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8th GRADE SPECIAL EDUCATION

SCIENCE Course of Study

Findlay City Schools 2005

BENCHMARK D: Identify that the lithosphere contains rocks and minerals and that minerals make up rocks. Describe how rocks and minerals are formed and/or classified. TOPIC/UNIT: 8th: Earth/Earth Systems Time Line: 2 weeks Indicator 1: Describe the rock cycle and explain that there are sedimentary, igneous and metamorphic rocks that have distinct properties (e.g., color, texture) and are formed in different ways.

KNOW

• How and where the different type of rocks are formed.

DO • Describe the rock cycle.

PRE-ASSESSMENT: • Develop a diagram that depicts the rock

cycle.

ASSESSMENT: • Rock classification • Chart • Two-Column Notes • Concept Map

GRAPHIC ORGANIZER & OR TECHNOLOGY: • Ohio Natural History of Minerals. URL:

http://www.ohiohistorycentral.org/ohc/nature/geology/minerals/index.shtml View Full Record of ORC#: 2192. The characteristics of 25 minerals that are found in Ohio are detailed in this resource.

• Concept Map • Series of Events Diagram

TESTING SKILL (S) & OR SAMPLE OGT TYPE QUESTIONS:

• You are hiking and you pick up an interesting rock and see fossils of sea creatures in it. What type of rock would this be and why?

BEST PRACTICES: • PreP • Cubing • Paired Reading Activity • Two-Column Notes

RESOURCES: • Glencoe Science Earth Science • Reading and Writing Across

the Curriculum • A Handbook of Classroom

Instruction that Works

TESTING VOCABULARY: Rock Rock cycle

HISTORICAL/MODERN LINK:

http://www.ohiohistorycentral.org/ohc/nature/geology/minerals/index.shtml


BENCHMARK D: Identify that the lithosphere contains rocks and minerals and that minerals make up rocks. Describe how rocks and minerals are formed and/or classified. TOPIC/UNIT: 8th: Earth/Earth Systems Time Line: 2 weeks Indicator 2: Explain that rocks are made of one or more minerals. Identify minerals by their characteristic properties.

KNOW

• The difference between a rock and a mineral.

• Examples of minerals. • The importance to your life style of gas,

oil and propane. • The safe use of gas, oil and propane.

DO • Describe the make up of a rock or

mineral. • Be able to list some examples of

minerals. • List uses of gas, oil and propane. • Compare and contrast safe and

unsafe uses of gas, oil and propane.

PRE-ASSESSMENT:

ASSESSMENT:

GRAPHIC ORGANIZER & OR TECHNOLOGY: • Ohio Natural History of Minerals. URL:

http://www.ohiohistorycentral.org/ohc/nature/geology/minerals/index.shtml View Full Record of ORC#: 2192. The characteristics of 25 minerals that are found in Ohio are detailed in this resource.

• Fishbone Diagram


• “A diamond is forever.” Explain why that statement could be both true and false.

BEST PRACTICES: • Two-Column Notes • Anticipation Guide • Paired Reading Activity • Summarize

RESOURCES: • Glencoe Science Earth Science • Reading and Writing Across the

Curriculum • A Handbook of Classroom


TESTING VOCABULARY: HISTORICAL/MODERN LINK: Rock Mineral

• A diamond is a beautiful and valuable mineral. Why are diamonds so expensive?



BENCHMARK C: Describe interactions of matter and energy throughout the lithosphere, hydrosphere and atmosphere (e.g., water cycle, weather and pollution. TOPIC/UNIT: 8th: Earth/Earth Systems Time Line: 1.5 weeks INDICATOR 3: Explain the biogeochemical cycles, which move materials between the lithosphere (land), hydrosphere (water) and atmosphere (air).

KNOW

• The effects of climate on weathering.

• The formation and composition

of soil.

• The human causes of erosion.

• Practices that minimize soil loss.

DO

• Make a poster promoting soil conservation, be sure to include examples of soil conservation practices (i.e., no-till farming, terracing, grass water ways).

PRE-ASSESSMENT: • List human causes of erosion.

