alexander county schools 2012 - 2013 · the hydrosphere, water quality standards, methods of water...
TRANSCRIPT
Unit: : Earth Systems, Structures, and Processes-- Basics of Fresh
Water
Q1 Q2 Q3 Q4
Common Core and/or Essential Standards: 8.E.1.1 Explain the structure of the hydrosphere including water distribution on earth and local river basins and water availability. 8.E.1.3 Predict the safety and portability of water supplies in NC based on physical and biological factors.
Transfer: Students will be able to independently use their learning to . . . Understand how water recycles itself Recognize freshwater sources Identify factors that affect the safety and potability of water
Meaning
Understandings: Students will understand that . . . Relationship between environment and water quality Understand that bodies of water have abundant resources Only 1% of freshwater is available for human use Factors which affect water quality
Essential Question(s): How may water quality change over time? Why do regulations change over time? Why is water necessary for survival? What % of freshwater is available for human use? How is Water Quality Monitored?
Acquisition
Students will know: Water cycle, distribution of water Factors of water quality Human influence on water quality For NC, groundwater is where the majority of freshwater is located
Students will be skilled at: Measuring water quality factors Recognizing freshwater resources Describing the water cycle Recognizing local river basins
Alexander County Schools 2012 - 2013
Essential Vocabulary: Dissolved oxygen, pH, nitrates, phosphates, turbidity, bio-indicators, water quality, water cycle, condensation, evaporation, sublimation, transpiration, precipitation, aquifer, freshwater, watershed, saturated, unsaturated, ground water, nutrients, pollutants, estuary, permeate, infiltration, runoff, surface water, river basin, hydrosphere, solvent, substrate, how water dissolves minerals, tolerance, density, temperature, permeable vs. impermeable soil, rate at which groundwater moves, salinity, bacteria, arsenic
IT Standards: 8.TT.1 Use Technology and other resources for assigned tasks
IT Strategies: 8.TT.1.1 Students will use electronic databases to observe current data on wastewater systems 8.TT.1.2 Students will organize their lab data using a spreadsheet 8.TT.1.3 Students will present their lab conclusions using multimedia presentations.
Unit Title: Grade: Subject:
STAGE 2
Understandings:
● Relationship between environment and water quality.
● Understand that bodies of water have abundant resources.
● Only 1% of freshwater is available for human use
● Factors which effect water quality
Essential Questions:
● How may water quality change over time?
● Why is water necessary for survival?
● What % of freshwater is available for human use?
● How is Water Quality Monitored?
Revised Blooms
Creating:
Can the student
create new product
or point of view?
assemble, construct,
create, design, develop,
formulate & write.
Evaluating:
Can the student justify a stand
or decision?
appraise, argue, defend, judge, select, support,
value & evaluate
Analyzing:
Can the student distinguish between
the different parts?
appraise, compare, contrast, criticize,
differentiate, discriminate,
distinguish, examine, experiment,
question & test.
Applying:
Can the student
use the information
in a new way?
choose, demonstrate,
dramatize, employ,
illustrate, interpret, operate, schedule,
sketch, solve,
use & write.
Understanding:
Can the student explain ideas or
concepts?
classify, describe, discuss, explain,
identify, locate,
recognize, report, select, translate
& paraphrase
Remembering:
Can the student recall or remember
the information?
define, duplicate, list,
memorize, recall, repeat,
reproduce & state
Formative Assessments (Evidences)
Freshwater Quiz-Students will explain the importance of freshwater, and describe the water cycle.
Fresh/Salt water density lab-Students will experiment with fresh and salt water to determine which is more dense. They will also test cold and warm water to determine the density.
Understanding the local water bills-Students will examine a sample water bill and determine ways the family could conserve more water.
GIS mapquest-Students will use GIS technology to locate local freshwater supplies.
NC River Basin Study-Students will compare NC river basins to determine which rivers supply them and various activities that can be done at each location. They will explain the reasons behind each area’s recent supply data.
Summative Assessment
Local Water Quality Lab
Assessment-Students will test various water samples for water quality indicators such as pH, temp, dissolved oxygen, turbidity, and total dissolved solids. They will determine which samples have good water quality and which do not.
Water Cycle Diagram-Students draw, label, and describe the water cycle.
Basics of Freshwater Test-Students will describe and label the water cycle, discuss why conserving water is important, describe factors that influence water quality, and recognize local freshwater supplies.
Stage 3
Approximate number of days spent on unit: 12-15
W – Where are we going? Why? What is expected?
H – How will we Hook and Hold students?
E – How will we Equip students to Explore and Experience?
R – How will we help students Rethink, Rehearse, Revise, and Refine?
E – How will student self -Evaluate and reflect on learning?
T – How will we Tailor learning to vary needs, interests, and styles?
O – How will we Organize and sequence the learning?
Resources: Fresh/Salt water density lab- beakers, salt water, freshwater, ice, warm
water, food coloring, data sheet
Understanding the local water bills-Activity Sheet, calculator
Journey of a Water Molecule-students become water molecules and move through the water cycle. They keep a log of their journey. This helps to reiterate all the parts of the water cycle. (Resources available from dropbox)
GIS mapquest- USGS Water Science School ga.water.usgs.gov, GIS device, data sheet
NC River Basin Study-Packet from NC Dept. of Environment and Natural Resources
Freshwater Quiz
Basics of Freshwater Test
Local Water Quality Lab -CBL Probes from Science House, Labquest Probes, local Water Samples
● Freshwater Videos
Strategies: ● Test various water samples for water quality indicators such as pH, temp,
dissolved oxygen, turbidity, and total dissolved solids
● Determine which samples have good water quality and which do not
● Draw, label, and describe the water cycle
Discuss why conserving water is important
Describe Factors that influence water quality
Recognize local freshwater supplies
Examine a sample water bill and determine ways they family could conserve more water
Compare NC river basins to determine which rivers supply them and various activities that can be done at each location. They will explain the reasons behind each area’s recent supply data.
Observe first-hand the density of freshwater vs. saltwater and will answer questions based upon their results.
Determine water quality factors using several technological objects and will determine if their water samples are healthy based upon their results and the normal value for healthy water.
Determining GIS data from the computer
Draw conclusions and generate questions about various pictures / videos shown throughout the unit.
Explain how water droplets travel through the atmosphere by visiting
● Water Resource Pictures-Pictures from local freshwater supplies, Lake Hickory, Catawba River, etc.
● Water Cycle Activity- poster board or construction paper, crayons, markers, etc.
● Further explanation of the water cycle: http://www-k12.atmos.washington.edu/k12/pilot/water_cycle/index.html
● Additional Websites: http://ga.water.usgs.gov/edu/earthwherewater.html http://www.windows.ucar.edu/tour/link=earth/Water/overview.html&edu=elem www.nrw.gld.gov.au/waterwise/education/units/pdf/y6y7/y6y7_unit2_lesson1.pdf
different stations while pretending they are water molecules
Alexander County Schools 2012-2013
Unit: Earth Systems, Structures, and Processes Conservation, Health, & Stewardship of Water Systems
Q1 Q2 Q3 Q4
Common Core and/or Essential Standards: 8.E.1.4 Conclude that the good health of humans requires monitoring the hydrosphere, water quality standards, methods of water treatment, maintaining safe water quality, & stewardship
Transfer: Students will be able to independently use their learning to… Determine which environmental factors influence water quality Know ways they can help conserve water Choose good choices that demonstrate stewardship
Meaning
Understandings: Students will understand that…
Certain factors determine the health of water systems Human actions can influence the health of water systems Most water pollution is due to nonpoint sources Ways to conserve water
Essential Question(s):
How do human actions affect water quality? How do you know if a body of water is healthy? What is the difference between point and nonpoint source pollution? What processes help to clean “dirty” water?
Acquisition
Students will know:
Difference between point and non-point source pollution, normal water quality ranges for factors, human actions affect the health of water systems, steps to the water treatment plant, ways to be a good steward of water
Students will be skilled at:
Knowing ways to conserve water, techniques to clean water, knowing the effects of run off on pollution
Essential Vocabulary:
Temperature, point source pollution, non-point source pollution, dissolved gases, light, nutrients, contaminants, Bio-indicator, bacteria, nitrates, vegetation, pesticides, coliform bacteria, aeration, flocculation, active carbon absorption, reverse osmosis, runoff, environmental degradation, tolerant/intolerant organisms, stewardship
IT Standards: 8.TT.1 Use Technology and other resources for assigned tasks. 8.SI.1 Evaluate information resources based on specified criteria.
IT Strategies: 8.TT.1.1 Students will use search engines and electronic databases to observe current data on water conservation systems 8.SI.1.3 Students will read various studies about water conservation and water quality. They will then determine if the writer’s point of view was realistic or exaggerated.
Unit Title: Conservation, Health, & Stewardship of Water Systems Grade: 8th
Subject: Science
STAGE 2
Understandings:
Certain factors determine the health of water systems
Human actions can influence the health of water systems
Most water pollution is due to nonpoint sources
Ways to conserve water
Essential Questions:
How do human actions affect water quality?
How do you know if a body of water is healthy?
What is the difference between point and nonpoint source pollution?
What processes help to clean “dirty” water?
Revised Blooms
Creating:
Can the student
create new product or point of view?
assemble, construct,
create, design, develop,
formulate & write.
Evaluating:
Can the student
justify a stand
or decision?
appraise, argue, defend,
judge, select, support,
value & evaluate
Analyzing:
Can the student distinguish between
the different parts?
appraise, compare, contrast, criticize,
differentiate, discriminate,
distinguish, examine, experiment,
question & test.
Applying:
Can the student
use the information in a new way?
choose, demonstrate,
dramatize, employ, illustrate, interpret,
operate, schedule,
sketch, solve, use & write.
Understanding:
Can the student explain ideas or
concepts?
classify, describe, discuss, explain,
identify, locate,
recognize, report,
select, translate
& paraphrase
Remembering:
Can the student recall or remember
the information?
define, duplicate, list,
memorize, recall, repeat,
reproduce & state
Formative Assessments
(Evidences)
Discuss water quality factors that affect human health-Students learn specific illnesses caused by poor water quality. They observe various pictures of water pollution and develop hypotheses on how it could affect humans.
Water Filter Lab-Students design a water filter out of materials that they think will filter out dirty water the best, formulate hypotheses, test their designs, and evaluate their data to decide which filter is best.
