 186

Use the Science Vocabulary Builder in the student edition and the vocabulary activity to review and practice the unit vocabulary terms.

Activity 2: Draw and Guess (5–10 minutes) Post the unit vocabulary terms on a word wall. Ask a student to silently choose a term from the word wall. Instruct the student to draw a representation of the term on the board. Have the class guess the term. Allow the student who correctly guesses the term to become the next artist.

Home Connection (5 minutes) Student Page 187

Review the directions for the Home Connection activity. Discuss the Home Extensions and encourage students to complete these with a parent or guardian.

Cross-Curricular ConnectionUse the following activities to provide cross-curricular connections.

Activity: Science Journal (15–20 minutes) Student Page 188

Ask students to read the Science Journal prompt, respond, and share responses with a partner.

Literature Connections (10–60 minutes)

Blame Your Parents: Inherited Traits – Buff y Silverman

What Did I Look Like When I Was A Baby? – Jeanne Willis

From Mendel’s Peas to Genetic Fingerprinting: Discovering Inheritance – Sally Morgan

Animal Dads – Sneed B. Collard III

Animal Talk: How Animals Communicate through Sight, Sound and Smell – Etta Kaner

Gregor Mendel: The Friar Who Grew Peas – Cheryl Bardoe

PartnersIndividual

Key for Recommended Groupings

Groups Whole Class

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Rainbow’s Gift

Unit 13



Introduction




























2SCIENCE | LEVEL 4


Answer KeyLevel 8

Form B




25 A 8.7(A) 3-Readiness 2 Apply

26 J 8.7(A) 3-Readiness 2 Apply

27 A 8.7(B) 3-Readiness 2 Apply

28 G 8.7(B) 3-Readiness 2 Apply

29 25.5 8.7(C) 3-Readiness 2 Apply

30 F 8.7(C) 3-Readiness 2 Apply

31 C 8.8(D) 3-Supporting 2 Understand

32 H 8.10(A) 3-Supporting 2 Understand

33 B 8.10(C) 3-Readiness 1 Analyze

34 J 8.10(C) 3-Readiness 2 Understand

35 D 8.10(D) 3-Supporting 2 Apply

36 H 8.5(D) 4-Readiness 1 Analyze

37 A 8.5(D) 4-Readiness 1 Analyze

38 F 8.11(A) 4-Supporting 1 Analyze

39 C 8.12(A) 4-Supporting 2 Apply

40 G 8.12(D) 4-Readiness 2 Apply

41 1875 8.12(D) 4-Readiness 2 Apply

42 G 8.12(G) 4-Supporting 2 Analyze

SCIENCE | LEVEL 6Student Edition Sample Page

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Motivation Station: Mike’s Cool Science Fact


Unit 17 IntroductionName __________________________________________

Readiness Standard 5.8(C)

Earth actually takes 23 hours, 56 minutes, and 4 seconds to make one complete rotation. While

Earth is rotating, it is also revolving around the Sun. It takes an extra 4 minutes for Earth to rotate to

the same spot it was the day before while it is also revolving. This makes a day 24 hours long.

After this lesson I will be able to:

• Demonstrate that Earth rotates on its axis once approximately every 24 hours causing the day/night cycle and the apparent movement of the Sun across the sky.

Descriptive Investigations

Activity 1: Rotation

Watch as your teacher presents a demonstration of Earth’s rotation.

What did the orange represent?

What did the flashlight represent during the experiment?

What happened during the demonstration?

Illustrate the demonstration by drawing the position of the light hitting Earth during the demonstration.

Texas during the day Texas at night Texas at sunset


Name __________________________________________Standard 4.10(B) Unit 16 Introduction

Lab rats are often used in scientific investigations because rats are highly intelligent. Rats have been trained to do many specific tasks when rewarded by food. They often find loopholes or shortcuts to the reward that were not predicted by the scientists who designed the experiments.

Inherited Traits and Learned Behaviors

After this lesson, I will be able to:

• Explore and describe examples of traits that are inherited from parents to offspring.

Activity 1: My Inherited TraitsDetermine which traits you have inherited. Record the results in the table.