ASSESSMENT: • Poster

GRAPHIC ORGANIZER & OR TECHNOLOGY:

• Concept map


BEST PRACTICES: • Compare and Contrast • Anticipation guide • Focused Free Write

RESOURCES: • Reading and Writing Across the



TESTING VOCABULARY: Soil Weathering Erosion Conservation

HISTORICAL/MODERN LINK: • There is great concern that the

nose on the Mount Rushmore Lincoln’s head might drop off. What do you think is causing this concern?

BENCHMARK C: Describe interactions of matter and energy throughout the lithosphere, hydrosphere and atmosphere (e.g., water cycle, weather and pollution). TOPIC/UNIT: 8th: Earth/Earth Systems Time Line: 2 weeks Indicator 4: Explain that Earth’s capacity to absorb and recycle materials naturally (e.g., smoke, smog, sewage) can change the environmental quality depending on the length of time involved (e.g., global warming).

KNOW

• The United States burns huge amounts of fossil fuels each year.

• Increases in pollution results

from increases in population.

• Cars, factories, and power plants create smog.

• Materials in landfills often

decompose slowly or not at all.

• Air pollution spreads wherever winds carry it.

DO • Chart growth of the human

population.

• Identify reasons why the human population has grown. (Findlay emphasized)

• Create a chart that

identifies sources and affects of air pollution.

• Map how air pollution moves

across wide areas.

PRE-ASSESSMENT: • List several types of pollution

and discuss what causes them.

ASSESSMENT: • Map • Chart


• www.rpa.gov • Maps


BEST PRACTICES: • Venn Diagram • Anticipation Guide




TESTING VOCABULARY: Fossil fuels Population Sanitary landfill Smog

HISTORICAL/MODERN LINK: • The county commissioners

have purchased 20 acres of land behind your house and are planning on putting a landfill on that property. What would your response be and why?

http://www.rpa.gov/

BENCHMARK C: Describe interactions of matter and energy throughout the lithosphere, hydrosphere and atmosphere (e.g., water cycle, weather and pollution. TOPIC/UNIT: 8th: Earth/Earth Systems Time Line: 2 weeks INDICATOR 5: Describe the water cycle and explain the transfer of energy between the atmosphere and the hydrosphere. INDICATOR 11: Describe the connection between the water cycle and weather-related phenomenon (e.g., tornadoes, floods, droughts, hurricanes).

KNOW

• The events in the water cycle. • The difference between

evaporation and condensation.

• The kinds and dangers of severe weather.

• How tornados and hurricanes

develop.

• The effect of floods and droughts on human and natural habitats.

• Know severe weather safety.

DO

• Draw the water cycle. • Research and discuss a

city/region that has experienced a natural disaster.

• Develop a cycle graph of the

life history of a hurricane.

• Know weather conditions that are needed for tornados to form.

• Develop a tornado safety plan

for your family.

PRE-ASSESSMENT: • Draw and label the water cycle. • Explain what causes the formation of a

tornado. • Give some examples of severe weather.

ASSESSMENT: • Chart

GRAPHIC ORGANIZER & OR TECHNOLOGY: • Chart • Cycle graph • Water (Cycle). URL:

http://uen.org/utahlink/lp res/TRB018.html View Full Record of ORC#: 194. Explores the Water Cycle—create a model of percolation of water through soil and observe filtering process. Oceans. URL: http://sciencenetlinks.com/lessons.cfm?DocID=162. View Full Record of ORC#: 463. Understand Earth’s oceans and the role they plan in the water cycle. Shows water evaporating and coming back down.

• http://www.weather.com


BEST PRACTICES: • Cycle graph • Chart • ReQuest • Pre-Learning Concept Checks

RESOURCES: • Glencoe Science Earth

Science • Reading and Writing

Across the Curriculum • A Handbook of

Classroom Instruction that Works

TESTING VOCABULARY: Hurricane Tornado Water cycle Flood Droughts


http://uen.org/utahlink/lp%20res/TRB018.html

http://sciencenetlinks.com/lessons.cfm?DocID=162

http://sciencenetlinks.com/lessons.cfm?DocID=162

sBENCHMARK C: Describe interactions of matter and energy throughout the lithosphere, hydrosphere and atmosphere (e.g., water cycle, weather and pollution). TOPIC/UNIT: 8th: Earth/Earth Systems Time Line: 2 weeks Indicator 6: Analyze data on the availability of fresh water that is essential for life and for most industrial and agricultural processes. Describe how rivers, lakes and groundwater can be depleted or polluted becoming less hospitable to life and even becoming unavailable or unsuitable for life.

