Roselle School DistrictGrade 8 Science Curriculum

Unit 1: Life Science – Organization & Development

Essential Question(s) Enduring Understanding(s)

What do all living things have in common?

Living organisms have a variety of observable features that enable them to obtain food and reproduce.

Science Standards, 2009

5.3 Life Science: All students will understand that life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics.A. Organization and Development:  Living organisms are composed of cellular units (structures) that carry out functions required for life. Cellular units are composed of molecules, which also carry out biological functions.A1. Compare the benefits and limitations of existing as a single-celled organism and as a multi-cellular organism.A2. Relate the structures of cells, tissues, organs, and systems to their functions in supporting life.

5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that s A. Understand Scientific Explanations:  Students understand core concepts and principles of science and use measurement and observation tools to assist in categorizing, representing, and interpreting the natural and designed world. Students must acquire to be proficient in science.B. Generate Scientific Evidence Through Active Investigations:  Students master the conceptual, mathematical, physical, and computational tools that need to be applied when constructing and evaluating claims.C. Reflect on Scientific Knowledge:  Scientific knowledge builds on itself over time.D. Participate Productively in Science:  The growth of scientific knowledge involves critique and communication, which are social practices that are governed by a core set of values and norms.

Learning Expectations

Activities/Resources Student Strategies

Formative Assessments

TechnologyIntegration

TLWBAT…

Describe the characteristics of living

and nonliving things

Explain the cell theory and the events that led to the development of

the cell theory.

Compare and contrast the benefits of existing as a single-celled and multi-celled organism,

Assess how the benefits and limitations

affect survival and reproduction of an

organism.

Model ways in which organelles work

together to meet the cell’s needs.

Pre-assessment: The students will take a pre-assessment about the characteristics of life, cell structure and function.

Stations Activity: Students will observe various objects and organisms at different stations and classify them as living or nonliving based on their characteristics.Brain pop Video:Students will watch a video about the 6 kingdoms and complete a chart thereby describing the 6 kingdoms.

Stations Activity: Kingdoms of lifeSet up stations and place information cards about each kingdom at a station.  Also set up a microscope showing a prepared slide of an organism belonging to that kingdom. Students will visit each station, read the card, observe the organisms and describe their characteristics thereby identifying the kingdom.

Discuss the 7 levels of classification by completing a classification packet.

Activity: Classification using a Dichotomous keyStudents will use a dichotomous key to

IndividualSmall groupsOne-on-one instruction

Small group instruction

Peer tutoringStudents will

pair up to research the cell theory.

Students will pair up

Students will pair up and create their

own analogy of the cell.

Each student will create their own booklet.

Groups of 2-3 according to

academic ability.

Pre-assessmentDo Now

Oral questioningLab write-up with

analysis questionsTime line

Activity sheet with analysis questions.

Brain pop video quiz.

Exit ticket stating at least 3 organelles and their function.Create your own

analogy about the cell.

Analysis questions about the video.

MicroscopeComputers with

internet to research

Using smart board for PPT presentationMicroscopesTitle: Bacteria

Internet may be used for

research.Title: Bacteria and Viruses

identify, name, and describe 9 fish species.Lab: MicroscopeThe students will make a wet mount of the letter “e” and view it under the microscope thereby identifying and explaining the functions of the components of the microscope.Analyze how the microscope works and explain how it has helped the advancement of scientific research and human health.

Research Activity:The students will pair up and  research 2-3 scientists who made discoveries that led to the formulation of the cell theory.During presentations, students will take notes and use the notes to create a time line of discoveries that led to the cell theory and conclude by describing the 3 components of the cell theory.

Prokaryotic cell (bacteria)Describe the structure of a Prokaryotic cell and explain the function of each organelle found in this cell by labeling a diagram.

Activity: Surface area to Volume ratioExplain the benefits of being a single-celled organism in terms of surface area and volume ratio and the efficiency of obtaining materials within the cell for survival.

Video: BacteriaAs the students watch the video, they will answer analysis questions and explain the importance of bacteria in the environment and to humans.  Also explain the ways in which bacteria are harmful.