Water Pollution Videos/Pictures Questions-Students develop questions and use supporting evidence to defend their answers about the effects of water pollution.
Waste Water Treatment Plant Project -Students will be asked to draw and describe the steps to the local water treatment plant.
Summative Assessment
Water Conservation Test-
Students identify factors that
determine water quality,
explain how humans affect
water quality, label and
describe the steps to the
wastewater treatment plant,
list ways to show good
stewardship, compare and
contrast point and non-point
source pollution.
STAGE 3
Approximate number of days spent on unit: 5 days
W – Where are we going? Why? What is expected?
H – How will we Hook and Hold students?
E – How will we Equip students to Explore and Experience?
R – How will we help students Rethink, Rehearse, Revise, and Refine?
E – How will student self -Evaluate and reflect on learning?
T – How will we Tailor learning to vary needs, interests, and styles?
O – How will we Organize and sequence the learning?
Resources:
Water Filter Lab-dirty water, beakers, paper towels, hair, corn husks, strainers, various other items that students think would work as a water filter
Water Pollution Videos/Pictures Questions-pictures and videos of local water pollution and worldwide pollution
Waste Water Treatment Plant Project-picture of waste water treatment plant, paper, crayons/markers
Water Conservation Test
Strategies:
● Develop questions and use supporting evidence to defend their answers about
the effects of water pollution
● Observe how water pollution affects communities through labs
● Design and construct a water filter to clean dirty water
● Develop hypotheses on how it could effect humans
● Create a list of ways they can conserve water
● Formulate hypotheses, test their designs, and evaluate their data to decide which filter is best
● Use information from internet, guest speakers, etc. to learn about and draw a wastewater treatment plant
● Know the basic steps to water treatment plants
Unit: Earth Systems, Structures, and Processes
Properties of Saltwater
Q1 Q2 Q3 Q4
Common Core and/or Essential Standards: 8.E.1.2 Summarize evidence that Earth’s oceans are a reservoir of nutrients, minerals, dissolved gases, and life forms
Transfer: Students will be able to independently use their learning to . . . Students will be able to independently use their learning to… Understand why marine organisms have certain habitats Recognize the many resources that come from our oceans Understand why more plants live near the surface
Meaning
Understandings: Students will understand that . . . Oceans have many resources that humans depend on Factors which effect where marine organisms live Some plants use chemosynthesis for food in the absence of light Photosynthetic plants live at the surface
Essential Question(s): How are resources from the ocean used to increase the quality of human life? How do surface currents influence climate? Why is there an increase in fish during an upwelling? How do factors influence where an organism lives in the ocean?
Acquisition
Students will know: How marine and terrestrial food webs are linked, upwelling, geochemical cycles, how plants produce food at the surface & in the deep, marine resources, how tides, waves, & predation affect vertical zonation patterns
Students will be skilled at: Naming important marine resources Know which factors affect marine habitats
Essential Vocabulary: Estuary, marine ecosystem, upwelling, behavior of gases, sonar, technology, salinity, productivity, geochemical cycles, nutrients, chemosynthesis, hydrothermal vents, tides, waves, microbes, vertical zonation patterns
Alexander County Schools 2012 - 2013
IT Standards: 8.TT.1 Use Technology and other resources for assigned tasks.
IT Strategies: 8.TT.1.1 Students will use search engines and electronic databases to research resources obtained from oceans
Unit Title: Grade: Subject:
STAGE 2
Understandings:
Oceans have many resources that humans depend on
Factors which effect where marine organisms live
Some plants use chemosynthesis for food in the absence of light
Photosynthetic plants live at the
surface
Essential Questions:
How may water quality change over time? Why is water necessary for survival? How do surface currents influence climate? Why is there an increase in fish during an upwelling?
Revised Blooms
Creating:
Can the student
create new product
or point of view?
assemble, construct,
create, design, develop,
formulate & write.
Evaluating:
Can the student justify a stand
or decision?
appraise, argue, defend, judge, select, support,
value & evaluate
Analyzing:
Can the student distinguish between
the different parts?
appraise, compare, contrast, criticize,
differentiate, discriminate,
distinguish, examine, experiment,
question & test.
Applying:
Can the student
use the information
in a new way?
choose, demonstrate,
dramatize, employ,
illustrate, interpret, operate, schedule,
sketch, solve,
use & write.
Understanding:
Can the student explain ideas or
concepts?
classify, describe, discuss, explain,
identify, locate,
recognize, report, select, translate
& paraphrase
Remembering:
Can the student recall or remember
the information?
define, duplicate, list,
memorize, recall, repeat,
reproduce & state
Formative Assessments (Evidences)
Upwelling Lab-Students Construct an ocean basin and create a density current that produces an upwelling
Observing Ocean Plankton Lab-Students observe ocean plankton under a microscope and answer questions based upon factors that determine where the organisms live
Ocean Pictures/videos Questions-Students Infer about ocean concepts and various ocean organisms based upon lab observations
Ocean Webquest-Students research using the internet about resources from the ocean, interesting organisms that live there, and how technology is allowing us to learn more about the deepest parts.
Design a Deep Ocean Research Vehicle- Create a deep ocean research vehicle
Estuary Fact Folder-Students work in teams to research the importance of estuaries and animals and plants that live in estuaries.
Summative Assessment
Basics of Saltwater Test-Students list important resources obtained from oceans, they describe processes such as upwelling, chemosynthesis, aquatic food webs, and geochemical cycles. They discuss why we are just learning about the deepest parts of the ocean. They explain how surface currents influence climate on land and explain how an organism’s ocean habitat depends on several important factors.
Stage 3
Approximate number of days spent on unit: 10 days
W – Where are we going? Why? What is expected?
H – How will we Hook and Hold students?
E – How will we Equip students to Explore and Experience?
R – How will we help students Rethink, Rehearse, Revise, and Refine?
E – How will student self -Evaluate and reflect on learning?
T – How will we Tailor learning to vary needs, interests, and styles?
O – How will we Organize and sequence the learning?
Resources:
Upwelling Lab-container, salt water, freshwater, food coloring, data sheet
Observing Ocean Plankton Lab-microscope, prepared microscope slides, data sheet, crayons or markers
Ocean Pictures/videos Questions
Ocean Webquest-computer with internet access and Webquest sheet
Design a Deep Ocean Research Vehicle-container, water, various items to construct an underwater vehicle
Basics of Saltwater Test
Strategies:
● Generate questions and discuss ocean concepts
● Construct an ocean basin and create a density current that produces an upwelling
● Answer questions based on their observations
● Observe ocean plankton under a microscope and answer questions based upon factors that determine where the organisms live
● Infer about ocean concepts and various ocean organisms based upon lab observations
● Create a deep ocean research vehicle
Unit: Science as Inquiry
Q1 Q2 Q3 Q4
Common Core and/or Essential Standards: Science as Inquiry Traditional laboratory experiences provide opportunities to demonstrate how science is constant, historic, probabilistic, and replicable. Although there are no fixed steps that all scientists follow, scientific investigations usually involve collections of relevant evidence, the use of logical reasoning, the application of imagination to devise hypotheses, and explanations to make sense of collected evidence. Student engagement in scientific investigation provides background for understanding the nature of scientific inquiry. In addition, the science process skills necessary for inquiry are acquired through active experience. The process skills support development of reasoning and problem-solving ability and are the core of scientific methodologies. http://www.ncpublicschools.org/docs/acre/standards/new-standards/science/6-8.pdf 8.P.1, 8.P.2, 8.E.1, 8.E.2, 8.L.1, 8.L.2, 8.L.3, 8.L.4, 8.L.5
Transfer: Students will be able to independently use their learning to . . . Students will be able to independently use their learning to…
Practice safe science experiments Understand the importance of following the scientific method to
collect relevant information Use a control group so that an accurate comparison can be
performed
Meaning
Understandings: Students will understand that . . . ● Lab equipment has specific purposes ● Importance of lab safety ● Purpose of experiments being reproducible in real-world
situations ● Control groups must be used in order to accurately compare data
Essential Question(s): How can we investigate scientific principals safely? Why is scientific research and reasoning important? What is the difference between Independent and Dependent Variables?
Acquisition
Students will know: Steps of scientific method, commonly used lab equipment, appropriate selection of scientific tools for given task, Differences between Independent and Dependent Variables
Students will be skilled at: Replicating science experiments Identifying lab equipment Measure accurately Performing safe laboratory procedures
Alexander County Schools 2012 - 2013
Essential Vocabulary: Purpose, hypothesis, procedure, data, analysis, conclusion, scientific theory, scientific law, graduated cylinder, balance, beaker, test tube, eye dropper, watch glass, flask, butane burner, microscope, meterstick, petri dish, goggles, apron, agar, independent/dependent variables, control group, critical thinking
IT Standards: 8.TT.1 Use Technology and other resources for assigned tasks. 8.SI.1 Evaluate information resources based on specified criteria.
IT Strategies: 8.TT.1.1 Students will use search engines and electronic databases to observe current data scientific research 8.SI.1.3 Students will read various studies about current scientific research.
Unit Title: Grade: Subject:
STAGE 2
Understandings:
● Importance of Lab Safety
● Use of materials appropriately in science lab setting
● Purpose of experiments being reproducible in real-world situations
● Control groups must be used in order to accurately compare data
Essential Questions: How can we investigate scientific principals safely? Why is scientific research and reasoning important? What is the difference between Independent & Dependent Variables?
Revised Blooms
Creating:
Can the student
create new product
or point of view?
assemble, construct,
create, design, develop,
formulate & write.
Evaluating:
Can the student justify a stand
or decision?
appraise, argue, defend, judge, select, support,
value & evaluate
Analyzing:
Can the student distinguish between
the different parts?
appraise, compare, contrast, criticize,
differentiate, discriminate,
distinguish, examine, experiment,
question & test.
Applying:
Can the student
use the information
in a new way?
choose, demonstrate,
dramatize, employ,
illustrate, interpret, operate, schedule,
sketch, solve,
use & write.