Dimples Freckles Hitchhiker’s Thumb Brown Eyes

Yes or No Yes or No Yes or No Yes or No

Compare your traits to the traits of a classmate. Which traits do you both have in common? Which traits are different? Record your answers in the table.

Trait Common Different

Motivation Station: Scientific Fact

4

READING | LEVEL 2Student Edition Sample Page

mentoringminds.com

Name __________________________________________

Rainbow’s Gift

132 ILLEGAL TO COPY motivationreading™LEVEL 2 ©2013 mentoringminds.com

Unit 13 Homework

✁

1. Search the Internet to locate pictures of rainbows. Identify the colors of the rainbow and their meanings.

2. Allow your child to make rainbows with creative materials.3. Encourage your child to experiment with combinations of colors.

Parent Activities

1 Why does an artist use a palette?

A The artist stores her tubes of paint on a palette.

B The artist places her paintbrush on a palette.

C The artist mixes her paints on a palette.

D The artist creates paintings on a palette.

2 Why does the author include the photograph?

F To show the artist’s work

G To show how an artist uses a palette

H To show children how to paint

J To show which colors are on the palette

3 What is the purpose of the hole in the palette?

A It helps the artist hold the palette.

B It helps the artist balance the paintbrush.

C It helps the artist mix the paints.

D It helps the artist create the artwork.

4 Write a sentence that uses the word dabs as it is used in the paragraph.

________________________

________________________

________________________

________________________

An art palette is an oval tray used by artists to mix colors of paint. An artist squeezes dabs of color from small tubes of paint onto the palette. Then, she places her thumb through a small hole in the tray. The artist balances the palette against her arm as she paints. The artist knows the colors she will need. Different shades of color are made by mixing the dabs of paint. As the artist mixes her paint, the palette appears as a colorful rainbow.

MATH ASSESSMENT | LEVEL 8

Page 5

Directions for Form A• Form A contains 42 questions. Thirty-eight questions are multiple choice, and 4 answers are

recorded on answer grids. Work carefully and answer as many questions correctly as you can. Do not spend too much time on any one problem.

• You will fi nd the Grade 8 Mathematics Reference Materials and graph paper at the beginning of Form A. You may use these materials when you are solving problems. You may work the problems in the blank spaces in your test booklet or on the graph paper.

• Read each question carefully. To answer a multiple-choice question, determine the best answer to the question from the four answer choices provided. Select only one answer for each multiple-choice question. Mark your answers very carefully. If you make a mistake or want to change an answer, completely erase your fi rst choice.

• To answer a question with a grid, determine the best answer to the question. Then write your answer in the boxes and fi ll in the corresponding circle below each digit. Some answers may require you to fi ll in all the boxes, while other answers require you to fi ll in only some of the boxes. You do not need to fi ll in circles below boxes that you do not use.

• You will answer the questions by yourself. I cannot help you answer any test questions. I will be able to help you only with questions about the directions. You may not know the answers to all the questions. If you do not know the answer to a question, choose the answer you think might be correct. Remember that you may write in your test booklet if you would like to make notes.

• You will have 4 hours to complete the test. Stop when you come to the end of Form A. During the test, you will be provided with reminders of the time left to test. All of your answers must be recorded in your test booklet before the 4 -hour time period ends.

• You may check your answers after you have fi nished, but do not open or work on any other section of your test booklet. When you have fi nished reviewing your work, close your test booklet and raise your hand. I will come to your desk to collect your test booklet. Please sit quietly so you do not disturb others who are still working on the test. Are there any questions?

• Turn to page 11 . You may begin the Form A assessment.

Form A

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184 ILLEGAL TO COPY motivationscience™LEVEL 5 mentoringminds.com

Unit 17 IntroductionName __________________________________________


Activity 2: Apparent Movement

Never look directly at the Sun.

On the table, record the position of the Sun in the sky throughout the day. Face south when you make your observations. This activity begins at school and is completed at home.

Time Position

8:00 A.M.Description

10:00 A.M.Description

12:00 P.M.Description




Illustrate the position of the Sun throughout the day. Face south for each observation. Be sure to include the time of day the Sun appeared in each position, and include drawings of nearby landmarks.

Why does the Sun appear to change its position throughout the day?

