Gloucester Township Public Schools Science Grade 8

Benchmark and Cross Curricular Key

__Red: ELA

__ Blue: Math

__ Green: Science

__ Orange: Social Studies

__ Purple: Related Arts

Benchmark Assessment: Noted for each Unit

Gloucester Township Public Schools

Science

Grade 8

Module/Unit Content Area Key Core Concepts

Unit 1: Structure and

Properties of Matter

Physical Science • Atomic Structure and Parts of

an Atom

• States of Matter

• Positions on the Periodic Table

• Natural vs Synthetic

Resources in Society

Unit 2: Chemical

Reactions

Physical Science • Physical and Chemical

Changes

• Chemical Reactions

• Conservation of Matter

• Energy Transfer

Unit 3: Natural

Selection and

Adaptation

Life Science • History of Life

• Fossil Organisms

• Embryological Development

• Genetic Variation of Traits

• Natural Selection

Unit 4: Growth,

Development, and

Reproduction of

Organisms

Life Science • Reproduction of animals and

plants

• Environmental and Genetic

Factors

• Mutations

• Asexual/ Sexual Reproduction

• Punnett Squares

• Heredity of desired traits

Unit 5: Human

Impact

Earth Science • Natural Hazards

• Human Consumption

• Technologies to forecast

catastrophic events

• Human Impacts on Earth’s

Systems

8th Grade

Science Curriculum Overview

Science Curriculum Overview

Grade Six Model Curriculum OverviewIntroduction: The sixth grade course focuses on five topics:Lab SafetyUnit 1: Waves and Electromagnetic RadiationUnit 2: Weather and ClimateUnit 3: History of EarthUnit 4: Space SystemsUnit 5: Structure, Function, and Information Processing

Grade Seven Model Curriculum OverviewIntroduction: The seventh grade course focuses on five topics:Lab SafetyUnit 1: Forces and InteractionsUnit 2: EnergyUnit 3: Matter and Energy in Organisms and EcosystemsUnit 4: Interdependent Relationships in EcosystemsUnit 5: Earth's Systems

Grade Eight Model Curriculum OverviewIntroduction: The eighth grade course focuses on five topics:Lab SafetyUnit 1: Structure and Properties of MatterUnit 2: Chemical ReactionsUnit 3: Natural Selection and AdaptationUnit 4: Growth, Development, and Reproduction of OrganismsUnit 5: Human Impact

How can particles combine to produce a substance with different properties?

How does thermal energy affect particles? Students build understandings of what occurs at the atomic and molecular scale. Students apply understanding that pure substances havecharacteristic properties and are made from a single type of atom or molecule. They also provide a molecular level accounts to explain states of matter and changes between states. The crosscutting concepts of cause and effect; scale, proportion and quantity; structure and function; interdependence of science, engineering, and technology; and influence of science, engineering and technology on society and the natural world are called out as organizing concepts for these disciplinary core ideas. Students demonstrate proficiency in developing and using models, and obtaining, evaluating, and communicating information. Students use these scientific and engineering practices to demonstrate understanding of the core ideas. The Grades 3-5 Storyline provides a summary of the understandings that students developed by the end of 5th grade.

Science- Grade: 8Unit 1: Structure and Properties of Matter

Length: Approx. 15 days

Essential Questions

• What are the physical properties of a solid, liquid, or gas?• Why is the atom the basic building block of all matter?• What are the atomic components of an atom?• What useful information does the periodic display about a given element and its

properties?• How do natural materials differ from synthetic?• What new materials could create medicine, food, and alternative fuel?• What role does thermal energy play in the change of states of matter?• How does energy affect the phase changes of solids, liquids, and gases.• What are the properties of compounds and mixtures and how do they differ?