Understanding:
Can the student explain ideas or
concepts?
classify, describe, discuss, explain,
identify, locate,
recognize, report, select, translate
& paraphrase
Remembering:
Can the student recall or remember
the information?
define, duplicate, list,
memorize, recall, repeat,
reproduce & state
Formative Assessments (Evidences)
Introductory Labs
Big Gulp, Early Measurement History, Pencil Lab -Students experiment with various lab equipment to measure volume and mass of various objects. They also develop hypotheses as to the expected results and then compare their data with their original hypothesis. They use safe laboratory procedures while conducting the labs.
Summative Assessment
Lab Safety Quiz (must pass to participate in future labs, students will retake if necessary)- Students are asked to identify basic terms used in the scientific method. They explain why it is necessary to repeat experiments. They identify safe laboratory procedures and explain why such policies are in place. They compare and contrast independent vs. dependent variables.
Stage 3
Approximate number of days spent on unit: 8-10 days
W – Where are we going? Why? What is expected?
H – How will we Hook and Hold students?
E – How will we Equip students to Explore and Experience?
R – How will we help students Rethink, Rehearse, Revise, and Refine?
E – How will student self -Evaluate and reflect on learning?
T – How will we Tailor learning to vary needs, interests, and styles?
O – How will we Organize and sequence the learning?
Resources:
Glencoe NC Science 8 Ch.1
Big Gulp, Early Measurement History, Pencil Lab-pencils, balance, graduated cylinders, beakers, water, rulers, data sheet (photocopies)
Lab Safety Quiz (dropbox)
Tools of Scientist (dropbox)
Lab Safety Contract (dropbox)
Powerpoint Lessons on Lab safety and scientific method (dropbox)
Spongebob Scientific Method: Controls and Variables (www.sciencespot.net)
Monty Python’s “Is she a witch?” skit using scientific method (youtube or dropbox flv file
Strategies:
practice designated emergency routes and procedures
observe teacher demonstrations of lab equipment use
demonstrate proficiency with measurement tools and lab equipment
communicate knowledge and understanding of safety procedures prior to independent investigations
Experiment with various lab equipment to measure volume and mass of various objects
Develop hypotheses as to the expected results
Compare their data with their original hypothesis
Utilize safe laboratory procedures while conducting labs Identify basic terms used in the scientific method
Explain why it is necessary to repeat experiments
Identify safe laboratory procedures and explain why such policies are in place
Compare and contrast independent vs. dependent variables.
Alexander County Schools 2012-2013
Unit: Ecosystems— Properties of Ecosystems & Interactions of an Ecosystem
Q1 Q2 Q3 Q4
Common Core and/or Essential Standards: 8.L.3—Understand how organisms interact with and respond to the biotic and abiotic components of their environment. 8.L.3—Understand how organisms interact with and respond to the biotic and abiotic components of their environments.
8.L.3.1 Explain how factors such as food, water, shelter, and space affect populations in an ecosystem.
8.L.3.2 Summarize the relationships among producers, consumers, and decomposers including the positive and negative consequences of such interactions including: - coexistence and cooperation - competition (predator/prey) - parasitism - mutualism
8.L.3.3 Explain how the flow of energy within food webs is interconnected with the cycling of matter (including water, nitrogen, carbon dioxide, and oxygen).
Transfer: Students will be able to independently use their learning to…
Know different species have positive interactions as they live and cooperate with each other; as well as negative interactions including parasitism
Food and energy is passed from one organism to another
Understand the different factors that affect populations in an ecosystems
All food energy comes originally from sunlight
Identify specific factors that can make a habitat unique.
Meaning
Understandings: Students will understand that…
Plants make their own food
Animals consume food
Terrestrial ecosystems are on land; Aquatic ecosystems occur in both fresh and salt water; Freshwater ecosystems occur in lakes, ponds, and streams.
There are 2 major global food webs that are interconnected (terrestrial and aquatic)
Living (biotic) and non-living (abiotic) factors affect an animal’s ecosystem
All organisms fulfill a specific role (niche) in every habitat
Population size depends on biotic and abiotic factors
Essential Question(s):
How do organisms interact?
How does energy move through a food web?
How does an ecosystem respond to change?
Why is the sun essential to all life on Earth?
What is an ecosystem?
How do living things obtain and use energy?
In what ways do organisms rely on abiotic factors to survive?
What affects population size?
Acquisition
Students will know:
Certain species work together with a common purpose
Plants and some microorganisms are producers
All animals are consumers
Decomposers—bacteria and fungi –use waste and dead organisms for food
Energy enters an ecosystem in the form of sunlight—transferred by photosynthesis into energy a plant can use
Energy passes from organism to organism displayed by a food web
There are different types of relationships between different species; mutualism, commensalisms, parasitism,
Matter is constantly recycled; water cycle, carbon cycle, nitrogen cycle
Carbon is the molecular basis of all life on Earth
Food, water, shelter, and space affect populations in their ecosystem
How organisms receive energy
Organisms with similar needs may compete with each other for limited resources
Habitats can change
Each species occupies its own niche (a role and position a species has in its environment)
Students will be skilled at:
Interpreting food webs
Identifying producers, consumers, and decomposers
Labeling and explaining different parts of the water, nitrogen, and carbon cycles
Explain how energy transfers through an ecosystem and is recycled globally.
Identifying parts and roles within an ecosystem
Examining interrelationships within an ecosystem.
Essential Vocabulary:
symbiotic; Commensalism (falcon and goose), predator/prey, food web, autotroph, food chain, heterotroph, parasitism (ex.tick and dog), mutualism (ex. Ants and acacia trees), decompose, ominivore, herbivore, carnivore, competition, terrestrial, aquatic, marine, Niche; abiotic, biotic, ecosystem, biome, habitat, coexistence, cooperation, terrestrial, aquatic, limiting factor, population, carrying capacity, biotic potential
IT Standards: 8.TT.1 Use technology and other resources for assigned tasks. 8.RP.1 Apply a research process to complete project-based activities.
IT Strategies: 8.TT.1.1 Students will use technology to access information about various ecosystems. 8.TT.1.3 Students will use technology to design a presentation about a particular ecosystem. 8.RP.1.2 Students will work independently to complete an ecosystem project on a particular biome.
Stage 2
Understandings:
Students will understand that…
Plants make their own food
Animals consume food
Terrestrial ecosystems are on land; Aquatic ecosystems occur in both fresh and salt water; Freshwater ecosystems occur in lakes, ponds, and streams.
There are 2 major global food webs that are interconnected (terrestrial and aquatic)
Living (biotic) and non-living (abiotic) factors affect an animal’s ecosystem
All organisms fulfill a specific role (niche) in every habitat
Population size depends on biotic
and abiotic factors
Essential Questions:
How do organisms interact?
How does energy move through a food web?
How does an ecosystem respond to change?
Why is the sun essential to all life on Earth?
What is an ecosystem?
How do living things obtain and use energy?
In what ways do organisms rely on abiotic factors to survive?
What affects population size?
Creating: can the
student create new
product or point of
view?
assemble, construct,
create, design,
develop, formulate,
write.
Evaluating: can the
student justify a stand
or decision?
appraise, argue,
defend, judge,
select, support,
value, evaluate
Analyzing: can the
student distinguish
between the different
parts?
appraise, compare,
contrast, criticize,
differentiate,
discriminate,
distinguish,
examine,
experiment,
question, test.
Applying: can the
student use the
information in a new
way?
choose,
demonstrate,
dramatize, employ,
illustrate, interpret,
operate, schedule,
sketch, solve, use,
write.
Understanding: can
the student explain
ideas or concepts?
classify, describe,
discuss, explain,
identify, locate,
recognize, report,
select, translate,
paraphrase
Remembering: can the
student recall or
remember the
information?
define, duplicate,
list, memorize,
recall, repeat,
reproduce state
Revised Blooms Formative Assessments (Evidences)
Animal research project-Students choose an animal they would like to research and are required to name at least 3 biotic and abiotic factors present in the animals particular ecosystem. They also construct a food web based upon what the animal eats and which animals eat them. Outdoor Ecosystem Lab-Students classify items in an outdoor area as either biotic or abiotic. They construct a sample food web for the plants & animals they see in the ecosystem. Natural Selection Lab-Butterfly –Students design a paper butterfly to blend in with a part of the classroom environment. They have a contest to see which butterfly “survives” the longest without being seen by other classes. Ecosystem Identification Activity-Students examine an outdoor area and identify abiotic and biotic factors present. Evaluate any limiting factors present in the environment.
Kids Discover Ecology 1. Pre/post Read 2.Crossword-Students answer reading comprehension questions on a non-fiction article about ecosystems.
Estuary Live: Students research information concerning
abiotic and biotic factors of animals native to NC’s estuaries.
Students fill in a spreadsheet organizing the information.
Biodiversity Lab-Students are given 2 sets of cups (1
representing seeds in the rainforest and the other represents
a deciduous forest). Students count how many variety of
seeds they have and then they count the total # in each
category. They formulate hypotheses as to why the
rainforest has more variety but less # and deciduous forest
have large # but less variety of seeds.
Summative Assessment
Ecosystem Unit Test-Students identify whether examples in an ecosystem are biotic or abiotic . They identify producers, consumers, and decomposers in a food web. Evaluate sample ecosystems whose population size has changed to determine the factors which caused it. Create a sample food chain and identify the producers, and primary/secondary consumers. Biome Poster-Students construct a poster of an ecosystem that they have chosen to research and explain. They have to include at least 3 biotic and abiotic factors present in the specific ecosystem.
Unit Title: Ecosystems- Interactions of Ecosystems Grade: 8 Subject: Science
STAGE 3
Approximate number of days spent on unit: 7-8 Days
W – Where are we going? Why? What is expected?
H – How will we Hook and Hold students?
E – How will we Equip students to Explore and Experience?
R – How will we help students Rethink, Rehearse, Revise, and Refine?
E – How will student self Evaluate and reflect on learning?
T – How will we Tailor learning to varied needs, interests, styles?
O – How will we Organize and sequence the learning?
Resources:
Ecosystem Identification Activity-Wetlands/Nature Trail area, Lab Sheet
Videoclips of symbiotic relationships- Learn NC Discovery Education
Videoclips of Symbiotic relationships Ex. Falcon-goose, ants-acacia tree, dog-tick from youtube
Kids Discover Ecology 1. Pre/post Read 2.Crossword
Nitrogen & Carbon Cycle Interactive Webquests
Food web diagrams
Animal research project Poster board or construction paper,
internet access, encyclopedias, markers, crayons, scissors,
etc.