KNOW

• Fresh water is necessary for living things.

• Fresh water is necessary for

industry.

• Fresh water is necessary for agriculture.

• Water can be polluted in

different ways.

• Water pollution can be reduced.

• Water conservation practices

can help insure adequate water supplies.

DO

• Identify the water needs of living things.

• Identify different types of

water pollution and their effects.

• Experiment with methods to

clean up water.

• Create a poster that shows ways to reduce water pollution.

• Identify various methods of

conserving water resources.

PRE-ASSESSMENT:

• Describe three water conservation practices.

• List three sources of water pollution and their effect on the environment.

• Discuss the importance of fresh water.

ASSESSMENT: • Poster • Graph • Chart • Two-Column Notes


• Graph


BEST PRACTICES: • Summarize • Anticipation Guide • A-maze-ing Water (Project

Wet)



Instruction that Works • Project Wet • Hancock Soil & Water

Conservation District • ODNR

TESTING VOCABULARY: Pollution Conservation Agriculture


BENCHMARK: Describe interactions of matter and energy throughout the lithosphere hydrosphere and atmosphere (e.g., water cycle, weather and pollution). TOPIC/UNIT: 8th: Earth/Earth Systems Time Line: 3 weeks Indicator 7: Make simple weather predictions based on the changing cloud types associated with frontal systems. Indicator 8: Determine how weather observations and measurements are combined to produce weather maps and that data for a specific location at one point in time can be displayed in a station model. Indicator 9: Read a weather map to interpret local, regional and national weather.

KNOW

• The effects of air temperature and humidity on cloud formation.

• The cloud types and the weather associated with those cloud types.

• What the jet stream is. • The relationship between

weather conditions and the types of precipitation.

• The terms and symbols associated with weather maps (e.g., front, barometric pressures, high, low, isobars, precipitation, temperature, wind direction).

DO

• Given pictures/drawings of various clouds be able to name the cloud type and the weather associated with that cloud type.

• Given weather information be able to construct a weather map.

• Given a current weather map, be able to predict weather for the next day.

PRE-ASSESSMENT:

• Given pictures/drawings of clouds be able to identify the cloud type.

• Given a weather map be able to predict the next day’s weather.

ASSESSMENT: • Spider map • Weather map construction • Ability to read a weather

map and predict the weather


• Weather map


BEST PRACTICES/TECHNOLOGY: • www.weather.com • Previewing • Two-Column notes • Summarizing


Science • Reading and Writing Across



TESTING VOCABULARY: Front Pressure Humidity Condensation Precipitation High pressure Low pressure Meteorologist Dew point Cirrus Stratus Cumulus Cirro Alto Relative humidity Strato Air Mass Barometer Hurricane

HISTORICAL/MODERN LINK: • What weather conditions

created the “Perfect Storm”?

• How can weather conditions explain some of the mysterious disappearances in the Bermuda Triangle?

http://www.weather.com/

BENCHMARK C: Describe interactions of matter and energy throughout the lithosphere, hydrosphere and atmosphere (e.g., water cycle, weather and pollution). TOPIC/UNIT: 8th: Earth/Earth Systems Time Line: 2 weeks Indicator 10: Describe how temperature and precipitation determine climatic zones (biomes) (e.g., desert, grasslands, forests, tundra, alpine).

KNOW

• The relationship between latitude and climate zone.

• The physical characteristics

(e.g., temperature, precipitation) that determine each major climate zone.

• The adaptations of plants and

animals in the major climate zones.

DO

• Create a chart/data table that includes the characteristics of the major climate zones (e.g., temperature, precipitation, plants, animals).

• Select a climate zone and create a poster that depicts that climate zone.

PRE-ASSESSMENT: • Develop a chart of five major climate

zones, including the one you live in, that shows the temperature range, precipitation averages, and types of plants and animals • List some ways human activities affect

climate.