Corresponding DCIs and PEs

Performance Expectations

Atomic StructureMS-PS1-1

Develop models to describe the atomic composition of simple molecules and extended structures. [Clarification Statement: Emphasis is on developing models of molecules that vary in complexity. Examples of simple molecules could include ammonia and methanol. Examples of extended structures could include sodium chloride or diamonds. Examples of molecular-level models could include drawings, 3D ball and stick structures, or computer representations showing different molecules with different types of atoms.] [Assessment Boundary: Assessment does not include valence electrons and bonding energy, discussing the ionic nature of subunits of complex structures, or a complete depiction of all individual atoms in a complex molecule or extended structure.]

Synthetic MaterialsMS-PS1-3

Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. [Clarification Statement: Emphasis is on natural resources that undergo a chemical process to form the synthetic material. Examples of new materials could include new medicine, foods, and alternative fuels.] [Assessment Boundary: Assessment is limited to qualitative information.]

States of MatterMS-PS1-4

Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. [Clarification Statement: Emphasis is on qualitative molecular-level models of solids, liquids, and gases to show that adding or removing thermal energy increases or decreases kinetic energy of the particles until a change of state occurs. Examples of models could include drawings and diagrams. Examples of particles could include molecules or inert atoms. Examples of pure substances could include water, carbon dioxide, and helium.]

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: 7/2

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8th-Unit 1: Structure and Properties of Matter

8th-Unit 1: Structure and Properties of Matter

Recommended Activities/Resources:

Domain Specific Vocabulary: solid, liquid, gas, thermal energy, Atomic Theory, atoms, molecules, Periodic

Table, element, proton, neutron, electron, evaporation, condensation, sublimation, valence electrons, atomic mass, atomic weight, atomic number, compounds, periods, groups, electron clouds, chemical formulas, atomic structures, compounds, mixtures, homogenous, heterogeneous

Other Activities:Unit Project: Element Research Project- Investigate all the properties of a given group of elements from the periodic table and identify all the physical and chemical properties of that group. Construct a poster identifying all of the findings with models and prepare oral presentations to the class.

Activity: Create a foldable on: solids, liquids, & gases.

Lab: Design a lab to compare melting/freezing/boiling point.

Lab: Prepare a sample of Slime/ GAK to show chemical reactions and bonding.

Activity: Create/Design a foldable on the periodic table families/properties.

Activity: Sketch electron configurations/ calculating neutrons.

Activity/Lab: Build models of atoms/molecules (various materials)

Activity: Design a bingo board using elements form the periodic table. “ Element BINGO”

Activity: Illustrate understanding of the Periodic Table through stations.

Lab: Compose Separate a Mixture Lab (sand, salt, iron filings)

Lab: Chem Mix Lab (mixtures- make their own/compare with each others) Make lemonade or ice tea for homogeneous mixtures.

Lab: Calculate the the mass of various objects using proper scientific tools.

Simulations: PhET- Simulate- Atomic Interactions/ Balancing Chemical Equations/ Build a Molecule/ Build an Atom/ Isotopes and Atomic Mass/ Models of a Hydrogen Atom/ Molecule Shapes/ States of Matter/ Gas Properties

Online Resources:

Teach Engineering Curriculum for K-12 Teachershttps://www.teachengineering.org/index.phpKhan Academyhttps://www.khanacademy.org/Edheadshttp://www.Edheads.orgBrainPophttps://www.brainpop.com/Study Jamshttp://studyjams.scholastic.com/studyjams/Jason Learning- Education Through Exploringwww.jason.orgMaster’s in Data Science- The Ultimate STEM Guide for Kidshttp://www.mastersindatascience.org/blog/the-ultimate-stem-guide-for-kids-239-cool-sites-about-science-technology-engineering-and-math/eGFIhttp://www.egfi-k12.org/Ck-12http://www.ck12.orgPhet – Interactive Simulationshttp://phet.colorado.edu/

Recommended Assessments

Benchmark Pre &Post Test; Labs, Classwork, Homework, Quizzes, Tests, Projects, Group work, Current Events, Journal Entries, Graphic Organizers, Foldables, and Games.

https://www.teachengineering.org/index.php

https://www.khanacademy.org/

http://www.edheads.org/

https://www.brainpop.com/

http://studyjams.scholastic.com/studyjams/

http://www.jason.org/

http://www.mastersindatascience.org/blog/the-ultimate-stem-guide-for-kids-239-cool-sites-about-science-technology-engineering-and-math/

http://www.egfi-k12.org/

http://www.ck12.org/

http://phet.colorado.edu/

What happens when new materials are formed?

