middle grades curriculum guide for science 8 … · adhesion. s polarity. density and buoyancy....

Middle Grades Curriculum Guide for Science 8

Curriculum Target

Date

Instruction North Carolina Standard Course of Study Strategic Action Plan for Student Learning and Instruction

(Revised Bloom’s Taxonomy ,Differentiation, & 21st Century Skills)

Goal Objective Essential Vocabulary

Task Analysis Essential Question Instructional Opportunity

Learning Opportunity Resource(s)

3 The learner will conduct

investigations and

utilize appropriate technologies and

information systems to build an understanding

of the hydrosphere.

3.01 Analyze the unique properties of

water including:

Universal solvent.

Cohesion and

adhesion.

Polarity.

Density and

buoyancy.

Specific

heat.

Universal solvent Cohesion Adhesion Polarity Density Buoyancy Specific Heat

1st Nine Weeks

Describe the unique properties of water.

Define universal solvent.

Compare cohesion and adhesion.

Define polarity

Compare density and

buoyancy.

Define specific heat.

Why is water known as the universal solvent?

What are cohesion and adhesion?

How is water a polar molecule?

What is the density of water?

What is the specific heat of

water?

Thinking maps: Create a bubble map with

adjectives that describe the

properties of water.

Demonstration/Incongruent Event: The Fireproof Balloon

Laboratory Experiment: Density of Liquids

Laboratory Experiment: Which common household substances will

dissolve in water?

Create a photo album or Photo

Story presentation with pictures that represent each of the unique

properties of water. Under the

picture, explain how that picture exemplifies that particular

characteristic of water.

http://johunter.pbworks.com/FrontPage http://www.ikeepbookmarks.com/browse.asp?account=241761&clientWidth=0 http://go.hrw.com/gopages/sc.html

3 02 Explain the

structure of the hydrosphere including:

Water distribution

on earth.

Local river

basin.

Local water

River basin Water table

Identify water distribution

on earth.

Identify local river basins.

Describe why we need to monitor local river basins

Explain the source of our local water supply.

Where is water found on the

earth?

What are the river basins in NC?

What is the main source for

local water?

Visual:

Diagram, label, and color the local river basins of North

Carolina.

Draw the earth and diagram the water distribution.

Research, diagram, and analyze

where water in your home and school comes from. (CG2)

http://johunter.pbworks.com/FrontPage http://www.ikeepbookmarks.com/browse.asp?accoun

http://johunter.pbworks.com/FrontPage



http://www.ikeepbookmarks.com/browse.asp?account=241761&clientWidth=0





http://go.hrw.com/gopages/sc.html










Curriculum Target

Date






availability.

t=241761&clientWidth=0 http://go.hrw.com/gopages/sc.html

3.03 Evaluate 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 understandin

gs gained.

Estuary Marine ecosystem Upwelling SONAR

Define Estuaries

Define Marine ecosystems

Define Upwelling

Explain the behavior of

gases in the marine environment

Examine the value and

sustainability of marine resources.

Define SONAR

Examine the tools scientists use to study the

ocean.

What is an estuary?

What are the components of a marine ecosystem?

What is upwelling?

How do scientists use SONAR to map the ocean floor?

Cooperative Learning: Jigsaw text related to Earth‟s

oceans.

Maintain and monitor a marine ecosystem. Note levels/types of

nutrients, minerals, and dissolved gases. (CG1)

















Curriculum Target

Date






3.04 Describe how

terrestrial and aquatic food webs are

interconnected.

Terrestrial food web Aquatic food web

Compare/contrast

terrestrial and aquatic food webs.

What is a food web?

How are the food webs on land

connected to the food webs in water?

Visual:

Create a drawing of a terrestrial food web. Create a drawing of

an aquatic food web. Illustrate the interconnectedness

between the two food webs.

Create a f low map of terrestrial

food webs and of aquatic food webs. Show the

interconnectedness between the two.

Conduct a simulation for

bioaccumulation.