How does Earth’s rotation cause day and night? What would happen if Earth did not rotate?


Name __________________________________________Standard 4.10(B)Unit 16 Introduction

Activity 2: My Learned BehaviorsThink of 10 things you have learned to do. Create a timeline to show when you learned each behavior.

Date: __________

Learned Behavior:

_______________

Date: __________

Learned Behavior:

_______________

Date: __________

Learned Behavior:

_______________

Date: __________

Learned Behavior:

_______________

Date: __________

Learned Behavior:

_______________

Date: __________

Learned Behavior:

_______________

Date: __________

Learned Behavior:

_______________

Date: __________

Learned Behavior:

_______________

Date: __________

Learned Behavior:

_______________

Date: __________

Learned Behavior:

_______________

Activity 3: Inherited Traits and Learned Behaviors in OrganismsCorrectly classify each characteristic in the box below as an inherited trait or learned behavior. Record the classifications in the table below.

thorns on a rosebush eagle feathers shape of a leaf

tiger jumping through a hoop bird saying hello saying the pledge

polar bear fur color beak for cracking seeds monkey finding food

setting the table speaking Spanish flying south for the winter

Inherited Traits and Learned Behaviors

Inherited Traits Learned Behaviors

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Name __________________________________________

Rainbow’s Gift


Unit 13 Homework

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Parent Activities

















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Page 7

ADDITIONAL INFORMATION

Slope-intercept form y = mx + b

Direct variation y = kx

Slope of a line m =

Circle C = 2πr or C = πd

Triangle A = bh

Rectangle or parallelogram A = bh

Trapezoid A = (b1 + b2)h

Circle A = πr2

Lateral Total

Prism S = Ph S = Ph + 2B

Cylinder S = 2πrh S = 2πrh + 2πr2

Prism or cylinder V = Bh

Pyramid or cone V = Bh

Sphere V = πr3

Pythagorean Theorem a2 + b2 = c2

Simple interest I = Prt

Compound interest A = P(1 + r)t

Grade 8 MathematicsReference Materials

LINEAR EQUATIONS

CIRCUMFERENCE

AREA

VOLUME

12

12

y2 – y1 _____ x2 – x1

SURFACE AREA

13

43



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Unit 17 Guided PracticeName __________________________________________


The picture below represents a June day. Use the picture below and your knowledge of science to answer questions 1 and 2.

South

North

EastWest

1 The Sun appears to change position or move across the sky during daylight hours. Which of the following causes the shadow to form in the picture above?

A Earth’s rotation

B Earth’s revolution

C Sun’s revolution

D Earth’s orbit

2 Approximately what time of day is it in the picture above? 5.2(D)

F 12:00 P.M.

G 8:00 A.M.

H 6:00 P.M.

J 12:00 A.M.

3 Earth rotates on its axis approximately once every 24 hours, causing the day/night cycle and —

A the Moon phases

B the orbiting of Earth around the Sun

C the Sun’s apparent movement across the sky

D the four seasons

4 Which of the following would be the best example to explain Earth’s rotation?

F Merry-go-round

G Funnel

H Doorknob

J Swing

5 In what direction does the Sun appear to move across the sky?

A West to east

B North to south

C East to west

D South to north

6 Many cultures have different methods of telling what time of day it is. Which of the following is an ancient tool invented to determine the time of day? 5.3(D)

F Watch

G Clock

H Sundial

J Compass


Name __________________________________________Standard 4.10(B) Unit 16 Guided Practice

1 All of the following are traits that are inherited from parent to offspring EXCEPT —

A eye color

B table manners

C shape of nose

D freckles

2 The shape of a tree’s leaves is —

F determined by the color of the tree

G a learned characteristic of plants

H predicted by the size of the parent tree

J passed on from generation to generation

3 In the 19th century, scientists had difficulty understanding the ability to inherit certain traits. A scientist named Gregor Mendel traced the pattern of certain traits in pea plants from generation to generation.