Biodiversity Lab- 2 sets of cups (1 representing seeds in the
Strategies:
Students identify whether examples in an ecosystem are biotic or abiotic .
They identify producers, consumers, and decomposers in a food web.
Evaluate sample ecosystems whose population size has changed to
determine the factors which caused it. Create a sample food chain and
identify the producers, and primary/secondary consumers.
Students formulate hypotheses as to why the rainforest has more variety
but less # and deciduous forest have large # but less variety of seeds. They
are given 2 sets of cups (1 representing seeds in the rainforest and the
other represents a deciduous forest). Students count how many variety of
seeds they have and then they count the total # in each category.
Students examine an outdoor area and identify abiotic and biotic factors
rainforest-put a wide variety but not a lot of each kind-- and the other represents a deciduous forest—a small variety but a lot of
each kind of seed).
EstuaryLive: estuarylive.org information sheets of
different animals native to NC’s estuaries
Natural Selection Lab-Butterfly – various colors of paper, scissors, tape, markers, crayons, etc.
Ecosystem Unit Test
Biome Poster-Poster board or construction paper, internet access, encyclopedias, markers, crayons, scissors, etc
present. Evaluate any limiting factors present in the environment.
Students design a paper butterfly to blend in with a part of the classroom
environment. They have a contest to see which butterfly “survives” the
longest without being seen by other classes.
Students answer reading comprehension questions on a non-fiction article
about ecosystems.
Students identify whether examples in an ecosystem are biotic or abiotic . They identify producers, consumers, and decomposers in a food web. Evaluate sample ecosystems whose population size has changed to determine the factors which caused it. Create a sample food chain and identify producers, and primary/secondary consumers.
Evaluation of worldwide biomes through internet and video resources
Utilize local wetland environments for real-life analysis
Students construct a poster of an ecosystem that they have chosen to research and explain. They have to include at least 3 biotic and abiotic factors present in the specific ecosystem.
Create a food web / diagram illustrating the flow of energy through a system
Utilize web to evaluate a particular animal, its habitat, relationships, biome, and interactions
Alexander County Schools 2012-2013
Unit: Earth History-Geological Evolution
Q1 Q2 Q3 Q4
Common Core and/or Essential Standards: 8.E.2 Understand the history of Earth and its life forms based on evidence of change recorded in fossil records and landforms
8.E.2.1 Infer the age of Earth and relative age of rocks and fossils from index fossils and ordering of rock layers (relative dating and radioactive dating). 8.E.2.2 Explain the use of fossils, ice cores, composition of sedimentary rocks, faults, and igneous rock formations found in rock layers as evidence of the history of the Earth and its changing life forms.
Transfer: Students will be able to independently use their learning to…
Understand Earth’s history by evidence found in fossils, rocks, and ice cores
Know that processes that occurred in the past are still occurring today.
Formulate hypotheses about the age of rock layers in an undisturbed cliff wall.
Infer the age of a fossil based upon the known ages of Index Fossils
Meaning
Understandings: Students will understand that…
Understand Earth’s history by evidence found in fossils, rocks, and ice cores
Geological Time Scale has 4 major divisions based upon major geological events throughout Earth’s history
Earth’s continents are still moving today and it’s landforms will continue to change
Evidence provided by fossils, rock layers, and ice core samples
Essential Question(s): Why do scientists believe they can “date” the age of the Earth?
How can we use Earth’s history to prepare for the future? What changes could occur on Earth in the future? What evidences about Earth’s history exists in fossils, rocks, and ice cores?
Acquisition
Students will know: Rock cycle, various dating methods, evidence of Earth’s past life forms and land forms, differences in types of rock formations
Students will be skilled at:
Determining age of rocks based on position Labeling Earth’s past land forms Interpreting the Geologic Time Scale
Essential Vocabulary:
Rock cycle, igneous, metamorphic, sedimentary, Law of Superposition, fossils, lithospheric plates, Absolute dating, Carbon-14, relative dating, radioactive dating, evolution, minerals, ice core, faults, Pangaea, Plate Tectonics, Continental Drift, index fossil, fossil, folding, uplifting, Geologic Time Scale, igneous, sedimentary, metamorphic
IT Standards: 8.SI.1: Evaluate information resources based on specified criteria.
IT Strategies: 8.SI.1.1: Students will evaluate resources on earth’s history to determine their reliability.
8.SI.1.2L Students will make sure the website is relevant to the assigned task. 8.SI.1.3: Students will evaluate resources on earth’s history for values and bias.
Unit Title: Earth History- Geological Evolution Grade: 8 Subject: Science
Understandings:
Rock layers provide evidence of Earth’s past
Scientist use fossils, ice cores, & rock compositions to learn how the Earth has changed over time
Understand Earth’s history by evidence found in fossils, rocks, and ice cores
Geological Time Scale has 4 major divisions based upon major geological events throughout Earth’s history
Earth’s continents are still moving today and it’s landforms will continue to change
Essential Questions:
Why do scientists believe they can “date” the age of the Earth?
How can we use Earth’s history to prepare for the future?
What changes could occur on Earth in the future?
What evidences about Earth’s history exists in fossils, rocks, and ice cores?
Creating: can the
student create new
product or point of
view?
assemble, construct,
create, design,
develop, formulate,
write.
Evaluating: can the
student justify a stand
or decision?
appraise, argue,
defend, judge,
select, support,
value, evaluate
Analyzing: can the
student distinguish
between the different
parts?
appraise, compare,
contrast, criticize,
differentiate,
discriminate,
distinguish,
examine,
experiment,
question, test.
Applying: can the
student use the
information in a new
way?
choose,
demonstrate,
dramatize, employ,
illustrate, interpret,
operate, schedule,
sketch, solve, use,
write.
Understanding: can
the student explain
ideas or concepts?
classify, describe,
discuss, explain,
identify, locate,
recognize, report,
select, translate,
paraphrase
Remembering: can the
student recall or
remember the
information?
define, duplicate,
list, memorize,
recall, repeat,
reproduce state
Revised Blooms Formative Assessments
(Evidences)
Law of Superposition Activity-Students construct paper landforms and then answer questions based upon the Law of Superposition.
Fossil Safari Lab-Students formulate hypotheses as to why similar fossils have been found on different continents.
Pangea Activity-Students reconstruct the supercontinent “Pangea”
Geologic Time Line Activity-Students recreate the Geologic Time Scale and add their personal art work to the design.
Ice core/Ask a Rock Scientist Lab-Students examine various objects and determine their order of age from oldest to youngest. They then compare it to the Law of Superposition. They also travel to different lab stations that have various activities in which the students define terms, evaluate ice core data and form their own hypothesis, etc.
Summative Assessment
Geological Evolution Test-Students
compare rock layers and determine which
is oldest. They formulate hypotheses as to
why similar fossils have been found on
different continents. They provide reasons
as to why we think the continents used to
be joined. They identify key terms and
definitions. They interpret the Geologic
Time Scale and answer questions as to the
order of major events. They compare and
contrast various ways of dating the age of
rocks.
STAGE 3
Earth History-Geological Evolution
Approximate number of days spent on unit: 6 days
W – Where are we going? Why? What is expected?
H – How will we Hook and Hold students?
E – How will we Equip students to Explore and Experience?
R – How will we help students Rethink, Rehearse, Revise, and Refine?
E – How will student self Evaluate and reflect on learning?
T – How will we Tailor learning to varied needs, interests, styles?
O – How will we Organize and sequence the learning?
Resources:
Law of Superposition Activity-sample land form sheet, scissors, tape, crayons, markers, etc.
Fossil Safari Lab-Fossil Safari Map, crayons, question sheet
Continental Drift Activity-cut out sheets of each of the 7 continents, scissors, tape, glue, construction paper
Discussion on Plate Tectonics including moving continents calculations-spreadsheet on rate of continental movement and direction per year
Geologic Time Line Activity-Poster board or construction paper, crayons, markers, etc.
Kids Discover “Grand Canyon” Booklet Ice core/Ask a Rock Scientist Lab-various objects that students
can determine their order of age from oldest to youngest. Station papers with each activity listed.
Strategies:
Construct a land form and answer questions about relative dating, law of superposition, etc.
Formulate hypotheses as to why similar fossils have been found on different continents.
Determine through questions and hands on activity how Pangaea changed.
Identify through labs about various types of rock dating and ice core evidences.
Create questions about concepts they would like to research further.
Design a future landscape of the continents based upon the current speed and direction Create a time line of the Geologic Time Scale that is drawn to scale and includes important
facts in each Era. Compare rock layers and determine which is oldest. They formulate hypotheses as to why
similar fossils have been found on different continents. They provide reasons as to why we think the continents used to be joined. They identify key terms and definitions. They interpret the Geologic Time Scale and answer questions as to the order of major events. They compare and contrast various ways of dating the age of rocks.
Alexander County Schools 2012-2013 Unit: Evolution and Genetics-Biological Evolution
Q1 Q2 Q3 Q4
Common Core and/or Essential Standards: 8.L.4 Understand the evolution of organisms and landforms based on evidence, theories, and processes that impact the Earth over time 8.L.4.1 Summarize the use of evidence drawn from geology, fossils, and comparative anatomy to form the basis for biological classification systems and the theory of evolution 8.L.4.2 Explain the relationship between genetic variation and an organism’s ability to adapt to its environment.
Transfer: Students will be able to independently use their learning to… Understand that organisms are still evolving Identify environmental conditions that could cause another mass extinction Formulate hypotheses on which organisms have a common ancestor
Meaning
Understandings: Students will understand that…
Landforms & Fossils provide evidence of past life forms Organisms are classified by their similar structures Factors that cause organisms to adapt or become extinct include natural processes and human activities Climatic, geographic, and environmental changes have forced organisms to adapt or fail
Essential Question(s):
How might organisms continue to evolve? What environmental conditions could cause another mass extinction? How do scientists know whether an organism is “new” or has been previously discovered? What evidences exist to show that some species have a common ancestor?