Create an advertisement f lyer from the perspective of an aquatic

organism explaining your

importance in connecting the terrestrial and aquatic food webs.


3.05 Analyze hydrospheric data over

time to predict the health of a water

system including:

Temperature.

Dissolved oxygen.

pH.

Nitrates.

Turbidity.

Dissolved oxygen pH Nitrates Turbidity Bio-indicators

Define dissolved oxygen

Define pH

Define nitrates

Define Turbidity

Define Bio-indicators

Identify the types of data

that would allow you to analyze and predict the

health of the water system.

What data can scientists collect from water to determine its

health?

Logical/Mathematical: Analyze real data from local

water sources and evaluate whether or not the water is

healthy based on the data.

Visual:

Create a bubble map illustrating each type of data used to

indicate whether or not a water source is healthy (temperature,

DO, pH, nitrates, turbidity, bio-indicators).

Visual:

Create a hydrospheric data profile of three different locations. Record

daily temperature, dissolved oxygen, pH , nitrate, and turbidity

data in a journal. Record bio-

indicator observations. (CG1, CG2)

Create three fictional hydrospheric data profiles. Write three different

stories from the perspective of an organism who has the opportunity

to visit all three of the supposedly similar water sources.

http://johunter.pbworks.com/FrontPage http://www.ikeepbookmarks.com/browse.asp?account=241761&clientWidth=0





















Curriculum Target

Date






Bio-

indicators.

3.06 Evaluate

technologies and information systems

used to monitor the

hydrosphere.

Create a table with each of the

different types of hydrospheric data used to assess the health

of a water source. In the table, identify the characteristics and

ranges of each for healthy

water sources in different locations


3.07 Describe how humans affect the

quality of water:

Point and non-point

sources of water

pollution in North

Carolina.

Possible

effects of

excess nutrients in

North Carolina

waters.

Economic

trade-offs.

Local water issues.

Point source pollution Non-point source pollution

Compare and contrast point and non-point source

water pollution.

Analyze the possible

effects of excess nutrients in the water.

Analyze the economic

trade-offs between industry and water quality.

Describe local water issues.

What is the difference between point and non-point source

water pollution in North

Carolina?

What are the possible effects of excess nutrients in the

waters of North Carolina?

Visual: Create a t-chart identifying point

and non-point source pollutants

in North Carolina.

SQ3R text describing the possible effects of excess

nutrients in the waters of North Carolina.

Local hydrologist guest speaker

Compose a letter to the legislator addressing specific problems with

local water quality.

Interview a local hydrologist. Share

findings in a report.

Compose an argumentative essay about whether or not economic

benefits are worth the decreased water quality. Offer a reasonable

alternative to this tradeoff. (CG2)

















Curriculum Target

Date






3.08 Recognize that

the good health of environments and

organisms requires:

Monitoring of

the

hydrosphere.

Water quality

standards.

Methods of

water treatment.

Maintaining

safe water quality.

Stewardship.

Describe how the

hydrosphere is monitored.

Describe local standards for water quality.

Describe methods of water treatment.

Explain how safe water

quality is maintained.

Design a plan for maintaining safe water

quality.

How do hydrologists monitor

the hydrosphere?

What are water quality standards?

How are water quality standards monitored and

maintained locally?

Auditory:

Read aloud and analyze local water quality standards.

Visual:

Draw a flow map showing what

happens to waste water when it leaves the home or school.

Water Treatment Specialist

Guest Speaker

Create and produce a puppet show

for younger children explaining the importance of maintaining high

water quality.

Compose a problem-solution essay

on the topic of water quality.


Evaluation /Assessment Target Date Formative Common Benchmark Summative Note(s):













Curriculum Target

Date






4

The learner will conduct investigations

and utilize technology and information

systems to build an

understanding of chemistry.

4.01 Understand that

both naturally occurring and synthetic

substances are chemicals.

Chemical 2nd Nine Weeks

Define chemical. What are chemicals? Visual:

Create a brace map starting with chemicals, branching out

into naturally occurring and synthetic. List examples of

naturally occurring and

synthetic chemicals.