Mendel’s experiments helped advance understanding about — 4.3(C)

A behavior

B heredity

C instincts

D learning

4 Students are asked to create a model to represent a learned likeness between parents and offspring. Which of the following is a useful representation of a learned behavior? 4.3(B)

F Stuffed animal balancing a ball on its nose

G Assorted selection of differently shaped leaves

H Photographs of people with different skin tones

J Rubber duck floating in water

5 Students classified traits as learned or inherited.

Inherited Learned

Student 1

• Shapes of plant leaves

• Eye color

• Playing basketball

• Juggling

Student 2 • Juggling• Painting

• Eye color• Hair color

Student 3 • Eye color• Hair color

• Reading• Table

manners

Student 4 • Height• Eye color

• Back flips• Juggling

Which student did NOT correctly classify learned behaviors?

A Student 1 C Student 3

B Student 2 D Student 4

6 All of the following are learned EXCEPT —

F reading a book

G balancing a ball

H sneezing

J running

4


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Name __________________________________________

Rainbow’s Gift


Unit 13 Homework

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Parent Activities

















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Page 9mentoringminds.com LEVEL 8 | FORM A ILLEGAL TO COPY


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Unit 17 Check for UnderstandingName __________________________________________


3 Earth rotates on its axis once every —

A month C year

B 24 hours D 12 hours

4 A person standing in Alabama notices the Sun is rising. At the same moment, a person in Japan sees that the Sun has just set. Which statement correctly describes how it can be sunrise and sunset at the same moment?

F The Sun’s rotation around Earth enables part of Earth to have sunlight while the other part is in darkness.

G The Sun has moved from one location to the other during the course of a day.

H Earth’s rotation on its axis enables part of Earth to have sunlight while the other part is in darkness.

J Earth has circled around the Sun during the course of a day.

5 Which statement correctly describes the Sun’s apparent movement across the sky?

A As Earth spins on its axis, it makes the Sun appear to move across the sky.

B As the Sun spins around Earth, it moves across the sky.

C Earth rotates around the Sun every 24 hours, making the Sun appear to move across the sky.

D The Sun rotates around Earth every 12 hours, making the Sun appear to move across the sky.

6 A student looks outside and observes the Sun in the western sky. Which of the following times could it be?

F Sunrise H Noon

G Sunset J Midnight

1 Which of these does NOT demonstrate how Earth rotates on its axis to cause day and night?

A

North Pole

Equator

B

North Pole

South Pole

C

D

2 Earth’s rotation causes the day and night cycle. It also causes —

F the Sun to appear to move

G the Sun to remain in orbit

H the Sun to orbit Earth

J all of the above


Name __________________________________________Standard 4.10(B)Unit 16 Content Practice

1 This gymnast’s mother was also a gymnast.

Which of the following traits is most likely an inherited trait?

A The ability to balance on the beam

B The color of her leotard

C The ability to do cartwheels on the beam

D The gymnast’s straight hair

2 Which best completes the following analogy?

Eye color: inherited trait

___________: learned behavior

F Crying H Talking

G Swallowing J Breathing

3 There are many types of birds. Some live around water, such as penguins, and others live in trees, such as blue jays. Which trait do all birds share?

A All birds can fly.

B All birds have the same shaped beak.

C All birds lay eggs.

D All birds can swim.

4 Students examine leaves and record their observations. Observations include the information on the size, texture, color, and shape. All of the leaves are from different plants, but —

F they have changed to survive a drought

G they all look similar

H they have inherited their traits from their parent

J they have learned to grow in their environment

5 Which of the following is an inherited trait?

A Reading C Table manners

B Eye color D Juggling

6 The Flying Wallendas are a family of high-wire acrobats who perform at circuses.

Which statement best describes the high-wire skill?

F The high-wire skill is inherited from the parents of each acrobat.

G The high-wire skill is inherited from the cousins of each acrobat.

H The high-wire skill is learned from other family members.

J The high-wire skill is learned from reading books.

4


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Rainbow’s Gift


Unit 13 Homework

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Scientific Investigation and Reasoning Skills: Questions 7–14



7 Which picture was taken at 9:00 A.M.? 5.2(D)

EAST

WEST

A

B

C

D

A Diagram A C Diagram C

B Diagram B D Diagram D

8 Models are not perfect, but models have been used for many years by scientists to help explain ideas. Scientists use models to make predictions about the future as well as understand the vast world in which we live. Why would a physical model demonstrating Earth’s rotation be considered less than perfect? 5.3(C)

F Models are an exact copy of the object or idea they represent.