Acquisition
Students will know: Role of diversity in biological evolution Plate tectonic Theory Law of Superposition Role of fossil record in Geologic Time Scale and taxonomy Theory of Evolution Theory of Natural Selection
Students will be skilled at:
Classifying organisms based upon general body structures Knowing the order in which major groups of organisms appeared on earth Main causes of past mass extinctions Knowing that species will more likely survive if they are genetically diverse
Essential Vocabulary: Evolution, Natural Selection, extinction, adaptation, geologic time scale, homologous structures, analogous structures, biological classification, taxonomy, phenotypic variation, morphological, biochemical, & behavioral features, vertebrate, invertebrate, cryptic coloration, embryological similarities, genetic variation, kingdom, phylum, class, order, family, genus, species, lithospheric plates, genetic diversity, DNA
IT Standards: 8.SI.1: Evaluate information resources based on specified criteria.
IT Strategies: 8.SI.1.1: Students will evaluate resources on earth’s history to determine their reliability. 8.SI.1.2L Students will make sure the website is relevant to the assigned task. 8.SI.1.3: Students will evaluate resources on earth’s history for values and bias.
Stage 2 Evolution and Genetics: Biological Evolution
Understandings:
Landforms & Fossils provide evidence of past life forms
Organisms are classified by their similar structures
Factors that cause organisms to adapt or become extinct include natural processes and human activities
Climatic, geographic, and environmental changes have forced organisms to adapt or fail
Essential Questions:
How might organisms continue to evolve?
What environmental conditions could cause another mass extinction?
How do scientists know whether an organism is “new” or has been previously discovered?
What evidences exist to show that some species have a common ancestor?
Creating: can the
student create new
product or point of
view?
assemble, construct,
create, design,
develop, formulate,
write.
Evaluating: can the
student justify a stand
or decision?
appraise, argue,
defend, judge,
select, support,
value, evaluate
Analyzing: can the
student distinguish
between the different
parts?
appraise, compare,
contrast, criticize,
differentiate,
discriminate,
distinguish,
examine,
experiment,
question, test.
Applying: can the
student use the
information in a new
way?
choose,
demonstrate,
dramatize, employ,
illustrate, interpret,
operate, schedule,
sketch, solve, use,
write.
Understanding: can
the student explain
ideas or concepts?
classify, describe,
discuss, explain,
identify, locate,
recognize, report,
select, translate,
paraphrase
Remembering: can the
student recall or
remember the
information?
define, duplicate,
list, memorize,
recall, repeat,
reproduce state
Revised Blooms Formative Assessments
(Evidences)
Taxonomy Labs-Gremlins and Smileys-Students classify organisms into groups based upon their physical features. They then compare this activity to how scientists classify species.
Fossil dig Lab-Students examine various fossils and classify them into groups.
Newspaper Camo Lab-Students design a moth to blend in with it’s environment and compare this to the process of adaptation.
Ask a Fossil Lab-Students research various forms of fossils; gastroliths, permineralization, compactions, compressions, amber, casts and molds. Students discover how fossils are formed (what conditions are necessary for fossils to form) and analyze what information these types of fossils can provide scientists.
Summative Assessment
Biological Evolution Test-Students
identify key terms, develop hypotheses
as to why some species became
extinct, explain why most organisms
evolve, describe how environmental
conditions can cause mass extinctions,
and identify the order in which
organisms appeared on earth.
Stage 3 Evolution and Genetics
Biological Evolution
Approximate number of days spent on unit: 5 Days
W – Where are we going? Why? What is expected?
H – How will we Hook and Hold students?
E – How will we Equip students to Explore and Experience?
R – How will we help students Rethink, Rehearse, Revise, and Refine?
E – How will student self Evaluate and reflect on learning?
T – How will we Tailor learning to varied needs, interests, styles?
O – How will we Organize and sequence the learning?
Resources:
Taxonomy Labs-Gremlins and Smileys-Lab Sheet
Fossil dig Lab-Various fossil samples, plates, paper towels
Newspaper Camo Lab-newspaper, tape, scissors
Ask A Fossil Lab- UC Berkley information sheets
Biological Evolution Test
Strategies:
Describe how life has changed over time, as well as, factors that influence extinction
Discuss various concepts such as natural selection, Galapagos Islands, Charles Darwin, and extinction
Design a moth that adapts to an environment in the classroom. They will learn that the moths that “fit in” will survive longer
Examine fossils differentiate the types
Research and infer possible causes of organisms becoming extinct
Alexander County Schools 2012-2013
Unit: Matter: Properties and Change-Compounds, Mixtures, and Properties of Matter
Q1 Q2 Q3 Q4
Common Core and/or Essential Standards: 8.P.1.1 Classify matter as elements, compounds, or mixtures based on
how the atoms are packed together in arrangements.
8.P.1.3 Compare physical changes such as size, shape and state to
chemical changes that are the result of a chemical reaction to
include changes in temperature, color, formation of a gas or
precipitate.
Transfer: Students will be able to independently use their learning to…
Atoms make up molecules
Matter can be mixed together or combined
When matter is chemically combined, it changes
A compound is 2 or more elements chemically bonded and take energy to operate
What is matter?
Meaning
Understandings: Students will understand that…
Chemical changes result after a reaction has occurred
You can physically change a material without changing its molecular makeup
Products of a chemical reaction have different properties than the reactants
Essential Question(s):
How can matter change?
How are physical and chemical changes different?
What are examples of chemical reactions that you’ve observed in your life?
Acquisition
Students will know:
Evidence of physical change (Examples: melting, freezing, evaporation, etc.)
Evidence of chemical change (Examples: burning, rusting, rotting, etc.)
Differences in homogeneous/heterogeneous mixtures
Differences in physical and chemical properties
Students will be skilled at:
Determining if a change is chemical or physical
Measuring physical properties of matter
Differentiating between mixtures and compounds
Essential Vocabulary: Mixtures; Compounds; Molecule; Elements; Atoms; Substances; Physical change; Chemical change; Heterogenous; Homogenous; Properties; Solubility; Melting & Boiling point; density; polarity; precipitate, reactant, product
IT Standards: 8.TT.1 Evaluate information resources based on specified criteria.
IT Strategies: 8.TT.1.1 Students will complete online tutorials about the basics of chemistry.
STAGE 2
Unit Title: ______Atoms, Compounds, and Mixtures__Grade: ____8___Subject: ___Science
Understandings:
Chemical changes result after a reaction
has occurred
Materials can physically be changed
without changing its molecular makeup
Products of a chemical reaction have
different properties than the reactants
Essential Questions:
How can matter change?
How are physical and chemical changes different?
What are examples of chemical
reactions that you’ve observed
in your life?
Creating: can the
student create new
product or point of
view?
assemble, construct,
create, design, develop,
formulate, write.
Evaluating: can the
student justify a stand
or decision?
appraise, argue, defend,
judge, select, support,
value, evaluate
Analyzing: can the
student distinguish
between the different
parts?
appraise, compare,
contrast, criticize,
differentiate,
discriminate, distinguish,
examine, experiment,
question, test.
Applying: can the
student use the
information in a new
way?
choose, demonstrate,
dramatize, employ,
illustrate, interpret,
operate, schedule,
sketch, solve, use, write.
Understanding: can
the student explain
ideas or concepts?
classify, describe, discuss,
explain, identify, locate,
recognize, report, select,
translate, paraphrase
Remembering: can the
student recall or
remember the
information?
define, duplicate, list,
memorize, recall, repeat,
reproduce state
Revised Blooms Formative Assessments (Evidences)
Identifying compounds, elements, &
mixtures lab-Students are given a variety of
items (sugar, salt water, iron nail, etc.) to
determine if they are an element, mixture,
or compound.
Nonmetal & Metal Lab-Students observe
how well metals and nonmetals conduct
heat.
Counting Atoms Activity-Students are given
several chemical formulas (Ex. CO2, H2O,
2NaOH, etc.) and are asked to determine
the total # of atoms.
Demonstrations: Jumping Gummy Bear
Experiment, The Dark Tower, Elephant
Toothpaste. Students observe chemical
reactions and look for evidence that
chemical changes occurred. Observed
Mentos and Coke experiment and discussed
why it is a PHYSICAL change.
Endothermic/Exothermic Lab-Students mix
hydrogen perioxide with liver in 1 test tube
and a piece of potato in another to observe
temperature changes.
Polymer Demonstration- Teacher has
student volunteers come to the front of the
class to help demonstrate a variety of
Summative Assessment
Atoms, Compounds, &
Mixtures Matter and
Physical/Chemical Change
Test-
Students identify key terms
by matching the correct
definition
Determine if a chemical
change has occurred based
upon the chemical formulas
in the chemical equations
chemical reactionsusing Carolina Biological’s
“Polymer Kit”
Volume & Density Lab-Students are given 3
objects of the same length and width but
different masses (Ex. Ping pong ball, marble,
rubber ball, etc.) Students find the mass and
volume using water displacement and then
determine the density.
Discovery Education-“Periodic Table”
booklets- Students complete literacy
strategies using non-fiction text on the
periodic table
STAGE 3
Atoms, Compounds, & Mixtures
Approximate number of days spent on unit: 7 days
W – Where are we going? Why? What is expected?
H – How will we Hook and Hold students?
E – How will we Equip students to Explore and Experience?
R – How will we help students Rethink, Rehearse, Revise, and Refine?
E – How will student self Evaluate and reflect on learning? Atoms, Compounds, and Mixtures__
T – How will we Tailor learning to varied needs, interests, styles?
O – How will we Organize and sequence the learning?
Resources:
Identifying compounds, elements, & mixtures lab-Students are given a
variety of items (sugar, salt water, iron nail, etc.) to determine if they are
an element, mixture, or compound.
Nonmetal & Metal Lab-Students observe how well metals and nonmetals
conduct heat. Cup, warm water, plastic spoon, nail, etc.
Counting Atoms Activity-Students are given several chemical formulas
(Ex. CO2, H2O, 2NaOH, etc.) and are asked to determine the total # of
atoms.
Video clips/chemicals needed to replicate chemical change experiments
Endothermic/Exothermic Lab-Students mix hydrogen peroxide with liver
in 1 test tube and a piece of potato in another to observe temperature
Strategies:
Provide different materials for students. Have them look
for characteristics of the material and determine the
difference between elements, compounds, and mixtures.
Organize molecules, elements, and compounds based on
its molecular structure
Demos and group labs that show chemical reactions.