Create a log of household

chemicals. Beside of each chemical, indicate whether the chemical is a

naturally occurring or synthetic substance.


4.02 Evaluate evidence that elements combine

in a multitude of ways to produce compounds

that account for all

living and nonliving substances.

Elements Compounds Chemical bond Ionic bond Covalent bond

Define element.

Describe the ways that elements combine to

produce compounds.

How do elements make up compounds?

What are the properties of

compounds?

What is a chemical bond?

What are examples of chemical

bonds?

Visual: Tree Map describing the

different types of chemical bonds.

Visual/Kinesthetic/Linguistic: Create a display with various

materials showing each atom and its bond to another atom.

Describe the type of bond and explain the phenomenon.

Visual:

Create a t-chart with the

headings „living‟ and „non-living.‟ Under each heading,

brainstorm examples of

Compose a cartoon or a play about a land where the elements live. In

the story, atoms could fall in love with each other and bond or a noble

gas atom could try to create a bond

with other atoms, but to no avail.

Create 3-d models of atoms showing the appropriate number of

electrons.

Create a bonding game in which individuals are atoms and they must

determine which other individuals in

the room they can bond with and be able to explain the bond.

http://johunter.pbworks.com/FrontPage http://www.ikeepbookmarks.com/browse.asp?account=241761&clientWidth=0 http://go.hrw.co






















Curriculum Target

Date






compounds for each. Explain

how each of the compounds is used.

m/gopages/sc.html

4.03 Explain how the periodic table is a

model for:

Classifying

elements .

Identifying

the properties of

elements.

Neutron Proton Electron Atomic number Atomic mass Mass number

Describe why elements are in certain periods and

columns on the periodic table.

Describe how elements are

classified on the periodic table,

Describe the properties of elements.

How does the number of electrons in an atom‟s outer

shell relate to its location on the periodic table?

What are the properties for

each of the families of elements on the periodic table?

Visual: Color-code a periodic table of

elements by element properties. Create a key that describes

each of the properties.

Create a foldable for metals, nonmetals, and metalloids.

Describe common uses and

examples of each.

Auditory/Intrapersonal: Read informational text on

Dmitri Mendeleev and analyze his method of discovering an

elemental pattern.

Laboratory Experiment: Given an assortment of candy,

classify the candy by property and create a periodic table of candy.

Design a website with an interactive

periodic table which informs the user of the properties of the more

common elements.

Research an element. Design a tv

show series focused around that element. Author the text of and

perform and video the pilot episode.


4.04 Describe the suitability of materials

for use in technological design:

Conductivity Density Magnetism Solubility

Describe conductivity.

Describe density.

Describe magnetism.

What is electrical conductivity?

What is density?

What is magnetism?

Thinking Maps Create bubble maps for

different elements describing each of the properties of the

element.

Create a power point presentation (from the perspective of the CEO of

a company that manufactures a certain kind of material) persuading

a contractor to purchase your material. You should include the

















Curriculum Target

Date






Electrical

Conductivity.

Density.

Magnetism.

Solubility.

Malleability.

405 Identify

substances based on characteristic physical

properties:

Density.

Boiling/Meltin

g points.

Solubility.

Chemical reactivity.

Specific

heat.

Malleability Density Boiling point Melting point Solubility Chemical reactivity Specific heat

Describe solubility.

Describe malleability.

Explain how each of these

properties make a certain

chemical suitable for technological design.

Define density.

Define melting point.

Define boiling point.

Define solubility.

Define chemical reactivity.

Define specific heat.

Explain how each of these

properties is used to identify specific chemicals.

What is solubility?

What is malleability?

Summarize the meanings of

conductivity, density, magnetism, malleability,

solubility. Density, chemical reactivity, and specific heat.

Create a movement that relates to the meaning of conductivity,

density, magnetism, solubility, malleability, reactivity, specific

heat, melting point, boiling point.

Visual:

Illustrate melting and boiling by

drawing what happens to the particles in substances when

the substances heat.