ASSESSMENT: • Network tree • Chart • Poster

• GRAPHIC ORGANIZER & OR TECHNOLOGY:

• Network Tree • Snow Crystals. URL:

http://www.its.caltech.edu/-atomic/snowcrystals/

View Full Record of ORC#: 24. Snow crystal growth and snowflakes Ecology and Biome Unit. URL: http://www.accessexcellence.org/AE/ AEC/AEF/1996/tomlinson/ecology.html

View Full Record of ORC#:1003. Integrates biomes, communities, and human ecology to promote a deeper understanding of principles involved. El Nino. URL: http://www.sciencenetlinks.com/lessons. cfm?DocID=157 View Full Record of ORC#:451. Understand that El Nino is caused by changes in the atmospheric and ocean content. What’s Up With the Weather? URL: http://www.pbs.org/wgbh/nova/teachers/ activities/27GW warming.html View Full Record of ORC#: 2141 Global warming and changes in temperature trends in Boston over a 10-year period. Use real data to develop graphs.




http://www.accessexcellence.org/AE/

• BEST PRACTICES: • Compare & Contrast • Network Tree • Chart/data table • Three-Level Study Guides • Two-Column notes





TESTING VOCABULARY: Climate Seasons

HISTORICAL/MODERN LINK: • Where on the earth has the

least annual rainfall? • What spot on the earth has

the most annual rainfall?

BENCHMARK E: Describe the processes that contribute to the continuous changing of Earth’s surface (e.g., earthquakes, volcanic eruptions, erosion, mountain building and lithospheric plate movements). TOPIC/UNIT: 8th: Earth/Earth Systems Time Line: 3 weeks Indicator 12: Describe the interior structure of Earth and Earth’s crust as divided into tectonic plates riding on top of the slow moving currents of magma in the mantle. Indicator 13: Explain that most geological events (e.g., earthquakes, volcanic eruptions, hot spots and mountain building) result from plate motion. Indicator 16: Describe how landforms are created through a combination of destructive (e.g., weathering and erosion) and constructive processes (e.g., crustal deformation, volcanic eruptions and deposition of sediment). Indicator 18: Illustrate how the three primary types of plate boundaries (transform, divergent and convergent) cause different landforms (e.g., mountains, volcanoes, ocean trenches).

KNOW

• The theory of continental drift.

• The layers of the interior of the earth.

• How volcanoes are formed. • How volcanic eruptions affect

people. • How volcanoes form islands.

DO

• Compare and contrast the different land forms (i.e., mountains, volcanoes and ocean trenches).

• Given pictures, be able to identify the interior of the earth.

PRE-ASSESSMENT:

• Be able to discuss volcanoes. • Be able to discuss continental drift.

ASSESSMENT: • Concept map • Summaries • Model

GRAPHIC ORGANIZER & OR TECHNOLOGY: • Concept map • Musical plates: URL:

http:://www.k12science.org/curriculum musical plates2/index.shtml View Full Record of ORC#:527 Multidisciplinary project Plate Tectonics—and Your Community. URL: http://www.agiweb.org/earthcomm/resources/platetectonics.htmlView Full Record of ORC#:333. Understand the scientific theories behind plate tectonics. Why do portions of the lithosphere move and examine the speed of that motion. Dive and Discover: Expeditions to the Sea Floor. URL: http://www.divediscover.whoi.edu/View Full Record of ORC#:39 Excitement of discovery and exploration of the deep seafloor. On board a series of research cruises to the Pacific and Indian Oceans.


http://www.agiweb.org/earthcomm/resources/platetectonics.html

http://www.agiweb.org/earthcomm/resources/platetectonics.html

http://www.divediscover.whoi.edu/

BEST PRACTICES: • KWL chart • Predicting • Two-Column notes • Anticipation guide • Compare and Contrast




TESTING VOCABULARY: Mantle Ridges Magma Continental Drift Faults Trenches Volcano

HISTORICAL/MODERN LINK: • Make a Know-Want-Learn

Study Fold • A realtor wants to sell you a

beautiful oceanfront home on the island of Hawaii for a price you can afford; however, the property is located in a rift zone. Should you buy the property? Why or why not?