Students fill out lab sheet organizing information about
endothermic, exothermic, evidence of chemical reaction,
etc.
changes. Liver, potato, 2 test tubes, thermometer, timer
Polymer Demonstration- Teacher has student volunteers come to the
front of the class to help demonstrate a variety of chemical
reactionsusing Carolina Biological’s “Polymer Kit”
Volume & Density Lab-Students are given 3 objects of the same length
and width but different masses (Ex. Ping pong ball, marble, rubber ball,
etc.) Students find the mass and volume using water displacement and
then determine the density. Graduated cylinder, water, balance
Discovery Education-“Periodic Table” booklets- Students complete
literacy strategies using non-fiction text on the periodic table
Atoms, Compounds, & Mixtures Matter and Physical/Chemical Change
Test
http://edcommunity.apple.com/ali/story.php?itemID=196
http://school.discovery.com/lessonplans/programs/elements/
www.chemicalelements.com
http://web.buddyproject.org/web017/web017/
Alexander County Schools 2012-2013
Unit: Matter: Properties and Change Atoms, Periodic Table, and Equations
Q1 Q2 Q3 Q4
Common Core and/or Essential Standards: 8.P.1.2 Explain how the physical properties of elements and their
reactivity have been used to produce the current model of the
Periodic Table of elements.
8.P.1.4 Explain how the idea of atoms and a balanced chemical equation
support the law of conservation of mass.
Transfer: Students will be able to independently use their learning to…
Understand matter is not created or destroyed
Uses of metals, nonmetals, and metalloids
Explain how balanced equations illustrate chemical reactions
Meaning
Understandings: Students will understand that…
Groups of elements have similar properties
Matter cannot be created nor destroyed
Equations illustrate how equations elements/atoms support the law of conservation of mass.
Essential Question(s):
Why would the periodic table be split into different categories?
Why does the periodic table exist?
What does “balanced” mean for atoms?
Which elements are more reactive?
Acquisition
Students will know:
Location of nonmetals, metals, and metalloids on the periodic table
Mendeleeve organized the Periodic Table to make elements easier to classify
Law of Conservation of Mass
How to determine element properties based on its location on the periodic table
Students will be skilled at:
Predict patterns on the periodic table
Labeling the parts of an atom
Recognize similarities in Periodic Table groups
Balancing chemical equations
Essential Vocabulary:
Law of Conservation of Mass; Closed system, Open system; Reactivity; Nonmetals, Metals, Metalloids; Mass; Molecules; Groups; Periods, conductive, product, reactant, precipitate, Dimitri Mendeleev
IT Standards: 8.TT.1 Evaluate information resources based on specified criteria.
IT Strategies: 8.TT.1.1 Students will research databases on the periodic table. 8.TT.1.3 Students will create a multimedia presentation on an element and its’ characteristics.
STAGE 2
Understandings:
Students will understand that…
Groups of elements have similar properties
Matter cannot be created nor destroyed
Equations illustrate how equations elements/atoms support the law of conservation of mass.
Essential Questions:
Why would the periodic table be split into different categories?
Why does the periodic table exist?
What does “balanced” mean for atoms?
Which elements are more reactive?
Creating: can the
student create new
product or point of
view?
assemble, construct, create,
design, develop, formulate,
write.
Evaluating: can the
student justify a stand
or decision?
appraise, argue, defend,
judge, select, support,
value, evaluate
Analyzing: can the
student distinguish
between the different
parts?
appraise, compare,
contrast, criticize,
differentiate, discriminate,
distinguish, examine,
experiment, question, test.
Applying: can the
student use the
information in a new
way?
choose, demonstrate,
dramatize, employ,
illustrate, interpret,
operate, schedule, sketch,
solve, use, write.
Understanding: can
the student explain
ideas or concepts?
classify, describe, discuss,
explain, identify, locate,
recognize, report, select,
translate, paraphrase
Remembering: can the
student recall or
remember the
information?
define, duplicate, list,
memorize, recall, repeat,
reproduce state
Revised Blooms Formative Assessments (Evidences)
Periodic Table Activity-Students are asked to find various elements on the periodic table based upon the clues that they are given. They will need to know how to determine group/period number , if it is a metal, nonmetal, or metalloid, level of conductivity and reactivity.
Webquest on Periodic Table-Students will use the internet to find interesting facts about various elements.
Videoclips on Elements and specific Periodic table families-Students will watch short video clips from Discovery Education and Youtube about the properties of different element groups.
Gumdrop Compound Lab-Students are given several chemical formulas and are asked to make molecules of them with gum/spice drops and toothpicks.
Sequins and Atomic Models Lab- Students are given a baggie of sequins and a price of paper with electron shells drawn on it. Based upon the element’s electron #, they arrange the sequins (electrons) based upon how many electrons fit into each shell
Balancing Chemical Equations Activity-
Students will be given a worksheet with
simple chemical e equations that are not
balanced. Students will balance the
equations so that the # of atoms are the
same on each side of the arrow.
Summative
Assessment
Element box-Students will choose an element to research. They will describe it’s properties, uses, discovery date, etc. on all 6 sides of an empty box.
Periodic Table test-Students will identify whether an element is a metal, nonmetal, or metalloid. They will calculate it’s # of protons, electrons, neutrons based upon the atomic # and atomic mass. They will answer questions as to which elements are more reactive and conductive based upon their location in the periodic table.
Unit Title: Atoms, Periodic Table, and Equations Grade: 8 Subject: Science STAGE 3
Approximate number of days spent on unit: 12 days
W – Where are we going? Why? What is expected?
H – How will we Hook and Hold students?
E – How will we Equip students to Explore and Experience?
R – How will we help students Rethink, Rehearse, Revise, and Refine?
E – How will student self Evaluate and reflect on learning?
T – How will we Tailor learning to varied needs, interests, styles?
O – How will we Organize and sequence the learning?
Resources:
Periodic Table Activity-Students are asked to find various elements on the periodic table based upon the clues that they are given. They will need to know how to determine group/period number , if it is a metal, nonmetal, or metalloid, level of conductivity and reactivity.
Webquest on Periodic Table-Students will use the internet to find interesting facts about various elements.
Videoclips on Elements and specific Periodic table families-Students will watch short video clips from Discovery Education and Youtube about the properties of different element groups.
Gumdrop Compound Lab-Students are given several chemical formulas and are asked to make molecules of them with gum/spice drops and toothpicks.
Sequins and Atomic Models Lab- Students are given a baggie of sequins and a price of paper with electron shells drawn on it. Based upon the element’s electron #, they arrange the sequins (electrons) based upon how many electrons fit into each shell
Balancing Chemical Equations Activity-Students will be given a sheet with simple chemical equations that are not balanced. Students will balance the equations so that the # of atoms are the same on each side of the arrow.
Strategies:
Hands-on labs examining the organization of elements and the periodic table
Various websites using chemical equations including Quia.com
Creation of a 6-sided visual presentation on a particular element
Analyze various metals for their specific physical properties
Hands-on balancing of equations utilizing tangible objects to represent compounds
Alexander County Schools 2012-2013
Unit: Molecular Biology – Cellular Properties Q1 Q2 Q3 Q4
Common Core and/or Essential Standards:
8.L.5 Understand the composition of various substances as it
relates
to their ability to serve as a source of energy and building
materials for growth and repair of organisms.
8.L.5.1 Summarize how food provides the energy and the molecules
required for building materials, growth and survival of all organisms
(to include plants.)
Transfer: Students will be able to independently use their learning to…
Understand how cells obtain energy for their bodies to function
Understand how they differ cellularly
from other organisms
Differentiate between the processes of mitosis and meiosis
Identify & classify prokaryotic and eukaryotic cells
Meaning
Understandings: Students will understand that…
All living things contain at least one cell.
Multi-cellular organisms have organized systems within a cell called organelles.
Organelles within a cell have specific functions to promote the cell’s survival.
Cells must respirate, reproduce, and digest energy to survive.
Eating healthy food allows proper energy for cellular processes
Essential Question(s):
How do cells affect life’s processes?
Why do we have cells?
How does nutrition and exercise influence an organisms’ ability to build, grown, and survive?
What are the differences between prokaryotic and eukaryotic cells?
How do cells grow and divide?
How are sex cells made?
Acquisition
Students will know:
Cellular reproduction, parts of a cell (organelles), functions of a cell, difference between eukaryotic and prokaryotic cells, difference between unicellular and multicellular organisms
Students will be skilled at:
Using a microscope
Identifying the parts of a cell
Knowing the difference between one-celled and multicellular organisms
Identifying and classifying prokaryotic and eukaryotic cells
Identifying processes of mitosis and meiosis
Essential Vocabulary:
Multi-cellular, unicellular, mitosis, meiosis, nutrient, selectively permeable, prokaryote, eukaryote, organelle, protein, carbohydrates, sex cells, chromosomes, DNA, genetic material, hereditary material
IT Standards: 8.TT.1 Use technology and other resources for assigned tasks.
IT Strategies: 8.TT.1.1 Students will complete online tutorials about how cells function.
STAGE 2
Unit Title: ___Cellular Processes__Grade: _______8___________ Subject: _____Science_
Understandings:
All living things contain at least one cell.
Multi-cellular organisms have organized systems within a cell called organelles.
Organelles within a cell have specific functions to promote the cell’s survival.
Cells must respirate, reproduce, and digest energy to survive.
Eating healthy food allows proper energy for cellular processes
Essential Questions:
How do cells affect life’s processes?
Why do we have cells?
How does nutrition and exercise influence an organisms’ ability to build, grown, and survive?
What are the differences between prokaryotic and eukaryotic cells?
How do cells grow and divide?
How are sex cells made?
Creating: can the
student create new
product or point of
view?
assemble, construct, create,
design, develop, formulate,
write.
Evaluating: can the
student justify a stand
or decision?
appraise, argue, defend,
judge, select, support,
value, evaluate
Analyzing: can the
student distinguish
between the different
parts?
appraise, compare,
contrast, criticize,
differentiate, discriminate,
distinguish, examine,
experiment, question, test.
Applying: can the
student use the
information in a new
way?
choose, demonstrate,
dramatize, employ,
illustrate, interpret,
operate, schedule, sketch,
solve, use, write.
Understanding: can
the student explain
ideas or concepts?
classify, describe, discuss,
explain, identify, locate,
recognize, report, select,
translate, paraphrase
Remembering: can the
student recall or
remember the
information?
define, duplicate, list,
memorize, recall, repeat,
reproduce state
Revised Blooms Formative Assessments
(Evidences)
Observing Cells Lab-Students observe, draw, & label organelles seen under the microscope of various living things Ex. Lettuce, potato, cheek, tomato, etc.)
