Harnett County Schools 8th Grade Science

Expanded Pacing Guide

Lesson Planning Requirements

● Lesson Plan Format

○ Learning Goals, Standards, Students Will Know..., Students Will Be Able To…, Lesson Essential Question ○ Activating Strategy, Key Vocabulary to Preview & Vocabulary Strategy ○ Lesson Instruction - Learning Activities, Assessment Prompts, Graphic Organizer, Assignment ○ Summarizing Strategy

● The top five research-based strategies must be integrated into all Learning Focused lessons. At least 3 of the 5

high-yield strategies should be used daily. ○ Higher Order Thinking ○ Summarizing ○ Vocabulary in Context ○ Advance Organizers ○ Non-Verbal Representations

● All Learning Focused lessons should include opportunities to write and to utilize collaborative pairs.

Click here for 8th grade unpacking document

**Uncovering Student Ideas: Formative Assessment Probes by Page Keeley are available electronically on the

HCS Website under Staff Pages.**

Harnett County Schools 8th Grade Science

Expanded Pacing Guide

FIRST NINE WEEKS Essential Standard Goals: 8.E.2 - Earth History, 8.L.4 - Evolution and Genetics

WEEK Objective Strategies for Implementation

Coach Book Alignment &

Discovery Education Science

Techbook Alighnment

Key/Tier 2 Vocabulary

1

Admin (Class Expectations, Lab Safety, Equipment)

EQ:

Students Will Know:

According

Recommended Activities:

● Room scavenger hunt- Allows students to familiarize themselves with your classroom and safety equipment in the room. ● Lab safety rules and contract, Presentation, rap song (various ones available on youtube) ● Lab equipment, safety symbols

● Lab scenarios- provide students with lab scenarios and, working in small groups students will decide what safety needs to be addressed and equipment needed.

● Illustrate 1 lab safety rule (poster) ● Flynn Middle School Safety Test - http://www.flinnsci.com/media/396504/safety_exam_ms.pdf ● Scientific Method, Science Safety Rules- http://sciencespot.net/Media/scimthdsafety.pdf

Recommended Activating Strategy: Find what is wrong (Lab safety) http://www.biologyjunction.com/picturing%20lab%20safety.html Recommended Graphic Organizer: Summarizing T-Chart Recommended Summarizing Strategy: KWL chart Recommended Writing: Write a paragraph detailing the safety rules for a lab.

2

Fossils Types 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). EQ: How are fossils used as evidence to explain the history of Earth and its changing life forms? Coach Lessons: 28 Trace Fossil

Harnett County Schools 8th Grade Science

Expanded Pacing Guide

Students Will Know:

● Fossils provide important evidence of how life and environmental conditions have changed

● That a fossil is the preserved remains or traces of an organism that lived in the past ● That fossils can form through several different processes resulting in different types (mold/cast,

petrified, preserved, carbonized, trace) ● That millions of fossils have been collected and studied resulting in the fossil record

Discovery Techbook- Earth History: Fossils & Studying Earth’s Past

Cast/Mold Petrified Fossils Preserved Remains Carbon Film Transmit

Recommended Activities:

● Types of fossils (add transitional) cut/paste

● Great Fossil Find- http://www.indiana.edu/~ensiweb/lessons/gr.fs.fd.html ● Webquest “What Does a Fossil Tell Us?”- (Details available at http://scnces.ncdpi.wikispaces.net/2004+SCOS+Resources+K-8, Download

Unit 8-6- page 21) ● Blood on the Tracks video – write an article/story

● Date with a fossil activity 2 days (Details available at http://scnces.ncdpi.wikispaces.net/2004+SCOS+Resources+K-8, Download Unit 8-6) ● Bill Nye fossil video 12 mins

● Evolution through time video 5 mins

● Phosphate dig

Recommended Activating Strategy: Formative Assessment Probe: Mountaintop Fossil (V2-p165) https://drive.google.com/a/harnettstudents.org/file/d/0B90BnGFHrLX7alRsTXpOVzNUUms/edit Recommended Graphic Organizer: Tree Map Recommended Summarizing Strategy: Gallery Walk Recommended Writing: Blood on the Tracks video – write an article/story summarizing what you think happened, based on the evidence.

3

Relative Dating- Law of Superposition /Index Fossils 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). EQ: What can you infer about Earth’s age from rock layers and index fossils? Students Will Know:

● That relative age means the age of one object compared to the age of another object ● That relative age does not tell the exact age of an object ● That relative age of rocks and fossils can be determined by the Law of Superposition (the ordering

Coach Lessons: 26, 28

Discovery Techbook- Earth History: Fossils &

Law of Superposition Index Fossil Evolution Relative Dating Emphasize

Harnett County Schools 8th Grade Science

Expanded Pacing Guide

of rock layers) and by Index Fossils

● That Law of Superposition basically states that in undisturbed rock layers, the oldest is at the bottom

● That igneous rock can also be used to determine the relative age of rocks

● That index fossils are fossils of organisms that lived for a relatively brief period of geologic time and were widely distributed (example: trilobites)

● The Law of Superposition is an example of relative dating.

Studying Earth’s Past

Recommended Activities:

● Picture worth 1,000 words (Details available at http://scnces.ncdpi.wikispaces.net/2004+SCOS+Resources+K-8, Download Unit 8-6,- page 11)

● Presentation on law of superposition, index fossils, relative age, rocks ● P. 330 skills lab zone in Science Book

● Foldable (relative age of rocks) *superposition, rock layers, relative age, absolute age, index fossil http://tothesquareinch.wordpress.com/2012/03/08/relative-age-of-rocks-flip-book/

Recommended Activating Strategy: Video “Isn’t evolution just a theory?” http://www.pbs.org/wgbh/evolution/educators/teachstuds/svideos.html (Volume 3 pg 83) probe question to do before and after video. https://drive.google.com/a/harnettstudents.org/file/d/0B90BnGFHrLX7eDRLVEt3ckIzcW8/edit Recommended Graphic Organizer: Block Overlap Organizer Recommended Summarizing Strategy: Foldable Recommended Writing: Picture worth a thousand words (above)

4

Absolute Dating- Radioactive Dating 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).

EQ: How can radioactive dating of rocks and fossils help determine the age of rock layers? ● Students Will Know:That absolute age means the age of an object expressed in years since it was

formed

● That geologists use radiometric dating to estimate how long ago rocks formed

● That scientists can infer the ages of fossils located in vicinity of radiometrically dated rock layers That carbon-14 dating is an example of absolute/radiometric dating of objects that were once living … things that were not living can be dated using other radioactive elements

Coach Lessons: 28

Discovery Techbook- Earth History: Fossils & Studying Earth’s Past

Absolute Dating Radioactive Dating Radioactive Decay Half-life Analyze

Harnett County Schools 8th Grade Science

Expanded Pacing Guide

Recommended Activities:

● Relative dating/absolute dating – compare/contrast

● M&M Radioactive Dating Lab (Details available at http://scnces.ncdpi.wikispaces.net/2004+SCOS+Resources+K-8, Download Unit 8-6- page 33) ● Radioactive decay graph (Exponential Decay)

● Radioactive Decay: A Sweet Simulation of a Half-life- http://sciencenetlinks.com/lessons/radioactive-decay-a-sweet-simulation-of-a-half-life/ ● Twizzler lab for half life (various labs on internet)

● Half life problems

Recommended Activating Strategy: Give your best guess: How do you think scientists are able to determine the age of the Earth? Recommended Graphic Organizer: Venn Diagram Recommended Summarizing Strategy: The Important Thing Recommended Writing: Explain how geologists and paleontologists infer the age of rocks and fossils from index fossils and ordering of rock layers.

5

Geologic Evolution- Sedimentary Rock, Faults, Igneous Rock 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.

EQ: How do sedimentary rock, igneous rock and faults provide evidence of how the Earth and its lifeforms have changed over time?