Eukaryotic cell (plant and animal)Explain the structure of a Eukaryotic cellExplain advantage and disadvantages of

existing as a single-celled organism (Prokaryotic cell) and as a multi-cellular

organism (Eukaryotic cell).Display diagrams of the type of cell for

students to view, discuss and take notes.Create a booklet about cell structure.

Students will circulate the room, read about each cell organelle at each station, answer the questions and color the cell organelles.Video: To describe how bacteria benefit the

environment/humans.Complete the “Cell City” activity that

compares the structure of a cell to a city.Use a Venn diagram to describe the

differences between the 2 types of cells.Activity about how volume limits the cell.

Explain how each level of organization in

multicellular organisms

List each level of organization and take notes.

Connect the structures of cells, tissues,

Students will pair up for this

activity

Given only some levels of

organization,

Use the internet to research the various levels of

contributes to the survival of the

organism.

Illustrate how the levels of organizations are

interconnected and how each depends on the level below in order to support an organism.

organs, and systems to their functions in supporting life of an organism.

Create a diagram of the levels of organization and show how each level is

dependent upon another.

describe how an organism is able to

function.

organization.

Roselle School DistrictGrade 8 Science Curriculum

Unit 2:  Life Science – Energy Transformations

Essential Question(s) Enduring Understanding(s)

How is matter transformed, and energy transferred/transformed in living systems?In what ways do organisms interact within ecosystems?

All organisms transfer matter and convert energy from one form to another.All animals and most plants depend on both other organisms and their environments for their basic needs.

Science Standards, 2009

5.3 Life Science: All students will understand that life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics.B. Matter and Energy Transformations:  Food is required for energy and building cellular materials. Organisms in an ecosystem have different ways of obtaining food, and some organisms obtain their food directly from other organisms.5.3.8.B.1:  Relate the energy and nutritional needs of organisms in a variety of lifestages and situations, including stages of development and periods ofmaintenance.5.3.8.B.2: Analyze the components of a consumer’s diet and trace them back toplants and plant products.C. Interdependence:  All animals and most plants depend on both other organisms and their environment to meet their basic needs. 5.3.8.C.1 Model the effect of positive and negative changes in population size ona symbiotic pairing.

5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that s A. Understand Scientific Explanations:  Students understand core concepts and principles of science and use measurement and observation tools to assist in categorizing, representing, and interpreting the natural and designed world.

Students must acquire to be proficient in science.B. Generate Scientific Evidence Through Active Investigations:  Students master the conceptual, mathematical, physical, and computational tools that need to be applied when constructing and evaluating claims.C. Reflect on Scientific Knowledge:  Scientific knowledge builds on itself over time.D. Participate Productively in Science:  The growth of scientific knowledge involves critique and communication, which are social practices that are governed by a core set of values and norms.

Language Arts Standards:RST.6-8.1. Cite specific textual evidence to support analysis of science and technical texts.RST.6-8.3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.RST.6-8.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.RST.6-8.2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.RST.6-8.9. Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.RST.6-8.7. Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.W.7.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.W.7.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.W.7.2c Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.W.7.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.W.7.2e Establish and maintain a formal style.W.7.2f Provide a concluding statement or section that follows from and supports the information or explanation presented.

Math Standards4.2.8 D. Units of Measurement 1. Solve problems requiring calculations that involve different units of measurement within a measurement system (e.g., 4’3” plus 7’10” equals 12’1”).

2. Use approximate equivalents between standard and metric systems to estimate measurements (e.g., 5 kilometers is about 3 miles). 3. Recognize that the degree of precision needed in calculations depends on how the results will be used and the instruments used to generate the measurements. 4. Select and use appropriate units and tools to measure quantities to the degree of precision needed in a particular problem-solving situation. 5. Recognize that all measurements of continuous quantities are approximations. 6. Solve problems that involve compound measurement units, such as speed (miles per hour), air pressure (pounds per square inch), and population density (persons per square mile).