Webquest on Cell Tutorials-Students will use the Internet to go to cellsalive.com to answer questions about cellular organelles and their functions using the interactive tutorial.
Carrott & Egg Lab-Students will evaluate their data to describe the processes of osmosis and diffusion.
Smelly Balloon Demonstration-Students examine the diffusion process by observing how various odors can escape from a tied balloon.
Differentiating Cells Observation Lab-Students compare several prepared microscope slides of plants & animals to determine similarities and differences between the organelles.
Cell Function Activity- Students solve riddles about organelle functions by naming the correct organelle.
Summative Assessment
Properties of Cell Test-Students match organelles with their functions. They compare & contrast plant and animal cells, as well as, prokaryotic and eukaryotic cells. They identify and explain the process of respiration. They will be asked to differentiate between the processes of mitosis and meiosis.
Create a Cell Lab-Students construct a model cell from household items. They label each organelle & classify if the cell is a plant or animal cell.
STAGE 3
Approximate number of days spent on unit: 7 days
W – Where are we going? Why? What is expected?
H – How will we Hook and Hold students?
E – How will we Equip students to Explore and Experience?
R – How will we help students Rethink, Rehearse, Revise, and Refine?
E – How will student self Evaluate and reflect on learning?
T – How will we Tailor learning to varied needs, interests, styles?
O – How will we Organize and sequence the learning?
Resources:
Observing Cells Lab-microscope, living cells Ex. Lettuce, potato, cheek, tomato, etc.), microscope slides and cover slips, water, water droppers, toothpicks, bromothymol blue stain
Webquest on Cell Tutorials-Computer with Internet connection, www.cellsalive.com
Carrott & Egg Lab-carrot, egg, vinegar, beakers, water, salt water, balance, string
Smelly Balloon Demonstration- balloon, sample extracts (peppermint, lemon juice, vanilla, etc.)
Differentiating Cells Observation Lab several prepared microscope slides of plants & animals, microscopes
Cell Function Activity Sheet- www.cellsalive.com www.biology4kids.com/files/cell_main.html
Strategies:
Students will place the cells in the order of mitosis and answer questions about the process.
Students will place the cells in the order of meiosis and answer questions about the process.
Students will observe plant and animal cells under a microscope and will answer questions about the organelle functions.
Students will participate in cell tutorials online.
Students will observe how various molecules enter and leave cells. They will also answer questions about their lab results.
Alexander County Schools 2012-2013
Unit: Molecular Biology – Disease and Prevention & Environmental Factors that Affect Disease
Q1 Q2 Q3 Q4
Common Core and/or Essential Standards:
8.L.1 Understand the hazards caused by agents of
diseases that effect living organisms. 8.L.1.1 Summarize the basic characteristics of
viruses, bacteria, fungi and parasites relating to the
spread, treatment and prevention of disease.
8.L.1.2 Explain the difference between epidemic and
pandemic as it relates to the spread, treatment and
prevention of disease.
8.L.2 Understand how biotechnology is used to affect
living organisms. 8.L.2.1 Summarize aspects of biotechnology including:
• Specific genetic information available
• Careers
• Economic benefits to North Carolina
• Ethical issues
• Implications for agriculture
8.L.2.2 Explain the relationship among a healthy diet,
exercise, and the general health of the body (emphasis on the
relationship between respiration and digestion).
Transfer:
Understand how to effectively reduce their chances of contracting a communicable disease.
Understand the differences between a worldwide pandemic and a local epidemic.
Identify substances that are known to cause harm.
Understand the various ways of protecting themselves from hazardous substances.
Understand that private industries in North Carolina are leaders in biotechnology research.
Discuss intelligently reasons humans should or should not be engaged in bioresearch.
Know life spans are influenced by life choices made even as a teen.
Recognize that humans need to maintain a healthy lifestyle in order to stay healthy
Know the difference between catching a virus and getting a bacterial infection.
Apply everyday methods to reduce their chances of contracting a virus / bacteria.
Meaning
Understandings: Students will understand that…
Infectious disease occurs in humans, plants, and animals.
Pharmaceuticals help to minimize the impact of microbes on humanity.
Pandemics have affected global population throughout the centuries; however, it is more likely today than before.
Antibiotics are not an effective medication for viral diseases.
Essential Question(s):
How can something as small as a virus / bacteria disable humanity?
What is the best way to prevent infectious and noninfectious diseases?
If diagnosed, what is the best treatment option for various diseases (ex. Influenza, strep throat, HIV, MRSA, etc.)
What are the possible future implications of biotechnology on human life span?
Genetic engineering is a volatile, social issue with ongoing ethical debates.
Biotechnology is advancing daily.
Advances in biotechnology have both positive and negative implications.
Social choices can lead to birth defects, short-term disabilities, and long-term addictions.
Farmers benefit from biotechnology through genetically engineered crops, disease resistant crops, organically grown farms, etc.
Bacteria can now be used to clean up polluted areas due to advances in biotechnology
Some biotechnology techniques are against some religious beliefs
Viruses and bacteria affect living things.
Viruses and bacteria are NOT the same organisms.
Viral and bacterial infections can be minimized and controlled with proper hygiene.
What careers are available for those interested in biotechnology and biotechnology?
How can biotechnology benefit farmers?
Why should humans maintain a healthy diet and exercise routine?
How do you “catch” a microbe?
Acquisition
Students will know:
Ethical debates of cloning
Uses for forensic pathology
Role of carcinogens on body systems
Difference between toxic and non-toxic substances
Short and long term effects of addiction
Ways to protect themselves against harmful chemicals
Some advances in biotechnology such as prosthetics, bioremediation, genetic modification, etc.
Parts of virus / bacteria
Conditions favorable for microbe survival and spread
How microbes affect human body
Difference between antibiotic and vaccine
Viral diseases through history (AIDS, influenza, cold, polio, chicken pox, small pox, yellow fever, meningitis, West Nile, Ebola, & Rabies)
Bacterial Diseases (Strep throat, Tuberculosis, Tetanus, etc.)
Students will be skilled at:
Recognizing long-term and short-term affects of substances they come in contact
Identify at-risk behaviors
Identify biotechnology as it continues to evolve.
Recognizing that some biotechnology is against some religious beliefs
Essential vocabulary: Difference between a pandemic and epidemic, understand ways of transmitting diseases, best ways to prevent infectious and noninfectious diseases, scientists analyze data to predict disease outbreaks, basic treatment options for various diseases, Biotechnology, ethics, microbial hazards, forensics, pathology, DNA testing, bioremediation, Genetic Modification (GM), cloning, environmental factor, abnormality, consumption, embryonic development, adverse conditions, toxic, non-toxic, social factor, psychological factor, short-term, long-term, detrimental effect, addiction, carcinogen, susceptibility, nutrition, Virus, bacteria, microbe, parasite, protozoa, fungi, algae, unicellular, host, colony, antibiotic, antibacterial, vaccine, antibody
IT Standards: 8.SI.1 Evaluate information resources based on specified criteria. 8.TT.1 Use technology and other resources for assigned tasks.
IT Strategies: 8.SI.1.1 Students will evaluate websites ability to be reliable when researching current information on genetic engineering and biotechnology. 8.SI.1.2 Students will research sources that are relevant to current genetic engineering and biotechnology . 8.SI.1.3 Students will evaluate websites ability to be unbiased. 8.TT.1.1 Students will research current data on diseases and treatments.
STAGE 2
Unit Title: Molecular Biology –
Disease, Prevention,
Environmental Factors that Affect
Disease Grade: 8 Subject:
Science
Understandings:
Students will understand that…
Infectious disease occurs in humans, plants, and animals.
Pharmaceuticals help to minimize the impact of microbes on humanity.
Pandemics have affected global population throughout the centuries; however, it is more likely today than before.
Antibiotics are not an effective medication for viral diseases.
Identify substances that are known to cause harm.
Understand the various ways of protecting themselves from hazardous substances.
Genetic engineering is a volatile, social issue with ongoing ethical debates.
Biotechnology is advancing daily.
Advances in biotechnology have both positive and negative implications. Such as: Positive: cures for diseases, prosthetics, new surgery techniques, etc. Negative:Against some religious beliefs, may have side effects, expensive, etc.
Social choices can lead to birth defects, short-term disabilities, and long-term addictions.
Viruses and bacteria affect living things.
Viruses and bacteria are NOT the same organisms.
Viral and bacterial infections can be minimized and controlled with proper hygiene.
Creating: can the
student create new
product or point of
view?
assemble, construct,
create, design,
develop, formulate,
write.
Evaluating: can the
student justify a stand or
decision?
appraise, argue,
defend, judge, select,
support, value,
evaluate
Analyzing: can the
student distinguish
between the different
parts?
appraise, compare,
contrast, criticize,
differentiate,
discriminate,
distinguish, examine,
experiment,
question, test.
Applying: can the
student use the
information in a new
way?
choose,
demonstrate,
dramatize, employ,
illustrate, interpret,
operate, schedule,
sketch, solve, use,
write.
Understanding: can the
student explain ideas or
concepts?
classify, describe,
discuss, explain,
identify, locate,
recognize, report,
select, translate,
paraphrase
Remembering: can the
student recall or
remember the
information?
define, duplicate,
list, memorize, recall,
repeat, reproduce
state
Revised Blooms Formative
Assessments
(Evidences)
Discussions on current news concerning infectious diseases (new form on Gonorrhea, Bird Flu 2013, etc.)
Videoclips: “Top 5 Deadliest Diseases”
Web: Pandemic
GlowGerm activity: Students are “infected” with germs and try to wash their hands to rid themselves of the “germ.” Discussions center around hygiene and transmission of bacteria and viruses.
Bacteria around the school Lab
Milk Lab (Students will observe and reflect on how preservation methods benefit our health and economics)
Shape of Bacteria Lab (Students will use a trichotomous key to identify bacteria. This will also show them the application of taxonomy.)
Discussions in which statements identify facts versus
Summative
Assessment
Disease Wanted Poster Project (Students will be given a disease to research the cause, symptoms, ways of transmission, basic prevention and treatment. They will include facts and pictures onto a poster to present to the class. Each class member will then fill in their charts for each disease that was researched.)