Students Will Know:

● Sedimentary rock makes up about 75% of the rocks on the Earth’s surface, and form from sediment

● Scientists can gain an understanding of Earth’s climate, biologic, and geologic history by examining the contents of different layers of sedimentary rock

● Igneous rock is formed from molten rock (volcanic activity) ● Molten rock that cools inside the earth is an intrusion

● Molten rock that cools outside the earth’s surface is an extrusion

● Faults are cracks in rock layers caused or formed by the movement of rock or tectonic plates

Coach Lessons: 26, 27, 28 Discovery Techbook- Earth History: Fossils & Studying Earth’s Past, Formation of the Earth

Transitional Fossil Uniformitarianism Pangaea faults Intrustion Extrusion Sedimentary Rock Igneous Rock Evident

Recommended Activities:

Harnett County Schools 8th Grade Science

Expanded Pacing Guide

● Plate Tectonic Theory Visualization- http://www.classzone.com/books/earth_science/terc/content/visualizations/es3005/es3005page01.cfm

● Plate Boundaries - http://www.learner.org/interactives/dynamicearth/plate.html ● Wegener’s Puzzling Evidence Exercise- http://volcanoes.usgs.gov/about/edu/dynamicplanet/wegener/

● Rock cycle

● Ride the rock cycle (using comic strip) http://209.7.198.36/geologyonline/lessons/6.4/lesson.pdf

Recommended Activating Strategy: Formative Assessment Probe: Mountain Age (V1-p169) https://drive.google.com/a/harnettstudents.org/file/d/0B90BnGFHrLX7clNSRjJLSXRoVTQ/edit Recommended Graphic Organizer: Cycle (the rock cycle) Recommended Summarizing Strategy: Foldable Recommended Writing: An “Aha” Moment - write about an idea where you gained an insight or understanding in class.

6

Geologic Evolution- Ice Cores 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.

EQ: How do ice cores help us understand how Earth’s climate has changed over time? Students Will Know:

● Ice cores are cylinders of ice that are drilled out of glaciers and polar ice sheets

● Ice cores help scientists gain an understanding of how Earth’s climate has changed over time

● Ice cores provide a record of past climate through analysis of trapped gases and dust

Coach Lessons: 28

Discovery Techbook- Earth History: Fossils & Studying Earth’s Past, Formation of the Earth

Ice Core Green House Gases Initial

Recommended Activities:

● Ice Core Record of Climate Video- http://www.teachersdomain.org/resource/nvei.sci.earth.climate/

● Ice cores Webquest- (Details available at http://scnces.ncdpi.wikispaces.net/2004+SCOS+Resources+K-8, Download Unit 8-6) ● Stories in the Ice - http://www.pbs.org/wgbh/nova/warnings/stories/ (Questions found on “Ask a Rock or Ask an Ice Core” Station

Cards, pg. 34 from Unit 8-6) ● Ice Cores-Exploring the History of Climate Change Activity http://dnr.wi.gov/org/caer/ce/eek/teacher/climateguide/pdf/01-1823-

icecores.pdf ● Ice core brochure

Harnett County Schools 8th Grade Science

Expanded Pacing Guide

Recommended Activating Strategy: Formative Assessment Probe:Video https://www.youtube.com/watch?v=JS2PhRd_5NA Recommended Graphic Organizer: Star (ice core in the middle and surrounding it give details of important information you learn from them) Recommended Summarizing Strategy: Illustration Recommended Writing: Two dollar summary explaining what an ice core core can tell us.

7

Geologic Time Scale 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. EQ: What information does the Geologic Time Scale provide about Earth’s history and how life forms have changed?

Students Will Know:

● The Geologic Time Scale is a timeline that organizes major events in Earth’s history, both biological and geological

● That the Geologic Time Scale is a record of the major events and diversity of life forms present in Earth’s history

Coach Lessons: 29 Discovery Techbook- Earth History: Fossils & Studying Earth’s Past, Formation of the Earth

Geological Time Scale Mass Extinction Era Invertebrate Vertebrate Structure

Recommended Activities:

● Geologic Time Scale video “Historical Geology – A glimpse of the past”

● Geologic Time Football Field Activity- As an extension, walk the students to your school’s football field and have them place themselves on the yard-line of a significant event in geologic time. http://www.cotf.edu/ete/modules/msese/earthsysflr/geo_activity.html

● Interactive Website on Geologic Time - http://www.ucmp.berkeley.edu/education/explorations/tours/geotime/gtiframe.html

● Cut/paste activity on Geologic Time Scale (Details available at http://scnces.ncdpi.wikispaces.net/2004+SCOS+Resources+K-8, Download Unit 8-6- Cut/paste activity pages 61-62 & Answer Key page 63)

● 24 hours After Asteroid Impact by National Geographic (Safari Montage) Alternate link: http://channel.nationalgeographic.com/explorer/episodes/24-hours-after-asteroid-impact/

Recommended Activating Strategy: Probe Question: How old do you think the Earth is? Recommended Graphic Organizer: Timeline Recommended Summarizing Strategy: Key Concept Clothesline Recommended Writing: Explain how each of the following is used as evidence of the history of the Earth and its changing life forms: fossils (fossil record), ice cores, composition of sedimentary rock, faults, igneous rock formations (intrusions/extrusions).

Harnett County Schools 8th Grade Science

Expanded Pacing Guide

8

Biological Evolution-Natural Selection / Genetic Variation 8.L.4.2 - Explain the relationship between genetic variation and an organism’s ability to adapt to its environment.

EQ: What are the relationships between genetic variation and an organism’s ability to adapt to its environment?

Students Will Know:

● Within every population, variation exists within the inherited traits of the individuals

● In any particular environment, the growth and survival of organisms depend on physical conditions.

● Individual organisms with certain traits are more likely than others to survive and pass these “favorable” traits to their offspring

● Within a species there is variability leading to diversity among organisms of the species … the greater the diversity, the greater the chances for survival during environmental change

Coach Lessons: 30

Discovery Techbook- Interactions Among Organisms: Adaptations

Natural Selection Genetic Variation Adaptation Speciation Mutation Extinction Contribute

Recommended Activities:

● Adaptations Build A Bird- http://projectbeak.org/adaptations/build.htm

○ Bird Beak Lab- Several versions available through a Google search

○ Build A Bird Kit- http://www.state.nj.us/pinelands/infor/curric/pinecur/bab1.htm

● Peppered Moths- 2 day

○ http://peppermoths.weebly.com/

○ http://www.biologycorner.com/worksheets/peppermoth_paper.html#.U6GoI0JdXC9

● Interactive survival of the fittest http://science.discovery.com/interactives/literacy/darwin/darwin.html b ● Video -Evolution really work

Recommended Activating Strategy: Formative Assessment Probe: Is It "Fitter"? (V4-p119) https://drive.google.com/a/harnettstudents.org/file/d/0B90BnGFHrLX7Y3N4dFpwODZPdVU/edit Recommended Graphic Organizer: Classification Web Recommended Summarizing Strategy: Think-Pair-Write Recommended Writing: You are a member of Darwin’s voyage, write a letter home explaining the amazing things you have discovered or, for added rigor, You are a member of Darwin’s voyage to the Galapagos Islands. Write a letter home explaining how the adaptations you’ve seen in

Harnett County Schools 8th Grade Science

Expanded Pacing Guide

the finches also applies to _____________. (pick another organism). Be sure to justify by pointing out specific adaptations in the organism you’ve chosen.

9

Biological Evolution- Comparative Anatomy/Classification 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. EQ: How do geology, fossils, and comparative anatomy support biological classification systems and the theory of evolution?

Students Will Know:

● Life and shape of Earth’s surface has history of change called evolution

● Evidence of biological and geological change over time is scientifically described using Theory of Evolution, Plate Tectonics Theory, and Law of Superposition

● Biological evolution accounts for the diversity of species developed through gradual processes over many generations

● Fossils can be compared to one another and to living organisms according to their similarities and differences

● Most species that have lived on the earth are now extinct ● Living things are organized by a biological classification system

Coach Lessons: 31, 32

Discovery Techbook- Classifying Living Things: Features and Naming

Analogous Structures Homologous Structures Vestigial Structures Embryology Interpret

Recommended Activities: ● Video Does Evolution Really Happen?

http://www.pbs.org/wgbh/evolution/educators/teachstuds/svideos.html Note: These are videos to the link above Isn’t Evolution Just a Theory? How Do We Know Evolution Happens? How Does Evolution Really Work?

● Web quest (Various ones on the internet) ● http://www.biologycorner.com/bio1/index.html module B ● Biological adaptations

● Alien critters - taxonomy - http://www.biologycorner.com/worksheets/pamishan.html ; http://www.biologycorner.com/worksheets/dichoto.html

● Homologous/analogous/vestigial structures

Harnett County Schools 8th Grade Science

Expanded Pacing Guide

Recommended Activating Strategy: Formative Assessment Probe: Biological Evolution (V4-p99) https://drive.google.com/a/harnettstudents.org/file/d/0B90BnGFHrLX7Y3N4dFpwODZPdVU/edit Recommended Graphic Organizer: Tree Diagram (Evolution and the different types of structures) Recommended Summarizing Strategy: Word Splash Recommended Writing: Write a newspaper headline to grab someone’s attention about proof of common ancestors.