Linguistic: Write about the relationship

between the number of electrons in an atom‟s outer

shell and the relationship to the

chemical reactivity of the element.

properties of the material in your

presentation. (CG2)

Laboratory Experiment: What is the rate of solubility for

different household chemicals in

water? (CG1)

Laboratory Experiment: Which type of fruit of vegetable

conducts the most electricity? (CG1)

Laboratory Experiment: Creating a density column.

Write a poem about each of the different properties of elements.

Laboratory Experiment:

What is the melting point/boiling points of common household items?

(CG1)

http://www.ikeepbookmarks.com/browse.asp?account=241761&clientWidth=0 http://go.hrw.com/gopages/sc.html










Curriculum Target

Date






4.06 Describe and measure quantities

related to chemical/physical

changes within a system:

Temperature.

Volume.

Mass.

Precipitate.

Gas production.

Chemical change Physical change Temperature Volume Mass Precipitate

Compare and contrast physical and chemical

changes.

Recognize indicators of physical changes.

Recognize indicators of

chemical changes.

What are physical and chemical changes?

How can one tell whether a

change is chemical or physical?

Demonstration/Inquiry: Perform several examples of

physical and chemical changes and students cooperatively

decide whether the change is physical or chemical. Correct

misconceptions.

Brainstorm ways that humans use physical and chemical

changes.

Create a double bubble map comparing and contrasting

physical and chemical changes.

Laboratory Experiment: Breathing Yeasties (www.tryscience.com)

(CG1)

Laboratory Experiment: Making Ice Cream

Scream for Ice Cream

Write about a typical day in your life.

Trade your writing with a partner and have the partner to indicate

where physical and chemical changes are occurring and why

each is an example of a physical or chemical change.


4.07 Identify evidence supporting the law of

conservation of matter.

During an

ordinary chemical

reaction

Law of Conservation of Matter

Explain the law of conservation of matter.

What is the law of conservation of matter?

What happens during an

ordinary chemical reaction?

Summarize the law of conservation of matter.

Create a bridge map for law of

conservation of mass.

Laboratory Experiment: Vinegar, Baking Soda, and the

conservation of matter. http://www.coe.uh.edu/texasipc/unit

s/changes/conservation.pdf (CG1)


Law of Conservation of Matter http://www.science-

http://johunter.pbworks.com/FrontPage http://www.ikeepbookmarks.com/b

http://www.tryscience.com/












http://www.coe.uh.edu/texasipc/units/changes/conservation.pdf

http://www.coe.uh.edu/texasipc/units/changes/conservation.pdf

http://www.science-house.org/learn/CountertopChem/exp3.html







Curriculum Target

Date






matter

cannot be created or

destroyed.

In a chemical

reaction, the

total mass of the reactants

equals the total mass of

the products mass of the

products

house.org/learn/CountertopChem/e

xp3.html (CG1)

Compose a haiku that explains the law of conservation of matter.

rowse.asp?account=241761&clientWidth=0 http://go.hrw.com/gopages/sc.html

4. 08 Identify evidence

that some chemicals may contribute to

human health

conditions including:

Cancer.

Autoimmune disease.

Birth defects.

Heart

disease.

Diabetes.

Learning and

behavioral disorders.

Kidney

disease.

Identify health conditions

caused by certain chemicals.

What kinds of human health

conditions are caused by exposure to chemicals?

Cooperative Learning

Jigsaw Reading The jigsaw readings include

readings about cancer,

autoimmune diseases, birth defects, etc..

Auditory/Interpersonal

Read and analyze current articles on exposure to

chemicals and the impact on human health.

When doctors diagnose patients

with a disease or disorder, they often give the patient an information

sheet that summarizes the disease

or disorder. Create an information sheet that summarizes one of the

diseases or disorders which can be caused by exposure to certain

chemicals.

Write a script for and create a television commercial making

individuals aware of the health

conditions that result from being exposed to certain chemicals,

















Curriculum Target

Date






Asthma.