What stays the same and what changes? Students understand what occurs at the atomic and molecular scale during chemical reactions. Students provide molecular level accounts toexplain that chemical reactions involve regrouping of atoms to form new substances, and that atoms rearrange during chemical reactions. Students are also able to apply an understanding of the design and the process of optimization in engineering to chemical reaction systems. The crosscutting concepts of patterns and energy and matter are called out as organizing concepts for these disciplinary core ideas. In these performance expectations, students are expected to demonstrate proficiency in developing and using models, analyzing and interpreting data, and designing solutions. Students use these scientific and engineering practices to demonstrate understanding of the core ideas. The Grades 3-5 Storyline provides a summary of the understandings that students developed by the end of 5th grade.

Science- Grade: 8Unit 2: Chemical Reactions


Essential Questions

• How can you predict the way an object would act given its physical properties?• How do the properties of materials determine their use?• How does the absorption of energy affect melting and boiling points?• Why do all chemical changes coexist with physical changes?• How can energy change forms?



Chemical ReactionsMS-PS1-2

Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. [Clarification Statement: Examples of reactions could include burning sugar or steel wool, fat reacting with sodium hydroxide, and mixing zinc with hydrogen chloride.] [Assessment Boundary: Assessment is limited to analysis of the following properties: density, melting point, boiling point, solubility, flammability, and odor.]

Conservation of Matter

MS-PS1-5

Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. [Clarification Statement: Emphasis is on law of conservation of matter and on physical models or drawings, including digital forms, that represent atoms.] [Assessment Boundary: Assessment does not include the use of atomic masses, balancing symbolic equations, or intermolecular forces.]

Transfer of EnergyMS-PS1-6

Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.* [Clarification Statement: Emphasis is on the design, controlling the transfer of energy to the environment, and modification of a device using factors such as type and concentration of a substance. Examples of designs could involve chemical reactions such as dissolving ammonium chloride or calcium chloride.] [Assessment Boundary: Assessment is limited to the criteria of amount, time, and temperature of substance in testing the device.]

Revised

: 7/2

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8th-Unit 2: Chemical Reactions

8th-Unit 2: Chemical Reactions


Domain Specific Vocabulary: matter, volume, density, melting point, boiling point, solubility, flammability,

odor, physical and chemical properties and changes, sinking/floating, thermal energy, conservation of matter, reaction

Other Activities:Unit Project: Solar Oven- Design and construct a solar oven that will maintain a given temperature in order to show the effects of the transfer of thermal energy on a food source such as s'mores.

Lab: Create a demonstration to show how heat and particle size relate to the speed of a reaction.“ Fast and Fizzy” Lab (using Alka-Seltzer tablets)

Lab: Design a lab to determine what affect salt has on the boiling point of water. (Bunsen/hotplate)

Lab: Interpret changes in Popcorn Lab (finding change in mass, volume, etc.). Trying to determine whether the popping of kernels is a physical or chemical change.

Lab/Demo: Identify and explain the properties of sublimation by using dry ice.

Activity: Design & Engineer “How many bears (or M&Ms) can your aluminum foil boat float?”

Lab: Calculate/Observe Volume/Density of regular and irregular shaped objects.

Lab: How do fluids of different densities behave? Design an experiment to show how a marble will move through liquids of different densities. (water, syrup, oil)

Demo: Observe and infer “Can eggs float?”