Learning ExpectationsTLWBAT…

Activities/Resources Student Strategies Formative Assessments

TechnologyIntegration

Identify producers and consumers

Illustrate the process of photosynthesis as the production of food by plants (producers)

Compare the reactants and products of photosynthesis and defend photosynthesis as an endothermic reaction

Explain the interaction and interdependence between producers and consumers

Show the reactants and products of cellular respiration and model how

Define producers as organisms that make their own food and consumers as organisms that must eat in order to survive. Ask students to come up with examples of each.

Provide pictures of examples of producers and consumers and ask students to sort them into two columns and explain the different ways by which they attain sustenance

cellular respiration is an exothermic reaction

Analyze the connection between photosynthesis and cellular respiration

Categorize the different types of food that organisms eat throughouttheir life cycle

Assess how organisms’ food sources and requirements change overtime.

Inquiry- pose question, “if plants do not eat to survive, how do they provide their own food?”

Define “photo” as “light” and “synthesis” as “putting together (food)”

Inquiry- pose question, “why are plant leaves green?”

chromatography experiment-rub piece of leaf on filter paper and place in solvent-track rf values and use to identify pigments in leaf (chlorophyll- absorbs light)http://www.thenakedscientists.com/HTML/content/

kitchenscience/exp/chlorophyll-chromatography/

Photosynthesis let’s get into this raphttp://www.schooltube.com/video/dc732e59026d90ab949d/Photosynthesis%20lets%20get%20into%20this%20rap%20lyrics%20in%20description

Essay:  what type of reactions (endothermic or exothermic) store energy?  Does photosynthesis store energy or release energy?  Is photosynthesis an endothermic or exothermic reaction?

Review the reactants and products of photosynthesis

Trace the flow of energy between the sun, producers, and consumers- flow chart

Essay:  what is a producer?  Provide an example.  what is a consumer?  Provide an example.  What would happen to the cows in an area if there was a draught that preventing the grass in their grazing area from growing?

Cellular Respiration Fish Lab (titration)http://ed.fnal.gov/arise/guides/bio/4-Energetics/4d-EnergeticsCellRespTitration.pdfORCellular Respiration Yeast Labhttps://www.google.com/url?sa=f&rct=j&url=http://

www.biologyjunction.com/yeastfermentationlab.doc&q=&esrc=s&ei=ehpCUcnBLZXk4APRz4GIAQ&usg=AFQjCNEZI3ZE98hSfOxLB3Z97vhWEz4CoQ

Essay:  cellular respiration is the process by which cells release energy stored in the nutrients of your food.  when energy is released, is this reaction endothermic or exothermic? Where did the energy stored in your food orignally come from?

What are the reactants and products of photosynthesis? What are the reactants and products of cellular respiration?  What can we say about the relationship between

photosynthesis and cellular respiration?

Have each student identify the different types of foods they eat over the course of a week.  Compare those food choices to what a baby, toddler, and elderly person may consume. Explain why changes in diet are related to stage of development or lifespan.

Define ecosystems and food chains, and food webs

Explain the relationship between organisms within a food chain/food web

Interpret the role of photosynthesis in the food chain/food web

http://www.youtube.com/watch?v=9eZBzfnAogU&safe=activeVideo with guided notes

http://www.sheppardsoftware.com/content/

Model the flow of energy through an ecosystem, beginning at photosynthesis,and investigate how energy and matter are both acquired and used by each organism ina food web.

animals/kidscorner/games/foodchaingame.htmor http://www.ecokids.ca/pub/eco_info/topics/frogs/chain_reaction/play_chainreaction.cfmFood chain game (online)

What would happen if the sun went out?Write an essay describing 3 effects on 3 different members of a food chain if the sun suddenly did not shine on Earth for 1 full year?

Food web poster presentationdesign a poster incorporating at least 12 animals in the same ecosystem and describe how energy and matter are acquired by each

organism in the food web, begining with the sun and primary consumers.

Define symbiotic relationships and provide specific examples (predator/prey; parasite/host; scavenger/prey; decomposer/ prey;) of how the relationship affects survival of organisms

Given a specific symbiotic pairing, predict the effects of positive and negativechanges in population size.