SECOND NINE WEEKS Essential Standard Goals: 8.E.1 - Earth Systems, Structures and Processes, 8.L.3 – Ecosystems

*If site decides to conduct a 2nd 9-weeks benchmark, weeks 7 and 8 can be combined into one week to compress time.

WEEK Objective Strategies for Implementation Coach Book Alignment

Key/Tier 2 Vocabulary

1

Structure of Hydrosphere - Distribution of Water and Water Cycle 8.E.1.1 - Explain the structure of the hydrosphere including:

• Water distribution on earth • Local river basins and water availability

EQ: How is water distributed on Earth and how does its amount stay relatively the same? Students Will Know:

● That water is one of the most common substances on the surface of the Earth

● That water covers approximately 71% of the Earth’s surface

● That 97% of Earth’s water is salt water, and only 3 % is fresh

● That most fresh water is frozen in ice caps, glaciers, and permanent snow

● That most available freshwater is found underground

● That the water cycle is the continuous movement of water in and around the Earth

Coach Lessons: 21

Discovery Techbook- Earth’s Waters: Watersheds, Wetlands, and Estuaries

Runoff Evaporation Condensation Precipitation Transpiration Percolation Infiltration Approximate

Recommended Activities:

● Water trivia game (AIMS) ● Bill Nye video – water cycle

● Journey of a Water Molecule Game- (Details available at http://scnces.ncdpi.wikispaces.net/2004+SCOS+Resources+K-8, Download Unit 8-3- pages 39-49)

● Waters on Earth Activity- (Details available at http://scnces.ncdpi.wikispaces.net/2004+SCOS+Resources+K-8, Download Unit 8-3 - page 50 & 51) ● Structure of the hydrosphere Presentation

● water properties lab (2 days) add density/specific heat/buoyancy

● http://scnces.ncdpi.wikispaces.net/2004+SCOS+Resources+K-8, Download Unit 8-3- pages 11- 20) or use

Harnett County Schools 8th Grade Science

Expanded Pacing Guide ● a different lab with all properties included.

● Label drawing of water cycle

● Visualization- http://www.classzone.com/books/ml_science_comp/page_build.cfm?id=none&mod=8 (“Module C: Earth’s Waters) Recommended Activating Strategy: Water Trivia Game - http://www.epa.gov/ogwdw/kids/flash/flash_qagame.html Recommended Graphic Organizer: Cycle Graph (for the water cycle) Recommended Summarizing Strategy: Concept Word Map Recommended Writing: Explain the basic structure of the hydrosphere and the distribution of water on Earth.

2

Structure of Hydrosphere- Surface Water, Watersheds/River Basins, Groundwater 8.E.1.1 - Explain the structure of the hydrosphere including:

• Water distribution on earth • Local river basins and water availability

EQ: What are sources of freshwater and how are they important to the environment?

Students Will Know:

● Available freshwater is found in lakes, rivers, and underground

● That most available freshwater is found underground

● That a river basin is the portion of land drained by a river and its tributaries

● That everyone lives in a river basin

Coach Lessons: 21

Discovery Techbook- Earth’s Waters: Watersheds, Wetlands, and Estuaries

River Basin Watershed Aquifer Permeable Impermeable Assume

Recommended Activities: ● NC River Basin Project- http://www.eenorthcarolina.org/river_basin_educator_guide.pdf ● River Basin – Interactive Scavenger Hunt (Details available at http://scnces.ncdpi.wikispaces.net/2004+SCOS+Resources+K-8, Download Unit 8-3 -

pages 64 & 65) ● How to Build a Watershed http://www.iwla.org/index.php?ht=a/GetDocumentAction/i/2194

● The Incredible, Edible Aquifer- https://www.mswd.org/documents/edible_aquifer_lp.pdf ● Wetlands brochure

● Bill Nye Wetlands video - https://www.youtube.com/watch?v=lHwL42eCA4k

Recommended Activating Strategy: Formative Assessment Probe: Where Would it Fall? (V4-p157) https://drive.google.com/a/harnettstudents.org/file/d/0B90BnGFHrLX7Y3N4dFpwODZPdVU/edit What Are Clouds Made Of? (V3-p155) https://drive.google.com/a/harnettstudents.org/file/d/0B90BnGFHrLX7eDRLVEt3ckIzcW8/edit Recommended Graphic Organizer: Fishbone Recommended Summarizing Strategy: Brochure

Harnett County Schools 8th Grade Science

Expanded Pacing Guide

Recommended Writing: Two dollar summary explaining the difference between a watershed and a river basin.

3

Water Quality Indicators; Point and Nonpoint Source Pollution 8.E.1.3 - Predict the safety and potability of water supplies in North Carolina based on physical and biological factors, including:

• Temperature • Dissolved oxygen • pH • Nitrates and phosphates • Turbidity • Bio-indicators

EQ: How do the physical, chemical and biological factors predict the health of North Carolina’s water supplies? Students Will Know:

● That the health of a water system is determined by the balance between physical, chemical, and biological factors

● That the temperature of water in rivers and lakes determines the kinds of organisms that can survive there

● That measuring dissolved oxygen is an important factor in determining water quality

● That pH is a measure of how acidic or basic water is. ● That nitrates are nitrogen compounds and is an essential plant nutrient ● That turbidity is a measure of how clear water is

● That water quality can also be assessed by using bioindicators … good water quality is indicated by presence of a variety of living organisms

Coach Lessons: 24, 25 Discovery Techbook- Earth’s Waters: Water Quality

pollutant Point Source Pollution Non-Point Source Pollution Nitrates Turbidity Dissolved Oxygen Temperature pH Bio-indicators eutrophication Algal bloom Identify

Recommended Activities:

● Presentation on Factors that Affect Water Quality

● Bio-indicators lab-http://mathinscience.info/teach/612_science/biolife_envisci/freshwater/fresh_water.htm

● Point/Non-point Source Pollution Foldable- (Details available at http://scnces.ncdpi.wikispaces.net/2004+SCOS+Resources+K-8, Download Unit 8-5- pages 34-

35; explanation pages 27-28) ● Ask the Bugs lab (2 days)

● A Fish Story – illustrate with comic strip/flip chart. (Details available at http://scnces.ncdpi.wikispaces.net/2004+SCOS+Resources+K-8, Download Unit 8-5 -

page 36) Active Link to story: http://www.readwritethink.org/files/resources/lesson_images/lesson1035/fish-story.pdf

Harnett County Schools 8th Grade Science

Expanded Pacing Guide ● Fish Kill Mystery http://sciencecases.lib.buffalo.edu/cs/files/fishkill.pdf

Recommended Activating Strategy - Recommended Graphic Organizer: 2 Concept Compare and Contrast (point source vs non point source pollution) Recommended Summarizing Strategy: $2 Summary Recommended Writing: Describe the 6 factors of water quality and how they are used to determine the health of a water supply.

4

Water Treatment and Stewardship 8.E.1.4- Conclude that the good health of humans requires:

• Monitoring of the hydrosphere • Water quality standards • Methods of water treatment • Maintaining safe water quality • Stewardship

EQ: How does maintaining safe water quality, treating water, monitoring water quality standards and stewardship all contribute to good human health?

Students Will Know:

● That water quality is a term used to describe the chemical, physical, and biological characteristics of water

● That water quality standards outline the water quality pollution control program mandated and regulated by different government agencies

● That clear water may contain odorless, tasteless, and colorless harmful contaminants

● That water is essential to life

Coach Lessons: 24 Discovery Techbook- Earth’s Waters: Oceans

Water Hardness Stewardship Conclude

Recommended Activities:

● Presentation Steps of Water Treatment ● Wastewater Treatment Animation- http://www.gbra.org/wastewater-treatment.swf

● mini water treatment lab

● pollution notes

Recommended Activating Strategy: Would You Drink This Water? Take a stand- (Details available at http://scnces.ncdpi.wikispaces.net/2004+SCOS+Resources+K-

8, Download Unit 8-5) Recommended Graphic Organizer: Binary Pyramid Tree Diagram

Harnett County Schools 8th Grade Science

Expanded Pacing Guide

Recommended Summarizing Strategy: Cause and Effect timeline Recommended Writing: Write a paragraph explaining being a good steward to you parent or friend.