G Models have limitations in representing the object or idea.

H Models are identical to the object or idea they represent.

J Models match the object or idea they represent exactly.

9 Astronomers are scientists who study the universe. To an astronomer, the word “rotate” means — 5.3(D)

A orbit around another object

B move in opposite directions

C spin around an axis

D revolve around another object

10 A science teacher evaluates students’ understanding of the causes of day and night. Students are asked to draw a diagram to show the process. Which of the following student diagrams correctly shows the process that causes the day/night cycle? 5.3(A)

F

G

H

J


Name __________________________________________Standard 4.10(B)

Scientific Investigation and Reasoning Skills

Unit 16 Process Practice

1 Students take a poll to see how many people inherited the ability to roll their tongues.

Ability to Roll Tongue

Yes No

Brian X

Kinsler X

Eli X

Cecilia X

Carter X

John X

Based on the data above, which of the following would NOT be a true statement? 4.2(C)

A Fifty percent of the students in the group can roll their tongues.

B At least one of Kinsler’s, Carter’s, and John’s parents cannnot roll their tongues.

C One or both of Cecilia’s parents can roll their tongues.

D Neither of Brian’s, Eli’s, and Cecilia’s parents can roll their tongues.

2 Students collect data on classmates to see who can roll their tongues.

???

Yes No

Boys 7 5

Girls 9 4

What would be a good title for the chart the students have constructed? 4.2(C)

F Ability to Roll Tongue

G Boys Who Can Roll Their Tongues

H Girls Who Can Roll Their Tongues

J 4th Graders Who Can Roll Their Tongues

3 Jane Goodall, a scientist, observed chimpanzees make and use tools like humans. Which statement best describes the chimps’ behavior? 4.3(C)

A The behavior was inherited from the chimps’ parents.

B The behavior was learned from an older group of chimps.

C The behavior was inherited from the chimps’ grandparents.

D The behavior was learned from observing humans.

4 Students use technology to make charts showing examples of inherited traits.

Examples of Inherited Traits1. A fish has gills to breathe.

2. A brown calf has brown parents.

3. A female kangaroo has a pouch.

4. A chimpanzee uses twigs to fish for termites.

5. A snake has a diamond pattern on its back.

6. A bird finds a safe place to build a nest.

7. An oak tree has leaves that look similar to other oak trees.

Which examples do NOT belong in the chart? 4.2(C)

F Examples 1 and 2

G Examples 3 and 5

H Examples 1 and 7

J Examples 4 and 6

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Name __________________________________________

Rainbow’s Gift


Unit 13 Homework

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Parent Activities

















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Page 11 GO ON

1 Which correctly shows the relationship between sets of numbers in the real number system?

A

RationalNumbers

Integers

WholeNumbers

Real Numbers

IrrationalNumbers

C

RationalNumbers

Integers

WholeNumbers

Real Numbers

IrrationalNumbers

B

IrrationalNumbers

Integers

WholeNumbers

Real Numbers

RationalNumbers

D

IrrationalNumbers

Integers

WholeNumbers

Real Numbers

RationalNumbers



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11 Many cultures believed the Sun traveled around Earth. In the 1500s, a man named Copernicus proposed that Earth traveled around the Sun. A scientist named Galileo found evidence to support Copernicus’ idea. Earth revolves around the Sun, but it also makes a complete rotation. How long does it take Earth to make one complete rotation on its axis? 5.3(D)

A 365 days

B 1 day

C 1 month

D 1 week

12 Observe the diagram below.

EastWest

B

A

D

C

Which of the following shows where the Sun’s position should be at 12:00 P.M.? 5.2(D)

F Position A

G Position B

H Position C

J Position D

13 The picture is a photograph of the night sky over a period of many hours.

Why does the night sky appear to move in a circular pattern as shown in the photograph? 5.2(D)

A Earth rotates on its axis once a day.

B The night sky rotates over Earth.

C Stars travel in a circular direction around Earth.

D Earth rotates on its axis once every 12 hours.

14 In an activity, students make a large human sundial. The sundial uses the Sun to tell the approximate time of day.

How is this possible? 5.2(D)

F The Sun moves across the sky each day because it spins around Earth.