Simulations: PhET- Simulate Density/ reactions and Rates/ Salt and Solubility/ Sugar and Salt Solutions

Online Resources:Teach Engineering Curriculum for K-12 Teachershttps://www.teachengineering.org/index.php

Khan Academyhttps://www.khanacademy.org/

Edheadshttp://www.Edheads.org

BrainPophttps://www.brainpop.com/

Study Jamshttp://studyjams.scholastic.com/studyjams/

Jason Learning- Education Through Exploringwww.jason.org

Master’s in Data Science- The Ultimate STEM Guide for Kidshttp://www.mastersindatascience.org/blog/the-ultimate-stem-guide-for-kids-239-cool-sites-about-science-technology-engineering-and-math/

eGFIhttp://www.egfi-k12.org/

Ck-12http://www.ck12.org

Phet – Interactive Simulationshttp://phet.colorado.edu/













How does genetic variation among organisms in a species affect survival and reproduction?

How does the environment influence genetic traits in populations over multiple generations? Students analyze data from the fossil record to describe evidence of the history of life on Earth and construct explanations for similarities in organisms. They have a beginning understanding of the role of variation in natural selection and how this leads to speciation. They have a grade-appropriate understanding and use of the practices of analyzing graphical displays; using mathematical models; and gathering, reading, and communicating information. The crosscutting concept of cause and effect is central to this topic. The Grades 3-5 Storyline provides a summary of the understandings that students developed by the end of 5th grade.

Science- Grade: 8Unit 3: Natural Selection and Adaptations


Essential Questions

• How have species evolved throughout geological time?• What are the differences between acquired and inherited traits?• How does genetic variation influence an organism’s ability to survive and reproduce?• How does natural selection lead to population change over time?• How has a species embryological development changed over time?• How do scientists use fossils to infer evolutionary relationships?



UniformitarianMS-LS4-1

Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. [Clarification Statement: Emphasis is on finding patterns of changes in the level of complexity of anatomical structures in organisms and the chronological order of fossil appearance in the rock layers.] [Assessment Boundary: Assessment does not include the names of individual species or geological eras in the fossil record.]

Evolutionary Relationships

MS-LS4-2

Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. [Clarification Statement: Emphasis is on explanations of the evolutionary relationships among organisms in terms of similarity or differences of the gross appearance of anatomical structures.]

Organism Development

MS-LS4-3

Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. [Clarification Statement: Emphasis is on inferring general patterns of relatedness among embryos of different organisms by comparing the macroscopic appearance of diagrams or pictures.] [Assessment Boundary: Assessment of comparisons is limited to gross appearance of anatomical structures in embryological development.]

TraitsMS-LS4-4

Construct an explanation based on evidence that describes how genetic variations of traits in a populationincrease some individuals’ probability of surviving and reproducing in a specific environment. [ClarificationStatement: Emphasis is on using simple probability statements and proportional reasoning to construct explanations

Natural SelectionMS-LS4-6

Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time. [Clarification Statement: Emphasis is on using mathematical models, probability statements, and proportional reasoning to support explanations of trends in changes to populations over time.] [Assessment Boundary: Assessment does not include Hardy Weinberg calculations.]

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8th-Unit 3: Natural Selection and Adaptations

8th-Unit 3: Natural Selection and Adaptations


Domain Specific Vocabulary: evolution, fossils, endangered, extinct, genetics, traits, diversity, population,

natural selection, carrying capacity, adaptation, niche, immigrate, emigrate, death rate, birth rate, habitat, limiting factors, predator, prey, predator and prey adaptations, uniformitarian

Other Activities:Unit Project: Animal Adaptations- Invent a new type of mutation and environmental condition that might affect a population of animals. Hypothesize how this population might change over time, complete a journal entry addressing how populations change over time due to mutations, and compile all data in a table or graph to determine the population size based on mutations. They can integrate multimedia or visual displays into presentations to describe their findings.