5

Marine Resources and Deep Ocean Technology 8.E.1.2- Summarize evidence that Earth’s oceans are a reservoir of nutrients, minerals, dissolved gases, and life forms:

• Estuaries • Marine ecosystems • Upwelling • Behavior of gases in the marine environment • Value and sustainability of marine resources • Deep ocean technology and understandings gained

EQ: What have we learned about the ocean from deep ocean technology?

Students Will Know:

● That seawater has many different dissolved gases in it necessary for life

● That the ocean is a source of many living and nonliving resources

● That technology (SONAR, satellites, submersibles, SCUBA) have helped scientists explore and discover new ecosystems at all depths of the ocean

Coach Lessons: 22

Discovery Techbook- Earth’s Waters: Water Quality

Alvin Sonar Submersible Scuba ROV Consist

Recommended Activities:

● How do we explore the Oceans? (Details available at http://scnces.ncdpi.wikispaces.net/2004+SCOS+Resources+K-8, Download Unit 8-4)

● How has ocean exploration changed over time? (Details available at http://scnces.ncdpi.wikispaces.net/2004+SCOS+Resources+K-8, Download Unit 8-4)

● Video – National Geographic Sonar ● Deep Sea Simulator- http://www.pbs.org/wnet/savageseas/multimedia/deepseasimulator.html

Recommended Activating Strategy: Formative Assessment Probe: watch trailer http://www.deepseachallenge.com/the-expedition/mariana-trench/ Recommended Graphic Organizer: 5 column basic information for Alvin, Sonar, Submersible, Scuba, and ROV. Recommended Summarizing Strategy: Carousel Brainstorming Recommended Writing: Explain different types of deep ocean technology.

6 Marine Ecosystems; Lifeforms; Upwelling

Harnett County Schools 8th Grade Science

Expanded Pacing Guide

8.E.1.2- Summarize evidence that Earth’s oceans are a reservoir of nutrients, minerals, dissolved gases, and life forms: • Estuaries • Marine ecosystems • Upwelling • Behavior of gases in the marine environment • Value and sustainability of marine resources • Deep ocean technology and understandings gained

EQ: How do ocean life forms and different marine ecosystems compare and contrast? Students Will Know:

● That the ocean is a dynamic system in which many chemical, biological, and physical changes are taking place.

● That estuaries are areas where fresh and saltwater mix, producing variations in salinity

● That from the seashore to the deepest depths, oceans are home to some of the most diverse life on Earth

● That in the ocean there are innumerable individual food chains overlapping and intersecting to form complex food webs

● That upwellings happen when warm surface water near coastal areas is blown offshore, then cold water along bottom rises to replace it carrying nutrients

● That upwellings are areas of rich biological activity as result of the increased nutrients and most fish caught in the world come from areas around upwellings

Coach Lessons: 22, 23

Discovery Techbook- Earth’s Waters: Water Quality

Bioluminescence Hydrothermal vents Upwelling Intertidal Zone Neritic Zone Open Ocean Zone Estuary Benthos Nekton Plankton Salinity Alternative

Recommended Activities:

● Coral reef/kelp forest – Compare and Contrast Venn Diagram

● ProjectWILD Marsh Munchers- http://www.safarisamblog.com/wp-content/uploads/2011/09/Marsh-Munchers.pdf

● Bioluminescence video (various ones available on you tube) ● Visualization-http://www.classzone.com/books/ml_science_comp/page_build.cfm?id=none&mod=8 (“Module C: Earth’s Waters”

● Draw and label ocean habitats (neritic, intertidal, open ocean) ● Draw and label water column

Recommended Activating Strategy: Hydrothermal vents video (various ones available on you tube) and bioluminescence videos (various on you tube) Recommended Graphic Organizer: Compare and contrast Intertidal, Neritic, and Open Ocean Zones.

Harnett County Schools 8th Grade Science

Expanded Pacing Guide

Recommended Summarizing Strategy: Text Messages Recommended Writing: Describe the conditions in the three ocean zones (intertidal, neritic, open ocean).

7

Ecosystems 8.L.3.1- Explain how factors such as food, water, shelter and space affect populations in an ecosystem.

EQ: How do biotic and abiotic factors affect populations in an ecosystem?

Students Will Know:

● Ecosystems are complex, interactive systems that include both biological communities (biotic) and physical (abiotic) components of the environment

● Ecosystems are dynamic in nature; their characteristics can vary over time

Coach Lessons: 17, 20

Discovery Techbook- Interactions Among Organisms: Overpopulation

Biotic Abiotic Limiting Factor Carrying Capacity Population Competition Definite

Recommended Activities:

● ProjectWILD, Oh, Deer!- http://www.projectwild.org/documents/ohdeer.pdf

● Abiotic and Biotic Factors Video- http://www.youtube.com/watch?v=E1pp_7-yTN4

● Abiotic and Biotic Factors chart

Recommended Activating Strategy: Formative Assessment Probe:

● Is It Living? (V1-p123) https://drive.google.com/a/harnettstudents.org/file/d/0B90BnGFHrLX7clNSRjJLSXRoVTQ/edit ● Ecosystem Cycles (LS-V1-p97) https://drive.google.com/a/harnettstudents.org/file/d/0B90BnGFHrLX7RV81NXkyVnZQQ0U/edit ● Rotting Apple (V3-p139) https://drive.google.com/a/harnettstudents.org/file/d/0B90BnGFHrLX7eDRLVEt3ckIzcW8/edit

Recommended Graphic Organizer: 2 column compare and contrast between Biotic and Abiotic. Recommended Summarizing Strategy: Graphic Organizer Recommended Writing: Describe the flow of energy in the ecosystem.

8

8.L.3.2 (Interactions with Ecosystems (Symbiotic Relationships)) - 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

EQ: What are the relationships among producers, consumers, and decomposers including the positive Coach Lessons: Symbiosis

Harnett County Schools 8th Grade Science

Expanded Pacing Guide

and negative consequences of various symbiotic relationships?

Students Will Know:

● that organisms in an ecosystem constantly interact ● that an ecosystem is defined as a community (all the organisms in a given area) and the abiotic

factors (such as water, soil, or climate) that affect them ● that in any ecosystem, organisms and populations with similar requirements for food, water,

oxygen, or other resources may compete with each other for limited resources

18, 20

Discovery Techbook- Interactions Among Organisms: Relationships Among Organisms, Trophic Relationships

Commensalism Mutualism Parasitism Producer Consumer Decomposer Distinct

Recommended Activities:

● Symbiosis: Mutualism, Commensalism, and Parasitism Video-http://www.youtube.com/watch?v=zSmL2F1t81Q

● Exploring Symbiosis Activity- http://pages.uoregon.edu/oimb/Academics/GK12/Lesson%20Plans/4th%20Symbiosis.pdf ● matching cards (symbiosis)

Recommended Activating Strategy: Formative Assessment Probe: Is It a Consumer? (LS-V1-p85) https://drive.google.com/a/harnettstudents.org/file/d/0B90BnGFHrLX7RV81NXkyVnZQQ0U/edit Recommended Graphic Organizer: 3 column basic information Recommended Summarizing Strategy: Questions to the Teacher Recommended Writing: Describe a symbiotic relationship you have experienced.

9

Food Webs (Trophic Levels) and Cycling of Matter (H2O, N2, O2 and CO2 cycles) 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).

EQ: What is the relationship of the flow of energy within food webs to the cycling of other matter to include water, nitrogen, carbon dioxide, and oxygen)

Students Will Know:

● That the sun is the ultimate source of energy

● That food provides molecules that serve as fuel and building material for all organisms

● that over a long time, matter is transferred from one organism to another repeatedly and between organisms and their physical environment

Coach Lessons: 18, 19

Discovery Techbook- Interactions Among Organisms: Relationships Among Organisms, Habitats and Niches,

Producer Primary consumer Secondary consumer Expand

Harnett County Schools 8th Grade Science

Expanded Pacing Guide

● how the flow of energy is interconnected with the cycling of matter (nitrogen cycle, carbon cycle, water cycle)

The Carbon Cycle, Energy in Ecosystems

Recommended Activities:

● Nitrogen Cycle Animation-https://www.classzone.com/books/ml_science_share/vis_sim/em05_pg20_nitrogen/em05_pg20_nitrogen.swf

● Carbon Cycle Animation- http://www.kidsnewsroom.org/climatechange/carbon_cycle_version2.html ● Carbon Cycle Role play- http://www.calacademy.org/teachers/resources/lessons/Carbon-Cycle-Roleplay-3-12/ ● Food web cups ● Draw and label trophic levels

● Draw and label food web (decomposers, producers, consumers) ● Bill Nye Food Web video

● Bill Nye Biodiversity video

Recommended Activating Strategy: Formative Assessment Probe:

● Functions of Living Things (V1-p147) https://drive.google.com/a/harnettstudents.org/file/d/0B90BnGFHrLX7clNSRjJLSXRoVTQ/edit ● Food Chain Energy (LS-V1-p91) https://drive.google.com/a/harnettstudents.org/file/d/0B90BnGFHrLX7RV81NXkyVnZQQ0U/edit ● Earth's Mass (V3-p147) https://drive.google.com/a/harnettstudents.org/file/d/0B90BnGFHrLX7eDRLVEt3ckIzcW8/edit ● No More Plants (LS-V1-p103) https://drive.google.com/a/harnettstudents.org/file/d/0B90BnGFHrLX7RV81NXkyVnZQQ0U/edit ● Rotting Apple (V3-p139) https://drive.google.com/a/harnettstudents.org/file/d/0B90BnGFHrLX7eDRLVEt3ckIzcW8/edit

Recommended Graphic Organizer: Details organizer Recommended Summarizing Strategy: Story Board Recommended Writing: Write a letter to a student that was absent this week explaining the key components of this weeks lesson.