Disease and Immune System Test (Students will be asked to list the cause and treatment of 5 various diseases that are most common (influenza, HIV, MRSA, Cancer, Tetanus, etc.) They will read short stories and will identify the biological vector, cause, and treatment of the disease.
Biotechnology Test- Students identify advantages and
STAGE 3
Approximate number of days spent on unit: 12 Days
W – Where are we going? Why? What is expected?
H – How will we Hook and Hold students?
E – How will we Equip students to Explore and Experience?
R – How will we help students Rethink, Rehearse, Revise, and Refine?
E – How will student self Evaluate and reflect on learning?
T – How will we Tailor learning to varied needs, interests, styles?
O – How will we Organize and sequence the learning?
Resources:
Discussions
Videoclip: “Top 5 Deadliest Diseases”
Web: Pandemic
GlowGerm activity—Order glow germ materials from Carolina Biological
Bacteria around the school Lab
Milk Lab: Milk, refrigerator, closed containers to place the milk in.(Students will observe and reflect on how preservation methods benefit our health and economics)
Shape of Bacteria Lab (Students will use a trichotomous key to identify bacteria. This will also show them the application of taxonomy.)
Disease Wanted Poster Project: Construction paper, crayons or markers
Disease Project Notes –a spreadsheet listing disease names, cause, symptoms, and treatments
Strategies:
Research the web learning about recurring viruses / bacteria students encounter
Use of web to examine the outcomes of various possible pandemics (Ex. CDC website, etc.)
Culture various samples of bacteria collected around the school
Investigate the importance of food preservation by observing milk that has been left at room temperature and milk that has been refrigerated.
Research and examine the difference between infectious and noninfectious diseases
Apply their knowledge on a recurring disease to develop a poster in which the disease is “wanted” and they identify it’s characteristics in order to locate it and destroy it.
Ch.18 and 20 Notes from the 8th Grade Science Prentice Hall Teacher Resource Packet
Who’s The Source Lab: water, 1 cup per students, 1 cup of vinegar
Disease and Immune System Unit Test
BioEthics Webquest Websites such as answers.com, wikispaces, Center
for Disease Control, etc. Biotechnology Unit Test
“Bacteria” & “Virus” Reading for content in non-fiction area literacy activity sheets
Discovery Education “Bacteria” and “Virus” booklets www.whatislife.com/news/news_diseases.html
www.mayoclinic.com/health/infectious-disease/ID00004
http://biotechinstitute.org/what_is/
www.ncbi.nlm.nih.gov/
Disease and Immune System Unit Test (Students will be asked to list the cause and treatment of 5 various diseases that are most common (influenza, HIV, MRSA, Cancer, Tetanus, etc.) They will read short stories and will identify the biological vector, cause, and treatment of the disease.
Student-led debates on societal influences of genetic research. Discussions in which statements identify facts versus opinions on bioethical issues such as cloning and stem cell research
View videos on Discovery Education discussing differences between gene therapy and gene splicing.
Research and review the use of biotechnology in today’s medical advances Students identify advantages and disadvantages of biotechnology and biomedicine by providing examples such as Genetic Modification, etc. Identify diseases benefited from advances in biotech. and biomed. Such as cancer, birth defects, HIV, influenza, etc.
Student-created Powerpoint on healthy choices for a healthy lifestyle. Students need to identify healthy and nutritious foods, reasons our body needs a variety of food types, the importance of exercise, and drinking adequate amounts of water.
Alexander County Schools 2012-2013
Unit: Energy— Conservation and Transfer
Q1 Q2 Q3 Q4
Common Core and/or Essential Standards: 8.P.2—Explain the environmental implications associated with the various methods of obtaining, managing, and using energy resources. 8.P.2.1 Explain the environmental consequences of the various methods of obtaining, transforming, and distributing energy. 8.P.2.2 Explain the implications of the depletion of renewable and nonrenewable energy resources and the importance of conservation.
Transfer: Students will be able to independently use their learning to…
Understand how energy can be transferred from solar or wind into electric energy
Make decisions based on the environmental impacts of different energy sources and whether or not the energy resource is limited
Find ways to reduce, reuse, & recycle in order to conserve nonrenewable resources
Meaning
Understandings: Students will understand that…
There are renewable and nonrenewable sources of energy
The law of conservation of energy
Different types of fuels have different environmental impacts
Ways are needed to capture renewable energy sources
Essential Question(s):
What behaviors/choices can lead to more energy conservation?
How are energy transformations applied in today’s world?
Why is it necessary to develop products which run on renewable energy?
Acquisition
Students will know: Different ways to capture energy, advantages and disadvantages of energy sources; the transfer of energy between systems, conservation is important due to nonrenewable energy sources
Students will be skilled at: Identifying energy types; Knowing advantages & disadvantages of various energy sources, Developing at least 1 device that runs on renewable energy, Identifying ways of conserving nonrenewable energy sources
Essential vocabulary: Conservation of Energy; solar batteries; solar reflectors; photovoltaic cells; deplete, fossil fuel, natural gas, methane, solar energy, renewable/nonrenewable energy, alternative energy resources, geothermal, hydroelectric, wind, chemical energy, light energy, Biomass
IT Standards: 8.RP.1 Apply a research process to complete project-based activities. 8.SE.1 Analyze responsible behaviors when
IT Strategies: 8.RP.1.1 Students will work in a group to design a device that uses renewable energy. 8.SE.1.1 Students will learn how to cite information
using information and technology resources. appropriately. 8.SE.1.2 Students will learn how to research responsibly.
Stage 2
Unit Title: Energy:
Conservation & Transfer-
Energy & Resources
Grade: 8 Subject:
Science
Understandings:
There are renewable and nonrenewable sources of energy
The law of conservation of energy
Different types of fuels have different environmental impacts
Ways to capture renewable energy sources are needed
Essential Questions:
What behaviors/ choices can lead to more energy conservation?
How are energy transformations applied in today’s world?
Why is it
necessary to
develop products
which run on
renewable
energy?
How is energy conserved?
How are energy transformations applied in today’s world?
Creating: can the
student create new
product or point of
view?
assemble, construct,
create, design, develop,
formulate, write.
Evaluating: can the
student justify a stand
or decision?
appraise, argue, defend,
judge, select, support,
value, evaluate
Analyzing: can the
student distinguish
between the different
parts?
appraise, compare,
contrast, criticize,
differentiate, discriminate,
distinguish, examine,
experiment, question, test.
Applying: can the
student use the
information in a new
way?
choose, demonstrate,
dramatize, employ,
illustrate, interpret,
operate, schedule, sketch,
solve, use, write.
Understanding: can
the student explain
ideas or concepts?
classify, describe, discuss,
explain, identify, locate,
recognize, report, select,
translate, paraphrase
Remembering: can the
student recall or
remember the
information?
define, duplicate, list,
memorize, recall, repeat,
reproduce state
Revised Blooms Formative Assessments
(Evidences)
Renewable Energy Lab-Students will develop a device that will run on a renewable source of energy. Examples include: wind powered car, plane, or boat, Solar oven, solar powered car, plane, or boat, etc. They will test their design and collect data.
Chemical Energy to Light Energy Lab
Discussion about fossil fuels vs. renewable energy sources.
Energy Webquest
Home/School Energy Audit Energy Station Lab-
Students will rotate every 5-7 min. between 8 lab stations with the following tasks: Write 1 pro and con for each energy source, use a battery and light bulb to create an electrical circuit, use a windmill to blow into to see if the wind generated can move 3 objects of various weights, have students weigh a pre-shucked corn & corn kernels from 1 cob to calculate the biomass, run sink for 2 min. and collect the water then run water for 15 sec. and observe the difference (it’s supposed to represent running water while brushing your teeth vs. turning the water off.), Calculate the difference in
Summative Assessment
Energy Unit Test-Students
will be asked to identify
various renewable and
nonrenewable energy
sources. They will need to
explain why it is necessary to
find alternative energy
sources. Students will need
to list ways they can help
conserve energy on a daily
basis. They will need to
discuss the advantages and
disadvantages of renewable
energy sources.
STAGE 3
Energy: Conservation & Transfer-Energy & Resources
Approximate number of days spent on unit: 7 Days
W – Where are we going? Why? What is expected?
H – How will we Hook and Hold students?
E – How will we Equip students to Explore and Experience?
R – How will we help students Rethink, Rehearse, Revise, and Refine?
E – How will student self Evaluate and reflect on learning?
T – How will we Tailor learning to varied needs, interests, styles?
O – How will we Organize and sequence the learning?
Resources:
Energy Unit Notes-Table that students fill in
the pros and cons about each energy type
Renewable Energy Lab Students will bring in the resources they need to build their renewable energy device.
Chemical Energy to Light Energy Lab
Discussion about fossil fuels vs. renewable energy sources. Sources include: “Energy: It Starts with the Sun.” Article by Clinton Harris, Jeff Trent, and Robert Yokley “Fossil Fuels” and “Renewable Energy” articles from xcelenergy.com
Strategies:
Students will learn how some energy sources can be reused without polluting the environment.
Students will design and create objects powered by wind and sun.
Students will put together an electric circuit with chemical energy as the source for light energy.
Students will ask and answer questions after researching and listening about renewable energy concepts.
Students will research and write about the effects of fossil fuels and renewable energy on our environment.
Energy Unit Test-Students will identify various renewable and nonrenewable energy sources. They will explain why it is necessary to find alternative energy sources. Students will list ways they can help conserve energy on a daily basis. They
Energy Webquest Home/School Energy Audit Energy Station Lab Students will rotate
every 5-7 min. between 8 lab stations with the following tasks: Write 1 pro and con for each energy source, use a battery and light bulb to create an electrical circuit, use a windmill to blow into to see if the wind generated can move 3 objects of various weights, have students weigh a pre-shucked corn & corn kernels from 1 cob to calculate the biomass, run sink for 2 min. and collect the water then run water for 15 sec. and observe the difference (it’s supposed to represent running water while brushing your teeth vs. turning the water off.), Calculate the difference in water used while taking a bath vs. shower, calculate the energy cost/savings of using CFL vs. regular light bulbs, design a renewable energy device
Energy Unit Test
discuss the advantages and disadvantages of renewable energy sources.