4.09 Describe factors that determine the

effects a chemical has on a living organism

including:

Exposure.

Potency.

Dose and the resultant

concentration of chemical

in the organism.

Individual

susceptibility.

Possible

means to eliminate or

reduce

effects.

Define exposure.

Define potency.

Describe dose.

Define individual

susceptibility.

What are the effects of exposure to chemicals on living

organisms?

Guided Inquiry: Provide examples of directions

for taking different medicines. Analyze why each type of

medicine requires a specific dosage and analyze the effects

of an overdose.

Guest Speaker: Pharmacist

Research a particular drug. Compose a report that explains the

exposure, potency, dose, susceptibility, and possible means

to eliminate or reduce effects of the drug.

You are Director of the Poison Control Center. Research the

effects of chemicals on living organisms. Create a Power Point

presentation explaining to the federal government why you are a

necessary organization.


4.10 Describe risks and benefits of chemicals

including:

Medicines.

Food

preservatives

Explain how chemicals are used in medicines.

Explain how chemicals are used in food preservatives.

Explain how chemicals are

used to increase crop

How are chemicals used in medicines?

How can chemicals be used to preserve foods?

How are chemicals used as

fertilizers?

Brainstorm a list of chemicals and the benefits and risks of

those chemicals in everyday

life. Correct misconceptions.

Cooperative learning Strategy Jigsaw Reading:

Different groups read

Research the discovery and development of salicyclic acid

(aspirin) and create a storyboard

detailing that process. (CG2)

Compose an essay from chemicals to humans detailing all of the

benefits that chemicals provide to

http://johunter.pbworks.com/FrontPage http://www.ikeep

















Curriculum Target

Date






.

Crop yield.

Sanitation.

yields.

Explain how chemicals are

used in santiation.

How are chemicals used in sanitation?

information on chemical uses

(medicines, food preservatives, crop yields, and sanitation) and

present a summary of their readings.

humans.

Create a Photo Story presentation

that shows examples of the benefits and risks of chemicals. Explain why

each photograph was included in

the presentation.

bookmarks.com/browse.asp?account=241761&clientWidth=0 http://go.hrw.com/gopages/sc.html


Anecdotal records, quizzes,

tests, diagnostic tests, questioning, journaling,

feedback, conferences, interviews, student self-

assessment

PLC-Created Assessments

Study Island Study Island





Curriculum Target

Date






5

The learner will conduct investigations

and utilize appropriate technologies and

information systems to

build an understanding of evidence of evolution

in organisms and landforms.

5. 01 Interpret ways in

which rocks, fossils, and ice cores record

Earth's geologic history and the evolution of life

including:

Geologic Time Scale.

Index Fossils.

Law of Superpositio

n.

Unconformity.

Evidence for climate

change.

Extinction of species.

Catastrophic events.

Fossil Ice Core Geologic Time Scale Index Fossil Law of Superposition Unconformity Extinction Catastrophism

3rd Nine Weeks (1st 4.5 weeks)

Understand the geologic

time scale.

Define index fossil.

Define Law of

Superposition.

Define unconformity.

How can the different periods

of geologic history be described?

What are index fossils?

What is the Law of Superposition?

What is unconformity?

What are some pieces of

evidence for climate changes of the past?

Kinesthetic:

Create a clay model that illustrates the the law of

superposition.

Thinking Maps

Visual/Artistic Create a f low map with pictures

and descriptions of each era of geologic time.

Visual/Artistic:

Illustrate the Law of Superposition

Logical/Mathematical: Create a line graph that

illustrates Earth‟s climate changes throughout time.

Analyze that data.

Create a graphic novel detailing the

adventures of a character who travels through geologic time.

Create a script for a mini-movie that

details a catastrophic event that

results in the extinction of species. The movie should detail the types of

organisms that were alive throughout the geologic era in which

the movie is set and the types of species that survived the

catastrophic event.

Pretend that all of Earth‟s geologic

history happened in one day. Compose a story about that day

with times accurately scaled.