THIRD NINE WEEKS Essential Standard Goals: 8.P.1 - Matter: Properties and Change, 8.P.2 - Energy: Conservation and Transfer

WEEK Objective Strategies for Implementation Coach Book Alignment

Key/Tier 2 Vocabulary

1/2

Structure of Atom and Classifying Matter (Elements, Compounds, Mixtures) and General Physical Properties of Matter 8.P.1.1 - Classify matter as elements, compounds, or mixtures based on how the atoms are packed together in arrangements. EQ: What evidence can you use to classify matter as either element, compound? Students Will Know:

Coach Lessons: 1, 3, 4

Atom Compound Element

Harnett County Schools 8th Grade Science

Expanded Pacing Guide

● The structure of the atom

● That the atom is the basic building block of matter, that a single atom has mass and takes up

space, and that all matter is composed of atoms.

● That an atom is the smallest unit of an element and that a compound is composed of two or more

elements chemically combined.

● The differences among elements, compounds and mixtures

Discovery Techbook- Matter: Compounds, Molecules

Pure Substance Solution Solvent Solute Homogeneous Mixture Heterogeneous Mixture Indicate Individual / Intense Major

Recommended Activities: ● Presentation on Classifying matter (elements/compounds/mixtures) ● Mystery Boxes (AIMS Activity) ● Presentation Atomic Structure

● Presentation on Classify matter (elements/cpds/mixtures) ● identify element using atomic number ● calculate protons, neutrons, electrons

● atomic math challenge/atomic structure

● Bohr model ● top 25 elements ● musical chairs using protons/neutrons/electrons

Recommended Activating Strategy: Formative Assessment Probe - Is It Matter? (V1-p79); Formative Assessment Probe - Is It Made of Molecules? (V1-p85) https://drive.google.com/a/harnettstudents.org/file/d/0B90BnGFHrLX7clNSRjJLSXRoVTQ/edit

Recommended Graphic Organizer: category arrangement; classifying/categorizing web Recommended Summarizing Strategy: Matter Flow Chart; Key Point Summary Recommended Writing: Letter to Absent Friend - Explain the difference between an element, compound and mixture. Give examples and an illustration for each.

3

County-wide Benchmarks

4 Periodic Table (History, Organization, Structure

Harnett County Schools 8th Grade Science

Expanded Pacing Guide

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. EQ: What process did Mendeleev use to develop the first Periodic Table? How does it compare and contrast to the modern Periodic Table?

Students Will Know:

· how the periodic table of elements is organized and how to use the periodic table in order to obtain information about the atom of an element: · how the periodic table of elements is an arrangement of elements according to their properties.

· how to use the periodic table as a quick reference for associating the name and symbol of an element.

· how to find the atomic number and atomic mass of an element listed on the table.

· how groups of elements can be classified based on similar properties,

· that the information that is organized in the periodic table is based on the observations of many

scientists over a long period time.

· that chemical symbols show the atoms of the elements composing a substance. Symbols are written

with one, two, or three letters. The first letter is always capitalized. Each element has a different symbol.

· that chemical formulas are constructed from the symbols of the elements composing the substances.

· that atoms are composed of 3 subatomic particles - protons, neutrons and electrons.

· Students should recognize common substances

Coach Lessons: 2

Discovery Techbook- Matter: Compounds, Periodic Table, Molecules, Atomic Structure and Elements

Family Period Group Atomic Number Atomic Mass Reactivity Property Method Publish Illustrate Exaggerate

Recommended Activities:

● Timeline of History of the Atom (Foldable Activity)- Lesson details- http://www.schooltube.com/video/c5489d17aeae428abf98/Atomic%20Model%20Foldable Foldable- http://www.middleschoolscience.com/atomic-model-timeline-foldable-isn.pdf http://www.schooltube.com/video/c5489d17aeae428abf98/Atomic%20Model%20Foldable

● Element cube (DPI http://scnces.ncdpi.wikispaces.net/2004+SCOS+Resources+K-8 download unit 8-2) ● Periodic Table Interactive- http://www.learner.org/interactives/periodic/index.html ● Understanding periodic table (DPI http://scnces.ncdpi.wikispaces.net/2004+SCOS+Resources+K-8 download unit 8-2) ● App Elements 4D by Daqri (smart phone app) ● Element Videos- http://ed.ted.com/periodic-

videos?utm_content=buffer74ffb&utm_medium=social&utm_source=twitter.com&utm_campaign=buffer

● Periodic Table Color Coding (Details available at http://scnces.ncdpi.wikispaces.net/2004+SCOS+Resources+K-8, Download Unit 8-2) ● Reading: http://www.chem4kids.com/files/elem_intro.html

Harnett County Schools 8th Grade Science

Expanded Pacing Guide

● “The Element Song” http://www.youtube.com/watch?v=OduTDUGeAXE&feature=related

● Chapter 4, “the Periodic Table and Bonding”, Middle School Chemistry, ACS- http://www.middleschoolchemistry.com/lessonplans/ ● History of atoms video

● Create an atomic timeline

● Chemistry valentine/name

● Interactive: The Periodic Table- http://www.learner.org/interactives/periodic/index.html

Recommended Activating Strategy: Periodic Eggs (AIMS Activity) http://mail.aimsedu.org/activities/samples/FabulousEggs.pdf Recommended Graphic Organizer: Describing an event organizer Recommended Summarizing Strategy: Create an atomic timeline Recommended Writing: Write an ad to scientists in 1869 explaining why they need the new periodic table.

5

Periodic Table-History, Organization, Structure 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.

EQ: How was the current Periodic Table developed? What are the properties of metals and how do they compare/contrast with properties of nonmetals or metalloids?

Students Will Know:

● How groups of elements can be classified based on similar properties (metals, metalloids, nonmetals) ● That properties of elements can be predicted based on their location on the Periodic Table

● That certain groups most often react with other specific groups (alkali metals with halogens; alkaline earth metals with oxygen family)

Coach Lessons: 2

Discovery Techbook- Matter: Compounds, Periodic Table, Molecules, Atomic Structure and Elements

Conductivity Malleability Ductility Luster Melting Point Boiling Point Freezing Point Complicate

Modify

Recommended Activities:

● Presentation metals/nonmetal/metalloids

● Lab that allows students to test for reactivity, conductivity, malleability, ductility and other properties of various metals. ● Bohr model (# electrons in outer shell -> tells reactivity) ● Element Trading Cards- http://sciencespot.net/Media/elemtradcds.pdf

http://sciencespot.net/Media/ptablebasicscards1.pdf ● Periodic table web quest ● Physical/chemical properties

○ Matching cards

Harnett County Schools 8th Grade Science

Expanded Pacing Guide

○ Cut/paste

Recommended Activating Strategy: Formative Assessment Probe - Comparing Cubes (V2-p19) https://drive.google.com/a/harnettstudents.org/file/d/0B90BnGFHrLX7alRsTXpOVzNUUms/edit Recommended Graphic Organizer: 3 column organizer Recommended Summarizing Strategy: Thumbs Up, Thumbs Down Recommended Writing: Write a newspaper headline using 5-10 words, then summarize the arrangement of the Periodic Table and describe the basic properties of metals, metalloids and nonmetals and how the periodic table can be used to predict properties of elements.

6

Physical and Chemical Change / Reactions 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. EQ: In what way are physical changes different from chemical changes?