Examine adaptations and its connection to symbiotic relationships and pairings

Classify abiotic and biotic features andcategorize the ways in which organisms interact within an ecosystem

http://www.cosmosmagazine.com/news/the-best-examples-symbiosis-nature/Symbiotic relationship examples

http://www.youtube.com/watch?v=gEcv3dBuOe4&safe=activeOrchid bees and orchids videohttp://www.youtube.com/watch?v=zSmL2F1t81Qmutualism, commensalism, and parasitism video

Research project

Assess the types of symbiotic relationships and adaptations that are used by living organisms in order to survive in their environment.

-Define predator/prey, parasite/host, scavenger/prey, and decomposer/prey relationships in ecology-Give an example of each (pairs of animals/plants) and how they fit into the specific relationship-Who loses and who gains from each relationship?

The orchid bees and orchids have a symbiotic relationship. What would happen to the population of orchids if orchid bees were eliminated by a new pesticide?

http://www.youtube.com/watch?v=l25MBq8T77w&safe=activeDarwin’s Finches videos- adaptations

Model the ways in which organisms interact within an ecosystem

Roselle School District

Grade 8 Science CurriculumUnit 3: Life Science – Genetics and Heredity

Essential Question(s) Enduring Understanding(s)

How do organisms change as they go through their life cycle?What happens if an organism is unable to change or adapt to changes encountered?

Organisms reproduce, develop, have predictable life cycles, and pass on some traits to their offspring.Selective differences may lead to dramatic changes in characteristics of a population over long periods of time.

Science Standards, 2009

5.3 Life Science: All students will understand that life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics.D. Heredity and Reproduction:  Organisms reproduce, develop, and have predictable life cycles. Organisms contain genetic information that influences their traits, and they pass this on to their offspring during reproduction.5.3.8.D.1 Defend the principle that, through reproduction, genetic traits are passedfrom one generation to the next, using evidence collected fromobservations of inherited traits.5.3.8.D.2 Explain the source of variation among siblings.5.3.8.D.3 Describe the environmental conditions or factors that may lead to achange in a cell’s genetic information or to an organism’s development,and how these changes are passed on.E. Evolution and Diversity:   Sometimes, differences between organisms of the same kind provide advantages for surviving and reproducing in different environments. These selective differences may lead to dramatic changes in characteristics of organisms in a population over extremely long periods of time.Organize and present evidence to show how the extinction of a species is related to an inability to adapt to changing environmental conditions using quantitative and qualitative data.Compare the anatomical structures of a living species with fossil records to derive a line of descent.

5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that s A. Understand Scientific Explanations:  Students understand core concepts and principles of science and use measurement

and observation tools to assist in categorizing, representing, and interpreting the natural and designed world. Students must acquire to be proficient in science.B. Generate Scientific Evidence Through Active Investigations:  Students master the conceptual, mathematical, physical, and computational tools that need to be applied when constructing and evaluating claims.C. Reflect on Scientific Knowledge:  Scientific knowledge builds on itself over time.D. Participate Productively in Science:  The growth of scientific knowledge involves critique and communication, which are social practices that are governed by a core set of values and norms.

Language Arts Standards:RST.6-8.1. Cite specific textual evidence to support analysis of science and technical texts.RST.6-8.3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.RST.6-8.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.RST.6-8.2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.RST.6-8.9. Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.RST.6-8.7. Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.W.7.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.W.7.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.W.7.2c Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.W.7.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.W.7.2e Establish and maintain a formal style.W.7.2f Provide a concluding statement or section that follows from and supports the information or explanation presented.

Math Standards4.2.8 D. Units of Measurement 1. Solve problems requiring calculations that involve different units of measurement

within a measurement system (e.g., 4’3” plus 7’10” equals 12’1”). 2. Use approximate equivalents between standard and metric systems to estimate measurements (e.g., 5 kilometers is about 3 miles). 3. Recognize that the degree of precision needed in calculations depends on how the results will be used and the instruments used to generate the measurements. 4. Select and use appropriate units and tools to measure quantities to the degree of precision needed in a particular problem-solving situation. 5. Recognize that all measurements of continuous quantities are approximations. 6. Solve problems that involve compound measurement units, such as speed (miles per hour), air pressure (pounds per square inch), and population density (persons per square mile).