Demo: Carrying Capacity: Make two groups one with 2 students and the second with 5 students. Make each group stand in a small box with a puzzle they have to try to put together. The students will see that the small group has easy access to the puzzle/food, and the bigger group has students helping with the puzzle/getting food and others s are standing around not having access to the puzzle/food.

Lab: Bird Beak Adaptation Lab- Use different tools to represent beaks. Predict which beak is better adapted to different environments ; then carry out an investigation to determine if hypothesis is correct.

Activity: Animal Adaptations Passport- Create a passport identifying physical and behavioral adaptations of a specific animal through research.

Simulation: PhET- Simulate Natural Selectionhttp://phet.colorado.edu/en/simulation/natural-selection













http://phet.colorado.edu/en/simulation/natural-selection











How do organisms grow, develop, and reproduce?Students understand how the environment and genetic factors determine the growth of an individual organism. They also demonstrate understanding of the genetic implications for sexual and asexual reproduction. Students develop evidence to support their understanding of the structures and behaviors that increase the likelihood of successful reproduction by organisms. They have a beginning understanding of the ways humans can select for specific traits, the role of technology, genetic modification, and the nature of ethical responsibilities related to selective breeding. At the end of the unit, students can explain how selected structures, functions, and behaviors of organisms change in predictable ways as they progress from birth to old age. The Grades 3-5 Storyline provides a summary of the understandings that students developed by the end of 5th grade.

Science- Grade: 8Unit 4: Growth, Development, and Reproduction of

OrganismsLength: Approx. 3 weeks

Essential Questions

• How does genetic variation influence an organism’s ability to survive and reproduce?• How is the survival of living things affected by heredity?• What is the difference between acquired and inherited traits?• How does the characteristics of animal behavior affect the reproduction of animals• How do limiting factors affect organism?• How can a mutation be helpful, harmful, or have no affect on organisms?

Corresponding DCIs and PEs Performance Expectations

Interactions Among Living ThingsMS-LS1-4

Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. [Clarification Statement: Examples of behaviors that affect the probability of animal reproduction could include nest building to protect young from cold, herding of animals to protect young from predators, and vocalization of animals and colorful plumage to attract mates for breeding. Examples of animal behaviors that affect the probability of plant reproduction could include transferring pollen or seeds, and creating conditions for seed germination and growth. Examples of plant structures could include bright flowers attracting butterflies that transfer pollen, flower nectar and odors that attract insects that transfer pollen, and hard shells on nuts that squirrels bury.]

Environmental and Genetic Factors

MS-LS1-5

Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. [Clarification Statement: Examples of local environmental conditions could include availability of food, light, space, and water. Examples of genetic factors could include large breed cattle and species of grass affecting growth of organisms. Examples of evidence could include drought decreasing plant growth, fertilizer increasing plant growth, different varieties of plant seeds growing at different rates in different conditions, and fish growing larger in large ponds than they do in small ponds.] [Assessment Boundary: Assessment does not include genetic mechanisms, gene regulation, or biochemical processes.]

Genes (Mutations)MS-LS3-1

Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism.[Clarification Statement: Emphasis is on conceptual understanding that changes in genetic material may result in making different proteins.] [Assessment Boundary: Assessment does not include specific changes at the molecular level, mechanisms for protein synthesis, or specific types of mutations.]

Sexual / AsexualReproduction

MS-LS3-2

Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. [Clarification Statement: Emphasis is on using models such as Punnett squares, diagrams, and simulations to describe the cause and effect relationship of gene transmission from parent(s) to offspring and resulting genetic variation.]

Revised

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http://nextgenscience.org/sites/ngss/files/3-5%20combined%20storyline.pdf

8th- Unit 4: Growth, Development, and Reproduction of Organisms

HeredityMS-LS4-5

Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. [Clarification Statement: Emphasis is on synthesizing information from reliable sources about the influence of humans on genetic outcomes in artificial selection (such as genetic modification, animal husbandry, gene therapy); and, on the impacts these technologies have on society as well as the technologies leading to these scientific discoveries.]