BENCHMARK E: Describe the processes that contribute to the continuous changing of Earth’s surface (e.g., earthquakes, volcanic eruptions, erosion, mountain building and lithospheric plate movements). TOPIC/UNIT: 8th: Earth/Earth Systems Time Line: Indicator 13: Explain that most geological events (e.g., earthquakes, volcanic eruptions, hot spots and mountain building) result from plate motion. Indicator 15: Explain that some processes involved in the rock cycle are directly related to the thermal energy and forces in the mantle that drive plate motions. Indicator 16: Describe how landforms are created through a combination of destructive (e.g., weathering and erosion) and constructive processes (e.g., crustal deformation, volcanic eruptions and deposition of sediment).

KNOW

• How earthquakes result from the buildup of energy in rocks.

• What is a fault?

• What is a seismic wave?

• Know earthquake safety

(before, during and after the event).

DO

• Create an earthquake safety poster, brochure or spider map.

• Develop a spider map that

depicts the types of seismic waves.

PRE-ASSESSMENT:

• Discuss earthquake safety.

ASSESSMENT: • Poster • Spider map • Network tree • Chart • Model


• Spider map • Network tree


• You live in Hawaii and there is an 8.0 earthquake in the Aleutian Islands. Should you be concerned? Why or why not?

BEST PRACTICES: • Two-Column notes • PreP • Previewing





TESTING VOCABULARY: Earthquake Fault Seismic Waves Epicenter Intensity

HISTORICAL/MODERN LINK: • In China snakes are used to

predict earthquakes. Is this a good method of prediction?

• In Hawaii, dogs have been noticed to start barking minutes before people feel a major earthquake. What makes the dogs start barking?

BENCHMARK E: Describe the process that contribute to the continuous changing of the Earth’s surface (e.g., earthquakes, volcanic eruptions, erosion, mountain building and lithospheric plate movements) TOPIC/UNIT: 8th: Earth/Earth Systems Time Line: 2 weeks Indicator 16: Describe how landforms are created through a combination of destructive (e.g., weathering and erosion) and constructive processes (e.g., crustal deformation, volcanic eruptions and deposition of sediment). Indicator 17: Explain that folding, faulting and uplifting can rearrange the rock layers so the youngest is not always found on top.

KNOW

• What a fossil is. • How fossils are formed. • Where you would find fossils.

DO

• Discuss what a fossil is and how it is formed.

• Be able to list some examples of fossils.

PRE-ASSESSMENT: • Describe what a fossil is. • Give an example of a fossil.

ASSESSMENT:



BEST PRACTICES: • Two-Column Notes • Paired Reading Activity




TESTING VOCABULARY: Fossil

HISTORICAL/MODERN LINK: • Have you ever found a fossil?

Where did you find it? Do you have any idea as to what kind of fossil it is or how old it is?

BENCHMARK A: Describe how the positions and motions of the objects in the universe cause predictable and cyclic events. TOPIC/UNIT: 8th: Earth/The Universe Time Line: 2.5 weeks Indicator 19: Describe how objects in the Solar System are in regular and predictable motions that explain such phenomena as days, years, seasons, eclipses, tides and moon cycles.

KNOW

• How rotation causes the day and night and their length.

• How revolution and axis tilt

cause seasons and their lengths.

• What Solar and Lunar eclipses are.

• Phases of the Moon.

DO

• Explain why the length of day and night varies on Earth.

• Explain or use a model to

demonstrate how the Earth’s tilt causes the different seasons.

• Diagram the phases of the

moon.

• Explain the reasons for the seasons.

• Create a model to show

eclipses.

PRE-ASSESSMENT: • Explain why it is cold in the winter and

warm in the summer in Findlay, Ohio. • Describe the phases of the moon and

explain what causes them.