G The sundial measures the distance from Earth to the Sun as it moves across the sky.

H Earth moves around the Sun each day, making the Sun appear to move across the sky.

J The position of the Sun in the sky appears to change during the day because Earth rotates on its axis.


Name __________________________________________Standard 4.10(B)

Scientific Investigation and Reasoning Skills

Unit 16 Process Practice

5 Rain forests are homes to many unique plants and animals not found in other parts of the world. Some rain forests are in danger of being destroyed. Many people are working to try to reduce destruction of Earth’s rain forests. What might be the effect of the destruction of the rain forests? 4.1(B)

A More animals would migrate to colder environments.

B Some animals with unique inherited traits may decrease in population.

C The rain forests would have to be relocated.

D The animals would have to be placed in zoos.

6 Which situation describes collecting information about inherited traits? 4.2(B)

F Use binoculars to observe hunting behaviors of lions

G Wear gloves when gathering feathers from a family of birds

H Tally the number of people using umbrellas during a storm

J Record circus tricks with a video camera

7 Students are given several plants and instructed to observe the inherited structures. Observations are recorded in a table in their notebooks.

Plant Physical Structure Observed

Rose Thorns, red petals, hard and thick stem, pleasant fragrance

Dandelion Propeller-like seeds, green stem, green leaves

Cactus Spines, thick and fleshy stem

Which safety precaution should the students use during this investigation? 4.1(A)

A Wear gloves and eye protection

B Avoid touching the plants

C Put snacks on the side of the table

D Locate fire extinguishers in the room

8 Students write conclusions after studying inherited traits and learned behaviors. Which conclusion is NOT valid? 4.2(F)

F Learned behaviors are passed from generation to generation.

G Inherited traits are passed from generation to generation.

H Behaviors such as reading and table manners are learned.

J Eye color is an example of an inherited trait passed down from parents.

4


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Name __________________________________________

Rainbow’s Gift


Unit 13 Homework

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Parent Activities

















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Page 12 GO ON

2 Which point on the number line best represents the value √ ___ 2.7 ?

0 1 2 3

F G H J| | | | | | |

F point F

G point G

H point H

J point J

3 The diameter of a bacterium measures approximately 0.000725 millimeter. How is the number written using scientifi c notation?

A 7.25 × 10-4

B 725 × 10-6

C 725 × 10-3

D 72.5 × 10-5

4 Which list shows the numbers in order from least to greatest?

F √ __ 5 ___ 12 , π __ 15 , 7 ___ 50 , 1 __ 5

G 7 ___ 50 , √ __ 5 ___ 12 , 1 __ 5 , π __ 15

H 7 ___ 50 , 1 __ 5 , π __ 15 , √ __ 5 ___ 12

J π __ 15 , 7 ___ 50 , 1 __ 5 , √ __ 5 ___ 12

ILLEGAL TO COPY LEVEL 8 | FORM A mentoringminds.com


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Unit 17 Critical ThinkingName __________________________________________


Analyzing Rotation

Observe the picture of Earth, and draw where the Sun would be located to create the view shown.

1. Does the picture show day or night where you live?

2. Why does the Sun appear to move across the sky during the day?

3. How long does it take for Earth to rotate one time?

4. If Earth is constantly spinning, why do we not feel the movement?

5. How many times has Earth rotated since your last birthday?

Formative Assessment

Describe some advantages and disadvantages of the models you used to demonstrate Earth’s rotation?

Analysis

Analyze


Name __________________________________________Standard 4.10(B) Unit 16 Critical Thinking

Circus Inherited Traits and Learned BehaviorsCreate a circus scene under the big top shown below. Label the inherited traits and learned behaviors shown in your circus scene.

Formative AssessmentThink of a question that could be used to investigate inherited traits or learned behaviors. Then, generate a list of equipment and technology that would be needed to investigate the question.

Question

Equipment and Technology

Synthesis

Create

4


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Rainbow’s Gift


Unit 13 Homework

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Parent Activities

















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5 Triangles PQR and STR are similar right triangles

4 8–4–8

4

–8

–4

8

y

x

P Q

R

TS

–12

–12

12

12

Which proportion can be used to show that the slope of ̄ SR is equal to the slope of ̄ PR ?