Research an organism that lived throughout a specific era of geologic

time. Construct a 3-dimensional model of the organism and write a

description of the organism‟s

history.














Curriculum Target

Date






5.02 Correlate evolutionary theories

and processes:

Biological.

Geological.

Technological.

Evolution

Correlate biological, geological, and

technological evolutionary theories.

How do organisms change throughout time?

How do landforms change

throughout time?

Auditory/Intrapersonal: Explore and analyze text

related to evolutionary theories and processes (biological,

geological, and technological).

Explore and analyze text that

describes why antibiotics no longer work to effectively kill

certain types of bacteria.

Create a storyboard describing how an organism of a specific species

has evolved throughout time.

Compose an autobiography from the perspective of a mountain.

Detail all geological changes

throughout time.

Who Will Survive and Who Will Go? (DPI)

Ask-a-Rock Or Ice Core

Activity (DPI)














Curriculum Target

Date






5.03 Examine evidence that the geologic

evolution has had significant global

impact including:

Distribution

of living things.

Major

geological events.

Mechanical and chemical

weathering

Mechanical weathering Chemical weathering

Examine the distribution of living things on earth.

Identify major geological

events.

Compare/contrast mechanical and chemical

weathering.`

How has geologic evolution impacted the distribution of

living things?

What major geologic events have impacted Earth‟s geologic

history?

Visual/Auditory/Intrapersonal:

Explore and analyze the interactive tutorial on global

impacts of geologic evolution: http://www.ucmp.berkeley.edu/e

ducation/explotime.html

Create a graphic novel about the occurrence of an ice age.

Create a f lip book illustrating the

Earth throughout geologic time as it may have appeared. Include major

geologic events, landmasses, and major catastrophic events,

Create a Power Point to show possible reasons for the

extinction of the dinosaurs

(catastrophic events, sudden

change in climate, drought).


5. 04 Analyze satellite imagery as a method to

monitor Earth from space:

Spectral analysis.

Reflectance

Spectral Analysis Reflectance curve

Analyze spectral analyses.

Analyze reflectance curves.

Explain how satellite

imagery is used to monitor

Earth.

Explain how maps, ground

What is spectral analysis?

What are reflectance curves?

How do scientists monitor changes over time, land usage,

urban sprawl, and resource

management?

Visual/Interpersonal Explore, view, and analyze

satellite imagery data of Earth from space and text about

satellite imagery and remote sensing. (CG2)

Visual: Students create a map of earth

View and explore satellite imagery data of Earth from space to note

changes over time, land use, urban sprawl, and resource management.

Use this information to create an argumentative essay about what

these satellite images of Earth will

look like in the future. (CG 2)

http://johunter.pbworks.com/FrontPage http://www.ikeepbookmarks.com/browse.asp?accoun

http://www.ucmp.berkeley.edu/education/explotime.html

http://www.ucmp.berkeley.edu/education/explotime.html



















Curriculum Target

Date






curves.

5.05 Use maps, ground truthing and remote

sensing to make predictions regarding:

Changes over time.

Land use.

Urban sprawl.

Resource management

.

truthing, and remote

sensing are used to make predictions about land use,

urban sprawl, and resource management.

Remote Sensing

Demonstration: Blindfold a student and give the student

instructions to navigate the room and complete a task.

t=241761&clientWidth=0 http://go.hrw.com/gopages/sc.html


Anecdotal records, quizzes,

tests, diagnostic tests, questioning, journaling,

feedback, conferences, interviews, student self-

assessment


Study Island Study Island





Curriculum Target

Date






6

The learner will conduct investigations, use

models, simulations, and appropriate

technologies and

information systems to build an understanding

of cell theory.

6.01 Describe cell

theory:

All living

things are composed of

cells.

Cells provide structure and

carry on major

functions to sustain life.

Some

organisms are single

cell; other organisms,

including humans, are

multi-cellular.

Cell function

is similar in

all living things.

Cell theory 3rd Nine Weeks (2nd 4.5 Weeks)- 4th Nine Weeks (1st 4.5 Weeks)

Define cell.