ASSESSMENT: • Models

GRAPHIC ORGANIZER & OR TECHNOLOGY: Astronomy: Earth, moon, and sun. URL: http://www.uen.org/utahlink/lpres/TRBo47.htmlView Full Record of ORC#:262. Observe relationships between earth, moon and sun using flashlights and a light source to model causes of seasons Location of moon. URL: http://nces.ed.gov/nationsreportcard/itmrls/qtab.asp?listarr=%222000-8s11+11%22View Full Record of ORC#:1600. Comparative distances between earth, sun, and moon Shadows at Noon. URL: http://nces.ed.gov/nationsreportcard/itmrls/qta.asp?listarr=222000-8s11+09%22View Full Record of ORC#:1598. Determine if lengths of shadows would be the same in summer and winter and explain why Moon Journey Activity. URL: http://learner.org/teacherslab/pup/act moonjrnl.htmlView Full Record of ORC#:409. Investigate the earth-moon system and motion of planetary bodies


http://www.uen.org/utahlink/lpres/TRBo47.html

http://www.uen.org/utahlink/lpres/TRBo47.html

http://nces.ed.gov/nationsreportcard/itmrls/qtab.asp?listarr=%222000-8s11+11%22


http://nces.ed.gov/nationsreportcard/itmrls/qta.asp?listarr=222000-8s11+09%22

http://nces.ed.gov/nationsreportcard/itmrls/qta.asp?listarr=222000-8s11+09%22

http://learner.org/teacherslab/pup/act%20moonjrnl.html

http://learner.org/teacherslab/pup/act%20moonjrnl.html

BEST PRACTICES: • Anticipation Guide • Paired Reading • Two-Column notes

RESOURCES:

• Glencoe Science Earth Science • Reading and Writing Across



TESTING VOCABULARY: Solar eclipse Lunar eclipse Axis Revolutions Rotation Tilt


BENCHMARK A: Describe how the positions and motions of the objects in the universe cause predictable and cyclic events. BENCHMARK B: Explain that the universe is composed of vast amounts of matter, most of which is at incomprehensible distances and held together by gravitational force. Describe how the universe is studied by the use of equipment such as telescopes, probes, satellites and spacecraft. TOPIC/UNIT: 8th: Earth/The Universe Time Line: 2 weeks Indicator 20: Explain that the gravitational force is the dominant force determining motions in the Solar system and in particular keeps the planets in orbit around the Sun. Indicator 21: Compare the orbits and composition of comets and asteroids with that of Earth. Indicator 22: Describe the effect that asteroids or meteoroids have when moving through space and sometimes-entering planetary atmospheres (e.g., meteor-“shooting star” and meteorite).

KNOW

• All objects in the solar system revolve around the Sun.

• Know the order of the planets as they revolve around the Sun.

• Know some characteristics of each planet.

DO

• Make a scale model of the solar system.

• Draw elliptical orbits of the planets.

• Compare and contrast planets with the Earth.

PRE-ASSESSMENT:

• Label a drawing of our solar system.

ASSESSMENT: • Model • Drawings


• Compare & Contrast Matrix • Actual Size/Distance Scale of

Solar System. URL: http://www.uen.org/cgi-bn/websql/lessons/l4.hts?id=7650&core+3&course num=3060&std=4. View Full Record of ORC#:442 Calculate the relative distance of the planets from the sum based on calculations of astronomical units. Model of Solar System: URL; http://nces.ed.gov/nationsreportcard/itmrls/qtab.asp?listarr=%222000-12s9+01%22. View Full Record of ORC#:1622. Draw a sketch showing the sun and the four inner planets with their orbits. Earth & Venus. URL; http://nces.ed.gov/nationsreportcard/itmrls/qtab.asp?listarr=222000-12s9+04%22. View Full Record of ORC#:1625. Sketch positions of Earth and Venus when they are 258 million kilometers apart and explain how this can occur. Apparent Size of Sun. URL:


http://www.uen.org/cgi-bn/websql/lessons/l4.hts?id=7650&core+3&course






http://nces.ed.gov/nationsreportcard/itmrls/qtab.asp?listarr=222000-12s9+04%22



http://nces.ed.gov/nationsreportcard/itmrls/qtab.asp?listarr=%222000-12s9+10%22. View Full Record of ORC#:1631. Why does the sun appear to be bigger in January than in July?

BEST PRACTICES: • Compare & Contrast Matrix • Formula Writing • PreP




TESTING VOCABULARY: Planet Orbit Solar system Revolve Jupiter Lunar Saturn Solar Uranus Pluto Mars Earth Venus Neptune Mercury

HISTORICAL/MODERN LINK: • Why is Venus called the morning

star?