8th- Unit 4: Growth, Development, and Reproduction of Organisms


Domain Specific Vocabulary: reproduction, variation, sexual/asexual reproduction, genetic

variation/survival, Punnett Squares, genes, mutation-harmful/helpful, acquired/desired traits, inherited traits, genetic variation, traits, allele, homozygous, heterozygous, dominant, recessive, hybrid, purebred, offspring, probability, chromosomes, sex cells, genotype, phenotype, Mendel, pollination, heredity

Other Activities:Unit Project: Alien Offspring- Design and create parents with different traits and then create and investigate the possible outcomes of the genetic cross. Findings and models will then be presented to the class.

Activity: Read and interpret a chart to determine inherited traits. Class survey with wheel of traits from Cells and Heredity Book

Activity: Determine traits of characters using Punnett Squares. “Sponge Bob Genetics”

Activity: Design a Paper Pet by determining its traits – in textbook

Activity: Coin toss activity for probability. Calculate the probability of a family having a boy or girl offspring.

Lab: Identify the Genetic Mutation

Simulations: PhET- Simulate Gene expression-The basics/ Gene Machine























How can natural hazards be predicted?

How do human activities affect Earth systems? Students make sense of the ways that human activities impact Earth’s other systems. Students use several science and engineering practices to understand the significant and complex issues surrounding human uses of land, energy, mineral, and water resources and the resulting impacts of their development. The crosscutting concepts of patterns; cause and effect; and interdependence of science, engineering, and technology are used as organizing concepts for these disciplinary core ideas.

Science- Grade: 8Unit 5: Human Impacts


Essential Questions

• What environmental factors (human and natural) affect living things?• How does human consumption affect natural resources?• How has current technology allowed us to predict catastrophic events?• What steps can humans take to reduce their environmental impact on the earth?



Catastrophic Events

MS-ESS3-2

Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. [Clarification Statement: Emphasis is on how some natural hazards, such as volcanic eruptions and severe weather, are preceded by phenomena that allow for reliable predictions, but others, such as earthquakes, occur suddenly and with no notice, and thus are not yet predictable. Examples of natural hazards can be taken from interior processes (such as earthquakes and volcanic eruptions), surface processes (such as mass wasting and tsunamis), or severe weather events (such as hurricanes, tornadoes, and floods). Examples of data can include the locations, magnitudes, and frequencies of the natural hazards. Examples of technologies can be global (such as satellite systems to monitor hurricanes or forest fires) or local (such as building basements in tornado-prone regions or reservoirs to mitigate droughts).]

Human Impact on the Environment

MS-ESS3-3

Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.* [Clarification Statement: Examples of the design process include examining human environmental impacts, assessing the kinds of solutions that are feasible, and designing and evaluating solutions that could reduce that impact. Examples of human impacts can include water usage (such as the withdrawal of water from streams and aquifers or the construction of dams and levees), land usage (such as urban development, agriculture, or the removal of wetlands), and pollution (such as of the air, water, or land).]

Human PopulationMS-ESS3-4

Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems. [Clarification Statement: Examples of evidence include grade-appropriate databases on human populations and the rates of consumption of food and natural resources (such as freshwater, mineral, and energy). Examples of impacts can include changes to the appearance, composition, and structure of Earth’s systems as well as the rates at which they change. The consequences of increases in human populations and consumption of natural resources are described by science, but science does not make the decisions for the actions society takes.]