Explain the tenets of cell

theory.

What are the main components

of the cell theory?

Why are cells important to living things?

How do cells function in living things?

Foldable:

Describe each component of cell theory. Rewrite each

component of cell theory in your own words.

Visual: Draw a picture to represent

each component of the cell theory.

Read, explore, and analyze text

related to cells and cell theory.


View cells from different living organisms under a microscope.

Sketch, color, label and diagram the cells. Compare/contrast cells from

different organisms.

Compare single-cell organisms to multi-cellular organisms. (CG1,

CG2)

Create a profile of Anton Von Leeuwenhoek and/or Robert Hooke.

Role play and video an interview with both scientists. Explain cell

theory and its development.


6.02 Analyze

structures, functions, and processes within

animal cells for:

Organelles Mitochondria Lysosomes

Identify and describe the

major roles of cellular organelles.

Analyze the interconnected

What are organelles?

What are examples of cell

organelles and how does each organelle assist in the functions

Thinking Maps

Create a bridge map for each organelle relating it to a part of

or person in a school.

Design and construct a 3-d edible

cell model. Label and describe each organelle found in the cell.

Design, create, and draw a cell

















Curriculum Target

Date






Capture and

release of energy.

Feedback

information.

Dispose of

wastes.

Reproduction

.

Movement.

Specialized

needs.

Nucleus Vacuoles Chloroplasts Ribosome ER Golgi Body Lysosome Centriole

relationship amongst

organelles and evaluate how this relationship

carries out necessary cellular processes.

and processes that occur

within the cell?

Visual:

Color, diagram, and describe the organelles located in a cell.

amusement park. The amusement

park should contain rides and attractions that represent the

functions of organelles.

Compose a story entitled, “A Cell Is

Like A School…” comparing organelles to the components of a

school.


6 .04 Conclude that

animal cells carry on

complex chemical processes to balance

the needs of the organism.

Cells grow and divide to

produce more cells.

Cells take in

nutrients to make the

energy for the work

cells do.

Mitosis Meiosis Sister Chromosomes Sister Chromatids Anaphase Telophase Metaphase Prophase Spindle fibers

Sequentially order the

stages of mitosis and

meiosis.

What is the cell cycle?

How is mitosis different from meiosis?

What types of complex

processes do cells carry out to balance the needs of an

organism?

Thinking Maps

Create a f low map for the

stages of mitosis and meiosis. Draw and describe what is

occurring in each stage of the cell cycle.

Read, explore, and analyze text

related to cell processes.

Create a clay animation movie or a

flipbook that illustrates the

processes of mitosis and meiosis.

Create a fictional daily agenda for a cell including all of the complex

chemical processes that cells undertake. Illustrate each

component of the agenda.

http://johunter.pbworks.com/FrontPage http://www.ikeepbookmarks.com/browse.asp?account=241761&clientWidth=0 http://go.hrw.com/gopages/sc.ht




















Curriculum Target

Date






Cells take in

materials that a cell or

an organism

needs.

ml


Anecdotal records, quizzes, tests, diagnostic tests,

questioning, journaling, feedback, conferences,

interviews, student self-assessment


Study Island Study Island EOG


Curriculum Target

Date






7 The learner will conduct investigations, use models, simulations, and appropriate technologies and information systems to build an understanding of microbiology.

7 .01 Compare and

contrast microbes:

Size, shape,

structure.

Whether

they are

living cells.

Microbes 4th Nine Weeks (2nd 4.5 Weeks)

Use size, shape, and

structure ro compare and contrast microbes.

What are microbes?

How are microbes different in

size, shape, and structure?

Are all microbes living things?

Visual:

Color and label different examples of microbes.

Visual/linguistic:

Color and diagram a virus and

compose a brief description of a virus.

Use a microscope to view

specimens of microbes. Sketch, color, label, and diagram each

different microbe. Compose a comparative analysis of the

microbes commenting on their size,

shape, and structure. (CG1)

Compose a cartoon about a virus as a non-living villain. The cartoon

should detail the size, shape, and structure of the virus.