BENCHMARK A: Describe how the positions and motions of the objects in the universe cause predictable and cyclic events. BENCHMARK B: Explain that the universe is composed of vast amounts of matter, most of which is at incomprehensible distances and held together by gravitational force. Describe how the universe is studied by the use of equipment such as telescopes, probes, satellites and spacecraft TOPIC/UNIT: 8th: Earth/The Universe Time Line: 1 week Indicator 23: Explain that the universe consists of billions of galaxies that are classified by shape. Indicator 24: Explain interstellar distances are measured in light years (e.g., the nearest star beyond the sun is 4.3 light years away).

KNOW

• The characteristics of the galaxy called Milky Way.

DO

• List several characteristics of the Milky Way Galaxy.

PRE-ASSESSMENT: • List the characteristics of the

Milky Way.

ASSESSMENT:


• Solar System. URL: http://www.k12.ut.us/utahlink/lp res /TRB049.html View Full Record of ORC#:297. Calculate relative distance of objects in our universe and build a scale model along a length of string.


BEST PRACTICES: • Anticipation Guides • Paired Reading Activity





TESTING VOCABULARY: Galaxy Milky Way

HISTORICAL/MODERN LINK: • Do you think that someday

we will travel to the stars?

http://www.k12.ut.us/utahlink/lp%20res%20/TRB049.html

http://www.k12.ut.us/utahlink/lp%20res%20/TRB049.html

BENCHMARK A: Describe how the positions and motions of the objects in the universe cause predictable and cyclic events. BENCHMARK B: Explain that the universe is composed of vast amounts of matter, most of which is at incomprehensible distances and held together by gravitational force. Describe how the universe is studied by the use of equipment such as telescopes, probes, satellites and spacecraft TOPIC/UNIT: 8th: Earth/The Universe Time Line: 2 weeks Indicator 25: Examine the life cycle of a star and predict the next likely stage of a star.

KNOW

• The definition of a constellation.

• The features of the sun. • The Sun is an average star. • The difference between a

star and a planet. • What makes a star shine.

DO

• Identify and locate constellations.

• Explain why the position of constellations changes through out the year.

• Describe the structure of the Sun.

• Explain why the Sun is considered an average star.

• Describe how a star is different from a planet.

• Explain what makes a star shine. • Label a drawing of the

structure of the sun.

PRE-ASSESSMENT: • Given a star chart be able to

name the constellations. • Explain how the sun is

different from other stars.

ASSESSMENT: • Design your own constellation

and name it.



BEST PRACTICES: • Two-Column Notes




TESTING VOCABULARY: Corona Sunspot Solar flares Constellation Flare Star Solar

HISTORICAL/MODERN LINK: • Look up the story or legend

behind the naming of a constellation.

BENCHMARK B: Explain that the universe is composed of vast amounts of matter, most of which is at incomprehensible distances and held together by gravitational force. Describe how the universe is studied by the use of equipment such as telescopes, probes, satellites and spacecraft TOPIC/UNIT: 8th: Earth/The Universe Time Line: .5 of a week Indicator 26: Name and describe tools used to study the universe (e.g., telescopes, probes, satellites and spacecraft).

KNOW • What tools are used to observe

the universe (telescopes, space craft, satellites).

• What satellites are and how

they are used.

DO • List tools used to observe

the universe.

PRE-ASSESSMENT: • Make a list of tools that are

used to study the universe.

ASSESSMENT: • Compare & Contrast Matrix


• Amazing Space. URL: http://amazing-space.stsci.edu/ View Full Record of ORC#:208. Interactive lessons includes images from the Hubble Space Telescope, graphics, videos, Topics include black holes, galaxies, stars, etc.


• Many nations have build observatories on top of Mauna Kea on the island of Hawaii. Explain why this is a good location for an observatory.

BEST PRACTICES: • Paired Reading Activity • Previewing • Two-Column Notes





http://amazing-space.stsci.edu/

http://amazing-space.stsci.edu/

TESTING VOCABULARY: Observatory Satellite Space Shuttle Telescope

HISTORICAL/MODERN LINK: • Discuss shuttle accidents.

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