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8th-Unit 5: Human Impacts

8th-Unit 5: Human Impacts


Domain Specific Vocabulary: impact on atmosphere, pollution- natural/human, acid rain, smog,

environmental factors, carrying capacity, catastrophic events, deforestation, carbon monoxide, radon, green house effect, earthquakes, volcanic eruptions, global warming, biosphere, population

Other Activities:Unit Project: Oil Spill Activity- Students will have the opportunity to work in groups and investigate the effects of an “oil spill” in a water body. In a simulated “ocean” (a pan of water), students will drop a small amount of oil into the water and see the effects and interaction. In an introduction to the workshop, students discuss sources of pollution and oil contamination in water bodies – from point sources (tanker spills) and non-point sources (vehicle run-off). A brief discussion on preventing and cleaning up oil contamination will lead into the activity, in which the students will use a variety of materials to see what method works best for recovering the most oil from the water. The effects of dispersants are addressed in the form of soap droplets added to the water in the second phase of the activity, allowing students to examine the effects of such chemical dispersant that are commonly used in oil spill recoveries. Then the students will create a brief presentation on their finding to share and discuss with the groups.(http://www.stem.neu.edu/programs/k-12-school-field-trips/who-polluted-the-charles-oil-spill-cleanup/ )

Activities: Complete Human Impact Activity on Malaysia http://mnzoo.org/wp-content/uploads/2013/12/STEM-Quest.pdf













http://www.stem.neu.edu/programs/k-12-school-field-trips/who-polluted-the-charles-oil-spill-cleanup/

http://mnzoo.org/wp-content/uploads/2013/12/STEM-Quest.pdf











Maryland STEM: Innovation Today to Meet Tomorrow’s Global Challenges.

Skills Advanced

4

Proficient

3

Partially

Proficient

2

Needs

Improvement

1Creativity &

Innovation: How does

your project show

creativity?

The project shows

advanced creativity and

has unique aspects

The project is creative

and unique

The project has some

creative or unique

aspects

The project has little

creative or unique

aspects

Communication and

Collaboration: Is the

information

presented in a logical

sequential way? Do

you have graphs or

other visual

representations that

communicate your

plan/results?

All information and data

are presented in an

organized manner and

accurately

Most information is

clear and organized.

Data is represented

accurately

Some information is

clear and organized but

still reduces the impact

of the project

Information is not

organized. Information is

presented with random

data or data is presented

inaccurately.

Research and

information: What

research was done to

accomplish the

project? Use of

resources

The project

demonstrates

intentional research/

inquiry. All sources

were cited correctly.

Students used resources

responsibly

The project

demonstrates

research/inquiry. Most

sources were cited

correctly. Students used

all resources responsibly

The project

demonstrates some

research/inquiry. Some

sources were cited.

Students used resources

responsibly.

The project

demonstrates no

research. No sources

were cited. Students did

not use resources

Critical Thinking,

Problem solving,

Decision Making:

What problems did

you have to solve to

accomplish your goal?

Student demonstrates

high level thinking and

has taken logical steps to

accomplish their goal

and solved their

problem.

Student has taken logical

steps to accomplish their

goal and solve their

problem.

Student has taken steps

to accomplish their goal

and solve their problem

but were not logical or

clear.

Students did not

accomplish their goal or

communicate their

process clearly.

Technology

Operations and

Concepts: What

technology was used

on the project and

was it used correctly?

Multiple technology

resources were used on

the project correctly.

Student used all

technology in a

appropriate manner.

Technology was used on

the project correctly.

Student used all

technology in a

appropriate manner.

Little technology was

used on the project or

was not used correctly.

Student used all

technology in a

appropriate manner.

No technology was used

on the project or was

used incorrectly.

Student used technology

in an inappropriate

manner.

Comments: TOTAL: _____/20

STEM Project Rubric

Title of Project: ________________Name: _______________________

Category: (Circle One) Lab Project Investigation

Appendix A

Adaptations for Special Education Students, English Language Learners, and

Gifted and Talented Students

Making Instructional Adaptations

Instructional Adaptations include both accommodations and modifications.

An accommodation is a change that helps a student overcome or work around a disability or

removes a barrier to learning for any student.

Usually a modification means a change in what is being taught to or expected from a student.

-Adapted from the National Dissemination Center for Children with Disabilities

ACCOMMODATIONS MODIFICATIONS

Required when on an IEP or 504 plan, but can be implemented for any student to support their learning.