7 .02 Describe

diseases caused by

microscopic

biological hazards

including:

Viruses.

Bacteria.

Parasites.

Contagions

.

Virus Bacteria Parasite Contagion Mutagen

Define virus.

Define bacteria.

Define contagion.

Define mutagen.

Describe diseases that are

caused by viruses, bacteria, contagions, and

mutagens.

What diseases are caused by viruses?

What diseases are caused by

bacteria?

What diseases are caused by

parasites?

What is a contagion?

What is a mutagen?

Cooperative Learning: Brainstorm a list of diseases

that are caused by bacteria, viruses, and parasites.

Compose a brief description of

the pathology and characteristics of each disease.

Create a Frayer model

vocabulary organizer for „mutagen.‟

Compose a graphic novel with the human immune system as the

superhero that destroys villains like viruses, bacteria, parasites,

contagions, and mutagens.

Create a wanted poster for each of

the microscopic biological hazards.

Research HIV and create a brochure that details the pathology,

transmission, and treatments of the disease. (CG2)

Research a disease caused by viruses, bacteria, and/or parasite.

Create a presentation that details

http://johunter.pbworks.com/FrontPage http://www.ikeepbookmarks.com/browse.asp?account=241761&clientWidth=0 http://go.hrw.co






















Curriculum Target

Date






Mutagens.

the specifics of disease including

pathology, transmission and treatment.

Research examples of mutagens.

Create a poster that details the

hazards of being exposed to a specific kind of mutagen.

m/gopages/sc.html

7.03 Analyze data to

determine trends or

patterns to

determine how an

infectious disease

may spread

including:

Carriers.

Vectors.

Conditions

conducive

to disease.

Calculate

reproductiv

e potential

of bacteria.

Carriers Vectors Reproductive potential

Explain how diseases are

transmitted.

Define carrier.

Define vector.

Define reproductive potential.

Collect and analyze data to determine the reproductive

potential of bacteria.

Mathematical/Logical/Visual:

Create and analyze a line graph based on bacterial reproduction

data.

Read, explore, and analyze text based on carriers and vectors

of diseases.

Thinking Map:

Create a double bubble map comparing and contrasting

carriers and vectors.


Where can we find bacteria? http://www.middleschoolscience.co

m/bacterialab.htm (CG1)


Mega Multiples of Microbes http://www.microbeworld.org/resour

ces/experiment.aspx

(CG1)

Create a cartoon detailing the spread of a disease. Explain the

transmission of the disease and the conditions that made the spread of

the disease possible.


7 04 Evaluate the

human attempt to

reduce the risk of

and treatments for

Antibiotic Evaluate the effectiveness of microbial treatments.

What types of medicines are used to destroy bacteria,

parasites, and viruses?

What is an antibiotic?

Brainstorm a list of different diseases. For each, identify the

drug used to counteract the disease. For each, explain how

the drug kills the microbe to

Conduct research to explore how the Food and Drug Administration

tests and approves drugs. Create a Power Point presentation from the

perspective of the CEO of the Food


http://www.middleschoolscience.com/bacterialab.htm

http://www.middleschoolscience.com/bacterialab.htm

http://www.microbeworld.org/resources/experiment.aspx

http://www.microbeworld.org/resources/experiment.aspx
















Curriculum Target

Date






microbial infections

including:

Solutions

with anti-

microbial

properties.

Antibiotic

treatment.

Research.

counteract the disease.

Visual/Thinking Maps

Create a f low map that illustrates how an antibiotic

works to kill bacteria.

and Drug Administration explaining

the process to companies who are developing drugs. (CG2)

Create an informative pamphlet

detailing the various types of anti-

microbial treatments work.



Anecdotal records, quizzes, tests, diagnostic tests,

questioning, journaling, feedback, conferences,

interviews, student self-assessment


Study Island Study Island EOG









middle grades curriculum guide for science 8 … · adhesion. s polarity. density and buoyancy....

Documents