Students Will Know:

● That physical and chemical properties can be used to identify substances

● How to distinguish between physical properties (i.e., shape, density, solubility, odor, melting point, boiling point, and color) and chemical properties (i.e., acidity, basicity, combustibility, and reactivity)

● How to determine the identity of an unknown substance by comparing its properties to those of known substances

● How to compare physical changes (including changes in size, shape, and state) to chemical changes that are the result of chemical reactions (including changes in color or temperature and formation of a precipitate or gas)

● That matter can undergo physical and chemical changes ● How to differentiate between physical and chemical properties

● How to differentiate between physical and chemical changes

● That reactions occur at different rates, slow to fast, and that reaction rates can be changed by changing the concentration of reactants, the temperature, the surface areas of solids, and by using a catalyst

● That many substances dissolve in water ● That solutions can be acidic, basic, or neutral ● How to distinguish acids and bases and use indicators (including litmus paper, pH paper, and

phenolphthalein) to determine their relative pH

● That a chemical equation can be used to represent a chemical reaction that has occurred

Coach Lessons: 5

Discovery Techbook- Chemical Changes: Chemical Reactions & Equations, Chemical Reactions

Physical Change Chemical Change Precipitate Density Solubility Precise Tradition

Harnett County Schools 8th Grade Science

Expanded Pacing Guide

Recommended Activities:

● Presentation on Physical/Chemical Changes and 5 identifiers of chemical change

● Create a precipitate Activity (Rubbing alcohol + liquid starch is a simple experiment to show a precipitate)

● Reading- http://www.chem4kids.com/files/react_intro.html

● Chemistry Matters Internet Lab- http://www.thesciencequeen.net/Chemistry_Matters.pdf (Click students, click 8th grade science, click projects and then find Chemistry Matters and use the links there).

● Changing Sugar Lab- http://www.science-class.net/archive/science-class/Lessons/Chemistry/Changes/changing_sugar.pdf

● Evidence of Chemical Change Stations- http://www.scienceclass.net/Lessons/Chemistry/Changes/chemical_change_answer_sheet.pdf

● Chapter 6, “Chemical Change”, Middle School Chemistry, ACS- http://www.middleschoolchemistry.com/lessonplans/chapter6

● Module A: Matter and Energy”, Class Zone, McDougal Littell- http://www.classzone.com/books/ml_science_comp/page_build.cfm?id=none&mod=11 ● 8 stations on Physical/Chemical Changes (Details available at http://scnces.ncdpi.wikispaces.net/2004+SCOS+Resources+K-8, Download

Unit 8-2)

Recommended Activating Strategy: Seedlings in a Jar (V1-p67) https://drive.google.com/a/harnettstudents.org/file/d/0B90BnGFHrLX7clNSRjJLSXRoVTQ/edit Recommended Graphic Organizer: 2 concept compare/contrast Recommended Summarizing Strategy: Think-Write-Share Recommended Writing: Compare and contrast physical and chemical changes and explain how a change in temperature, color, formation of gas or a precipitate could indicate a chemical change.

7

Law of Conservation of Mass- Counting Atoms, Recognizing Balanced Equations, Calculating Mass of Reactants/Products 8.P.1.4- Explain how the idea of atoms and a balanced chemical equation support the law of conservation of mass. EQ: How do balanced chemical equations support the Law of Conservation of Mass? Students Will Know:

● That when materials react with each other, many changes can take place, but that in every case the total amount of matter afterward is the same as before

● That a balanced chemical equation supports the law of conservation of matter ● How to identify examples that support the law of conservation of matter and can explain the

conservation of matter using the idea of atoms

Coach Lessons: 6 Discovery Techbook- Chemical Changes: Chemical Reactions and Equations

Reactants Products Yields Law of Conservation of Matter/Mass Restrict Negative

Recommended Activities:

Harnett County Schools 8th Grade Science

Expanded Pacing Guide

● Count atoms (Balancing Act)- http://www.sciencespot.net/Media/blncact.pdf ● Balance equations- http://sciencespot.net/Media/baleqchall.pdf ● Ziptop Bag Chemistry-http://lake.k12.fl.us/cms/lib05/FL01000799/Centricity/Domain/49/High_School_Science_Rigor.pdf ● Conservation of Mass Activity- http://www.science-class.net/archive/science-class/Lessons/Chemistry/Changes/conservation_mass.pdf ● Module B: Chemical Interactions”, Class Zone, McDougal Littell-

http://www.classzone.com/books/ml_science_comp/page_build.cfm?id=none&mod=12

Recommended Activating Strategy: Formative Assessment Probe - Ice Cubes in a Bag (V1-p49) https://drive.google.com/a/harnettstudents.org/file/d/0B90BnGFHrLX7clNSRjJLSXRoVTQ/edit Recommended Graphic Organizer: Tree Diagram Recommended Summarizing Strategy: Gist Recommended Writing: Write a letter to a friend that explains the law of conservation of mass and how atoms and a balanced equation support the law.

8

Renewable and Nonrenewable Energy- Environmental Advantages and Disadvantages; Transformation and Distribution 8.P.2.1- Explain the environmental consequences of the various methods of obtaining, transforming and distributing energy.

EQ: Compare and contrast the advantages and disadvantages of renewable and nonrenewable energy.

Students Will Know:

● That all organisms on Earth, including humans, use energy derived from resources provided by the environment

● That renewable resources are replaced through natural processes at a rate that is equal to or greater than the rate at which they are being used

● That some resources are nonrenewable

Coach Lessons: 8, 9

Discovery Techbook- Resources and the Environment: Preventing Land-Use & Environmental Problems, Issues of Fossil Fuels

Renewable Energy Nonrenewable Energy Geothermal Energy Wind Energy Solar Energy Hydropower Biomass Convert Consequent

Recommended Activities:

● Energy Resources Web quest http://www.darvill.clara.net/altenerg/

● Reading: http://www.kids.esdb.bg/whatisenergy.html http://sciencenetlinks.com/esheets/power-up/

● Energy for Keeps, FWEE Curriculum- http://fwee.org/education/energy-for-keeps/

● Module A: Matter and Energy”, Class Zone, McDougal Littell- http://www.classzone.com/books/ml_science_comp/page_build.cfm?id=none&mod=11

● Renewable Energy Sources Project- http://sciencenetlinks.com/lessons/renewable-energy-sources/

Harnett County Schools 8th Grade Science

Expanded Pacing Guide

Recommended Activating Strategy: Formative Assessment Probe - Where Does Oil Come From? (V4-p151) https://drive.google.com/a/harnettstudents.org/file/d/0B90BnGFHrLX7Y3N4dFpwODZPdVU/edit Recommended Graphic Organizer: Great 8 - Classifying and Categorizing Recommended Summarizing Strategy: Quick Talk Recommended Writing: Write a newspaper headline to catch the attention of potential readers about the importance of using renewable energy resources.

9

Renewable and Nonrenewable Energy- Resources and Conservation 8.P.2.2- Explain the implications of the depletion of renewable and nonrenewable energy resources and the importance of conservation. EQ: What is the relationship between the importance of energy conservation and the depletion of renewable and nonrenewable energy resources? Students Will Know:

● That natural resources can be depleted or used to the point that they are in effect no longer available.

● That freshwater can be depleted because of increased demands for water on account of population shifts.

● That as Earth’s human population grows, the need for natural resources increases.

Coach Lessons: 8, 9 Discovery Techbook- Resources and the Environment: Resource Management

Impact Potential

Recommended Activities:

● Advantages/disadvantages of renewable/nonrenewable (compare/contrast below) Recommended Activating Strategy: Warm-up Question - Which energy resources do we depend the most on? Renewable or nonrenewable? Why? (Note: After discussion, can pull up http://www.darvill.clara.net/altenerg/ to review a running update of energy being generated by different sources. Recommended Graphic Organizer: Central Idea compare/contrast Recommended Summarizing Strategy: Expert Group/Jigsaw Recommended Writing: You are an environmentalist working for the Department of Energy. Write a television news story that explains the consequence(s) of producing hydroelectric power, but also describes the benefits.

FOURTH NINE WEEKS Essential Standard Goals: 8.L.1, 8.L.2 - Structures and Functions of Living Organisms, 8.L.5 - Molecular Biology

WEEK Objective Strategies for Implementation Coach Book Alignment

Key/Tier 2 Vocabulary

Harnett County Schools 8th Grade Science

Expanded Pacing Guide

1

Biotechnology 8.L.2.1- Summarize aspects of biotechnology including:

• Specific genetic information available • Careers • Economic benefits to North Carolina • Ethical issues • Implications for agriculture

EQ: What are ways biotechnology has advanced the fields of medicine and agriculture? How would you explain some of the ethical issues of biotechnology to a friend?