Learning ExpectationsTLWBAT…

Activities/Resources Student Strategies

Formative Assessments

TechnologyIntegration

Describe traits as either inherited or acquired.

Differentiate between inherited and acquired traits.

Defend the principle that, through reproduction, genetic traits are passedfrom one generation to the next, using evidence collected fromobservations of inherited traits.

Explain the source of variation among siblings.

Show how, even though two people may have the same parents, patterns ofinheritance still allow for variations

Make a Face Activity

Identify environmental conditions that may affect a cell’s genetic information

Describe the environmental conditions or factors that may lead to achange in a cell’s genetic information or to an organism’s development,and how these changes are passed on.

Explain adaptation and extinction.

Organize and present evidence to show how the extinction of a species is related to an inability to adapt to changing environmental conditions using quantitative and qualitative data.

Identify analogous structures.

Compare the anatomical structures of a living species with fossil records to derive a line of descent.

Roselle School District

Grade 8 Science CurriculumUnit 4: Earth Science – Environmental Issues

Essential Question(s) Enduring Understanding(s)

How do changes in one part of the Earth system affect other parts of the system?

Earth’s components form systems that have cycles and patterns that allow us to make predictions. These systems continually interact at different rates of time, affecting the Earth locally and globally.

Science Standards, 2009

5.4 Earth Systems Science: All students will understand that Earth operates as a set of complex, dynamic, and interconnected systems, and is a part of the all-encompassing system of the universe.G. Biogeochemical Cycles:  The biogeochemical cycles in the Earth systems include the flow of microscopic and macroscopic resources from one reservoir in the hydrosphere, geosphere, atmosphere, or biosphere to another, are driven by Earth's internal and external sources of energy, and are impacted by human activity.5.4.8.G.1 Represent and explain, using sea surface temperature maps, how oceancurrents impact the climate of coastal communities.

5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that s A. Understand Scientific Explanations:  Students understand core concepts and principles of science and use measurement and observation tools to assist in categorizing, representing, and interpreting the natural and designed world. Students must acquire to be proficient in science.B. Generate Scientific Evidence Through Active Investigations:  Students master the conceptual, mathematical, physical, and computational tools that need to be applied when constructing and evaluating claims.C. Reflect on Scientific Knowledge:  Scientific knowledge builds on itself over time.D. Participate Productively in Science:  The growth of scientific knowledge involves critique and communication, which are social practices that are governed by a core set of values and norms.

Language Arts Standards:RST.6-8.1. Cite specific textual evidence to support analysis of science and technical texts.RST.6-8.3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

RST.6-8.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.RST.6-8.2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.RST.6-8.9. Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.RST.6-8.7. Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.W.7.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.W.7.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.W.7.2c Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.W.7.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.W.7.2e Establish and maintain a formal style.W.7.2f Provide a concluding statement or section that follows from and supports the information or explanation presented.

Math Standards4.2.8 D. Units of Measurement 1. Solve problems requiring calculations that involve different units of measurement within a measurement system (e.g., 4’3” plus 7’10” equals 12’1”). 2. Use approximate equivalents between standard and metric systems to estimate measurements (e.g., 5 kilometers is about 3 miles). 3. Recognize that the degree of precision needed in calculations depends on how the results will be used and the instruments used to generate the measurements. 4. Select and use appropriate units and tools to measure quantities to the degree of precision needed in a particular problem-solving situation. 5. Recognize that all measurements of continuous quantities are approximations. 6. Solve problems that involve compound measurement units, such as speed (miles per hour), air pressure (pounds per square inch), and population density (persons per square mile).

Learning ExpectationsTLWBAT…

Activities/Resources Student Strategies

Formative Assessments

TechnologyIntegration

Investigate a local or global environmental issue by defining the problem, researching possible causative factors, understanding the underlying science, and evaluating the benefits and risks of alternative solutions, such as reducing carbon footprint, global warming, global climate change, acid rain, etc.