A 0 – 12 ______ 3 – 8 = 0 – (–12) _________ 3 – (–2)

B –12 – 0 ______ 3 – 8 = –12 – 12 ______ 8 – (–2)

C 3 – 8 ______ 0 – (–12) = 12 – (–12) _______ –2 – 8

D –12 – 0 ______ 8 – 3 = –12 – 12 _________ 8 – (–2)



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Unit 17 JournalName __________________________________________


Pretend you are Earth. Write a story about a 24-hour time period from Earth’s point of view.

Science Journal


Name __________________________________________Standard 4.10(B)Unit 16 Science Vocabulary Builder

Complete the graphic organizer.

Example

Non-Example

Picture

Related Words

Inherited Trait

Use the word in a sentence.

Example

Non-Example

Use the word in a sentence.

Picture

Related Words

Learned Behavior

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Page 14 GO ON

6 Marissa gets on an elevator at the ground level. The elevator ascends without stopping until it reaches Marissa’s fl oor, as shown in the graph.

40

48

32

24

16

8

0 4 6 8 102

Elevator Height

x

y

Time (seconds)

Hei

ght

(fee

t)

Which statement best describes the rate of change for this situation?

F For every second that passes, the elevator’s height increases by 1 __ 3 foot.

G For every second that passes, the elevator’s height increases by 1 foot.

H For every second that passes, the elevator’s height increases by 3 feet.

J For every second that passes, the elevator’s height increases by 12 feet.

ILLEGAL TO COPY LEVEL 8 | FORM A mentoringminds.com


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Unit 17 Vocabulary ActivityName __________________________________________


Science Vocabulary Builder

With a partner, create a vocabulary poster describing Earth’s rotation on its axis. Explain facts about the cycle of day and night, the Sun’s apparent movement across the sky, and facts about Earth’s rotation. Display posters around the classroom, and have a picture walk to see what classmates have created. Include these vocabulary words on your poster: day, night, rotation, axis, apparent movement, and Sun. Use the organizer below to brainstorm ideas for the poster.

Notes


Name __________________________________________Standard 4.10(B) Unit 16 Home Connection

1. Help your child complete the above activity.2. Observe the family pet or another animal that lives in the neighborhood.

Discuss which characteristics of the pet are inherited and which characteristics are learned behaviors.

Create a scrapbook in the space below that shows inherited traits you have in common with family members and behaviors that you have learned from family members. Label each as an inherited trait or a learned behavior.

Home Extensions

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Name __________________________________________

Rainbow’s Gift


Unit 13 Homework

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Parent Activities

















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Page 15 GO ON

7 What are the slope and y-intercept of the linear function shown on the coordinate plane?

–2 2 4 6 8–4–6–8

–2

–4

–6

–8

2

4

6

8

y

x

A slope = – 2 __ 3 ; y-intercept = 2

B slope = – 2 __ 3 ; y-intercept = 5 __ 2

C slope = – 3 __ 2 ; y-intercept = 2

D slope = – 3 __ 2 ; y-intercept = 5 __ 2



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Unit 17 HomeworkName __________________________________________


✁

1. Help your child build a model of Earth’s rotation.2. Record the position of the Sun across the sky throughout the day.3. Discuss how the rotation of Earth causes daytime and nighttime.

Parent Activities

Rotation of Earth

Create a model demonstrating Earth’s rotation.

• Use materials found at home to make your model.• Write a brief report about the model in the space below.• Describe why you chose the materials used to make your model.• Explain why the Sun appears to move across the sky throughout the day.

Model Illustration Materials Used to Create Model

Report


Name __________________________________________Standard 4.10(B)Unit 16 Cross-Curricular Connection

READ the information in the box below.

Many of the most important qualities a person possesses, such as honesty, kindness, good manners, loyalty, or generosity, are learned behaviors. By practicing and learning good character traits, a person can make a positive difference in the lives of others.

THINK about the good traits or qualities people have learned.WRITE an essay describing a person who possesses a character trait you respect. Include specific examples of that person’s actions that demonstrate the trait.

______________________________________________________________________________

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Science Journal

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