Students Will Know:

● Technology is essential to science for such purposes as sample collection and treatment,

measurement, data collection and storage, computation, and communication of information

● Traditional biotechnology was (and still is) the use of living organisms to solve problems and make

useful products

● Many industries are finding uses for the new tools provided by biotechnology

● Biotechnology is not just one technology, but many. Biotechnology is a toolbox filled with many

different kinds of living cells and their component molecules, and different ways to use them

● The microbial world has led to the emerging field of biotechnology which has given us many

advances and new careers in medicine, agriculture, genetics, and food science

● Biotechnology affects us in every area of our lives: our food, water, medicine and shelter

Coach Lessons: 16

Discovery Techbook- Biotechnology: Agricultural Engineering (loosely aligned)

Biotechnology Bioethics Cloning Genetic Modification

Recommended Activities:

● Biotechnology Project Learning Tree: https://www.plt.org/biotechnology

● Biotechnology Presentation

● Exploring Bioethics” NIH Curriculum Supplement-http://science.education.nih.gov/customers.nsf/HSBioethics.htm ● What is biotechnology video (various sites) ● Biotechnology Poster ● Interactive cloning http://learn.genetics.utah.edu/content/cloning/

Teacher Lesson Plan and Webquest worksheet at: http://teach.genetics.utah.edu/content/tech/cloning/Cloning%20in%20Focus%20Web%20Quest.pdf

● Biotechnology Mini Labs: http://www.occc.edu/bbdiscovery/msprebiot.html

Harnett County Schools 8th Grade Science

Expanded Pacing Guide

Recommended Activating Strategy: Using your knowledge of root words define biotechnology in your own words. Recommended Graphic Organizer: flower pot Recommended Summarizing Strategy: Summary Board Recommended Writing: Short story - come up with the next sci-fi story that might result from cloning in the future.

2

Photosynthesis and Respiration & Diet,Exercise and Healthy Living 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). 8.L.5.2- Explain the relationship among a healthy diet, exercise, and the general health of the body (emphasis on the relationship between respiration and digestion). EQ: What is the relationship between photosynthesis and respiration in the transfer of energy among living organisms? EQ: How do diet and exercise work together to keep the body healthy?

Students Will Know:

● Food provides molecules that serve as fuel and building material for all organisms

● Cells carry on the many functions needed to sustain life

● Matter is transferred among organisms in an ecosystem when organisms eat, or are eaten by others for food

● In plants and animals, molecules from food (a) react with oxygen to provide energy that is needed to carry out life functions, (b) build and become incorporated into the body structure, or (c) are stored for later use

● Matter moves within individual organisms through a series of chemical reactions in which food is broken down and rearranged to form new molecules

● Plants use the energy from light to make sugars (food) from carbon dioxide and water. This process transforms light energy from the sun into stored chemical energy

● Minerals and other nutrients from the soil are not food (they don’t provide energy), but they are needed for plants to make complex molecules from the sugar they make

● Chemical energy is transferred from one organism in an ecosystem to another as the organisms interact with each other for food

● The atoms that make up the organisms in an ecosystem are cycled repeatedly between the living and nonliving parts of the ecosystem

● Energy can change from one form to another in living things. Animals get energy from oxidizing their food, releasing some of its energy as heat. Almost all food energy comes originally from sunlight

Coach Lessons: 10, 11, 12, 13

Discovery Techbook- Interactions among Organisms: Energy in Ecosystems (5.1), Health and Disease: Human Body Systems and Health Decisions

Photosynthesis Cellular Respiration carbohydrates proteins lipids

Harnett County Schools 8th Grade Science

Expanded Pacing Guide

● A balanced diet combined with regular exercise aid in the overall general health of the body

● For the body to use food (proteins, lipids, carbohydrates) for energy and building materials, the food must first be digested into molecules that are absorbed and transported to cells

● If one consumes more calories than the body uses, the excess is stored and weight is gained. Weight loss occurs when fewer calories are taken in than the body needs

● To burn food for the release of energy stored in it, oxygen must be supplied to cells, and carbon dioxide removed

● In order for systems to work properly, energy from the cells must be transformed into a useable form for cells and ultimately, organs, to perform work

● In order for energy balance to occur, Energy In = Energy Out

Recommended Activities:

● Photosynthesis and Cellular Respiration Presentation

● Chemical reactions in cells/cell processes- www.cellsalive.com

● Foldable with photosynthesis/cellular respiration

● Chemicals Affect PowerPoint with cut/paste follow-up

● Osmosis/diffusion lab

● Keep me Healthy Poster/Brochure

● Reading- http://www.biology4kids.com/files/cell_main.html ● Looking Good, Feeling Good NIH Curriculum Supplement-http://science.education.nih.gov/customers.nsf/MSBone.htm ● The Science of Energy Balance” NIH Curriculum Supplement- http://science.education.nih.gov/customers.nsf/MSEnergy.htm

Recommended Activating Strategy: 8.L.5.1 Formative Assessment Probe - Giant Sequoia Tree (v2-p121) https://drive.google.com/a/harnettstudents.org/file/d/0B90BnGFHrLX7alRsTXpOVzNUUms/edit 8.L.5.2 https://www.youtube.com/watch?v=M1iRxCaFjoo Recommended Graphic Organizer: Matrix compare/contrast Recommended Summarizing Strategy: Foldable Recommended Writing: 8.L.5.1 $5 summary - Summarize how food provides the energy and the molecules required for building materials, growth and survival of all organisms (include description of photosynthesis and cellular respiration, how they are related, and how they are opposite processes. 8.L.5.2 $5 Summary - Explain the purpose of maintaining a healthy diet and exercising, and the main role of each of these food types: lipids, proteins, carbohydrates (starches and sugars), vitamins.

3/4 Microbes- Characteristics and structure of bacteria, viruses, fungi, and parasites

8.L.1.1- Summarize the basic characteristics of viruses, bacteria, fungi and parasites relating to the spread, treatment and prevention of disease.

Harnett County Schools 8th Grade Science

Expanded Pacing Guide

EQ: What are microbes and how do they cause disease?

Students Will Know:

● Microbiology as a basic science explores microscopic organisms including viruses, bacteria, protozoa, parasites, and some fungi and algae.

● Viruses, bacteria, fungi and parasites may infect the human body and interfere with normal body functions.

Coach Lessons: 14

Discovery Techbook- Health and Disease: Infectious Disease

Bacteria Virus Fungi Parasite

Recommended Activities:

● Secrets of The Dead: Of Fungus and Witches- http://www.pbs.org/wnet/secrets/previous_seasons/lessons/lp_salem.html ● Understanding Virus video with writing prompt (Available from Discovery Education) ● Understanding Bacteria video (Available from Discovery Education) ● Bacteria: Friend or Foe video (Available from Discovery Education) ● Reading- http://www.biology4kids.com/files/micro_main.html ● Module C: Diversity of Living Things, Class Zone, McDougal Littell-

http://www.classzone.com/books/ml_science_comp/page_build.cfm?id=none&mod=3

● Microbes chart ● Prokaryotes/eukaryotes ppt ● Flipchart or IDEA chart with virus/bacteria/fungi/parasites

Recommended Activating Strategy:Microorganisms song https://www.youtube.com/watch?v=9c0Ui9bv9Jk Recommended Graphic Organizer: Summarizing T-chart Recommended Summarizing Strategy: Sticky Notes Recommended Writing: Write a letter to a student that was absent this week, explain the key concepts of this weeks lesson.

5

Microbes- Characteristics and structure of bacteria, viruses, fungi, and parasites & Spread, prevention and treatment of disease; epidemic versus pandemic

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.

EQ1: What are microbes and how do they cause disease? EQ2: How can you compare and contrast epidemics and pandemics?

Students Will Know:

● Microbiology as a basic science explores microscopic organisms including viruses, bacteria,

Coach Lessons: 15

Discovery Techbook- Health and Disease:

Epidemic Pandemic Carrier Vector Pathogen Infectious

Harnett County Schools 8th Grade Science

Expanded Pacing Guide

protozoa, parasites, and some fungi and algae ● Viruses, bacteria, fungi and parasites may infect the human body and interfere with normal body

functions ● A disease outbreak happens when a disease occurs in greater numbers than expected in a

community or region, or during a season

● Epidemic and pandemic are similar terms that refer to the spread of infectious diseases among a population

● The terms epidemic and pandemic usually refer to the rate of infection, the area that is affected or both

● In the case of a pandemic, even more of the population is affected than in an epidemic

● Influenza pandemics have occurred more than once

Infectious Disease contagion

Recommended Activities:

● Infectious diseases presentation

● Prevent/treatment presentation

● Research epidemic/pandemic – give examples and present ● Rare Diseases and Scientific Inquiry NIH Curriculum Supplement

http://www.biology4kids.com/http://science.education.nih.gov/customers.nsf/MSDiseases.htm ● Emerging and Re-emerging Infectious Diseases” NIH Curriculum Supplement-

http://science.education.nih.gov/customers.nsf/HSDiseases.htm

Recommended Activating Strategy:Interactive game for intro into epidemic and pandemic http://pandemic3.org/ Recommended Graphic Organizer: Alike/Different Recommended Summarizing Strategy: Venn Diagram

Recommended Writing: You are a medical expert for CNN. Explain to viewers how Ebola could possibly expand from and epidemic to a pandemic.

6

EOG Pretests/ Review

7

EOG Review

Harnett County Schools 8th Grade Science

Expanded Pacing Guide

8

EOG Testing/Enrichment Activities

9

EOG Make-Up Testing/ Enrichment Activities

Earth History 11-13% 8.E.2.1/8.E.2.2 Evolution and Genetics 11-13% 8.L.4.1/8.L.4.2 Earth Systems, Structures, and Processes 13-15% 8.E.1.1/8.E.1.2/8.E.1.3/8.E.1.4 Ecosystems 9-11% 8.L.3.1/8.L.3.2/8.L.3.3 Matter: Properties and Change 14-16% 8.P.1.1/8.P.1.2/8.P.1.3/8.P.1.4 Energy Conservation and Transfer 10-12% 8.P.2.1/8.P.2.2 Structure and Function of Living Organisms 19-23% 8.L.1.1/8.L.1.2/8.L.2.1 Molecular Biology 8-10% 8.L.5.1/8.L.5.2

Assessment examples http://scnces.ncdpi.wikispaces.net/file/view/Assessment+Examples_6-8+Science_July2012.pdf

Websites that may provide helpful information:

● VERY HELPFUL - North Carolina Department of Public Instruction, Essential Standards: Grade 8 Science, Unpacked Content, September 2012 Revision,

● Customized Curriculum Topic Study Guides (Self-paced study resources to increase teacher knowledge) - http://scnces.ncdpi.wikispaces.net/Customized+Curriculum+Topic+Study+Guides

● Strand Maps (for planning purposes...shows vertical alignment of standards from K - 12) - http://scnces.ncdpi.wikispaces.net/Strand+Maps

Harnett County Schools 8th Grade Science

Expanded Pacing Guide

● Unpacked Grade 8 Science Standards -

http://scnces.ncdpi.wikispaces.net/file/view/Unpacked_Content_Grade8Science_RevisedSeptember2012.docx

.pdf/368725266/Unpacked_Content_Grade8Science_RevisedSeptember2012.docx.pdf ● CK-12 FlexBook http://www.ck12.org/flexbook/ Free, common core aligned and NSES aligned digital textbooks, CK-12 is an opencontent,

web-based collaborative model that provides access to CK-12 “flexbooks” ● Medical Animation Library http://www.pennmedicine.org/health_info/animationplayer/ ● Bill Nye wetlands video http://www.youtube.com/watch?v=ZFR8x9BnSYM

● Class Zone, McDougal Littell, North Carolina Science Grade 8 http://www.classzone.com/books/ml_science_nc8/?state=NC State correlated online textbook (2004 SCOS)

● IMSEnet K-12 Lesson Plans http://www.ncsu.edu/imse/4/lessons.htm North Carolina State University Department of Mathematics, Science, and Technology Education

● SAS Curriculum Pathways http://www.sascurriculumpathways.com/portal/ Provided at no cost to educators, SAS Curriculum Pathways offers online content and resources for grades 6 and above

● Google Body Browser http://www.zygotebody.com/# A 360 degree view of the Human body ● Web Elements http://www.webelements.com/ The online periodic table

● Free Technology For Teachers http://www.freetech4teachers.com/ Free Resources and Lesson Plans for Teaching with Technology

● World Wide Telescope http://www.worldwidetelescope.org/ExperienceIt/ExperienceIt.aspx?Page=Educators Curriculum guides, lesson plans, and additional resources to assist educators and students in an exploration of the universe

● ChemEd DL http://www.chemeddl.org/ http://chemteacher.chemeddl.org/services/chemteacher/ Digital Resources, tools, and online services to aid in teaching and learning chemistry

● Science Museum http://www.sciencemuseum.org.uk/educators/classroom_and_homework_resources/ks3.aspx http://www.sciencemuseum.org.uk/educators/classroom_and_homework_resources/ks4.aspx http://www.sciencemuseum.org.uk/onlinestuff/games.aspx Online interactive games and tutorials

● Lawrence Hall of Science http://www.lawrencehallofscience.org/ http://www.lawrencehallofscience.org/kidsite/ Lesson plans, activities, and professional development for teachers and students

● National Geographic Education Resources http://education.nationalgeographic.com/education/?ar_a=1 http://www.nationalgeographic.com/ Lesson plans, videos, articles, photographs, etc. tools, publications, etc. to aid in learning and teaching

● Sixty Symbols http://www.sixtysymbols.com/index.html Videos about the symbols of physics and astronomy

● Succeeding with Science http://www.succeedingwithscience.com/ Online resources, games, interactive tools, publications, etc. to aid in learning and teaching

● Howard Hughes Medical Institute http://www.hhmi.org/coolscience/ Classroom and virtual resources

● The Cell: An Image Library http://www.cellimagelibrary.org/ Images, videos, and animations of cells from a variety of organisms, showcasing cell architecture, intracellular functionalities, and both normal and abnormal processes. The purpose of this database is to advance research, education, and training, with the ultimate goal of improving human health

Harnett County Schools 8th Grade Science

Expanded Pacing Guide ● Hands-On Science Center http://www.irvingisd.net/sciencecenter/curriculum.htm Science strategies and support (graphic organizers,

notebooking strategies, etc.) ● The American Society for Cell Biology http://www.ascb.org/index.php?option=com_content&view=article&id=790 K-12 Teaching

Tools, Lesson Plans, Animation Sites, Image Galleries, and Active Learning Resources for Life Science / Biology ● Teachers’ Domain http://www.teachersdomain.org/ Digital Media for the Classroom and Professional Development ● Jefferson Lab Science Education http://education.jlab.org/index.php Hands-on activities, worksheets, puzzles, games, videos, lesson

plans, etc. ● Middle School Science Teacher Resources http://www.thesciencequeen.net/ Lesson plans, activity sheets, labs, graphic organizers,

videos, etc. ● My Science Box http://www.mysciencebox.org/ Curriculum units containing lesson plans, activities, assessments, and other teacher

resources ● CPO Science , School Specialty http://www.cposcience.com Supplemental curriculum resources – online textbook, presentations,

worksheets, etc. ● Energy Kids, U.S. Energy Information Administration http://www.eia.gov/kids/index.cfm Lesson plans, links, data / statistics,

charts, etc. ● Annenberg Media http://www.learner.org/index.html Cross-curricular professional development and classroom resources

http://www.learner.org/resources/browse.html?discipline=6&grade=3 Science, Grades 6-8

● Quizlet http://quizlet.com/OR http://quizlet.com/math-and-science/ Flashcards for assessments or study ● Interactive Science Websites http://jc-schools.net/tutorials/interact-science.htm Cross-curricular access to media and websites

galore! ● Jefferson County Schools: Dynamic Curriculum in Science http://jc-schools.net/dynamic/science/science.html Powerpoint

presentations, classroom notes, background information, etc. ● GOORU http://www.goorulearning.org/index.php Standards aligned education resources – personalized study guides, assessments,

and tutorials ● Thinkfinity Verizon Foundation http://www.thinkfinity.org/state-standards-search NC Essential Standards Aligned Curriculum

Resources

● Better Lesson http://betterlesson.com/ Documents, presentations, full lessons, units, media, etc. ● Curriki www.curriki.org Open community format to create, share, find learning resources including text, illustrations, lessons , etc. ● Graphic Organizerz http://www.enchantedlearning.com/graphicorganizers/ ● Quick Summarizing Strategies www.christina.k12.de.us/literacylinks/.../lfs.../summarizing_strategies.pdf