Only when written in an IEP.

Special Education Instructional Accommodations

Teachers shall implement any instructional adaptations written in student IEPs.

Teachers will implement strategies for all Learning Styles (Appendix B)

Teacher will implement appropriate UDL instructional adaptations (Appendix C)

Gifted and Talented Instructional Accommodations

Teacher will implement Adaptations for Learning Styles (Appendix B)

Teacher will implement appropriate UDL instructional adaptations (Appendix C)

English Language Learner Instructional Accommodations

Teachers will implement the appropriate instructional adaptions for English Language

Leaners (Appendix E)

APPENDIX B

Learning Styles Aadapted from The Learning Combination Inventories (Johnson, 1997)and VAK (Fleming, 1987)

Accommodating Different Learning Styles in the Classroom: All learners have a unique blend of sequential, precise, technical, and confluent learning styles. Additionally, all learners have a preferred mode of processing information- visual, audio, or kinesthetic. It is important to consider these differences when lesson planning, providing instruction, and when differentiating learning activities. The following recommendations are accommodations for learning styles that can be utilized for all students in your class. Since all learning styles may be represented in your class, it is effective to use multiple means of presenting information, allow students to interact with information in multiple ways, and allow multiple ways for students to show what they have learned when applicable.

Visual Utilize Charts, graphs, concept maps/webs, pictures, and cartoons in Power point presentations Highlight key tems /references materials in power point to refocus students on what is important Watch videos to learn information and concepts - BrainPop Encourage students to visulaize events as they read Study key terms from a word wall, flash cards Model by demonstrating tasks or showing a finished product - Labs Have written directions available for student Visual aides of symbols and meanings Visual References (bold words, new words, unfamiliar, etc) Use more document camera to model. Puzzles to help students match key terms with concepts

Audio Allow students to give oral presentations or explain concepts verbally Present information and directions verbally or encourage students to read directions aloud to themselves. Study Jams Utilize read alouds Utilize songs, rhymes, chants and choral response, Example – King Henry Died Monday Drinking Chocalate Milk – use for memorizing metric units Pearsonsuccessnet.com – audio textbook of our science series.

Kinesthetic Act out concepts and dramatize events – sing alongs of concepts Hands on lab activities Study Jam Foldables Stations activities – each station should have a different type of activity(math, reading, mini lab, poster/diagram/artistic station, Demo station – Get students moving around the classroom. Real life experiences checklist Reinforcement packets as a chapter review to prepare for tests. Assign first day you start chapter and collect the day of the test. Reflection questions from Essential questions of chapter. Interactive websites Brain Breaks – mini excersises to do in class to keep attention and re-energize. Trace words/sounds on paper, sand, or water Use manipulatives Allow students to depen knowledge through hands on projects

Sequential: following a plan. The learner seeks to follow step-by-step directions, organize and plan

work carefully, and complete the assignment from beginning to end without interruptions. Accommodations: Give a handout of an outline of the chapter concepts Repeat/rephrase directions on a daily basis Provide a checklist or step by step written directions Break assignments in to chunks – provide deadlines for each section or chunk when certain parts of project are to be completed by to keep student focused and moving on the assignment. Provide samples of desired products of both acceptable and not acceptable projects Provide a rubric of expectations and point value

Help the sequential students overcome these challenges: over planning and not finishing a task, difficulty reassessing and improving a plan, spending too much time on directions and neatness and overlooking concepts

Precise: seeking and processing detailed information carefully and accurately. The learner takes detailed

notes, asks questions to find out more information, seeks and responds with exact answers, and reads and writes in a highly specific manner. Accommodations: Provide detailed directions for assignments Provide checklists and rubrics of desired results and point values Model expectations and examples of desired possible answers Provide frequent feedback and encouragement Proofread rough copies and provide feedback Have students provide peer review and feedback

Help precise students overcome these challenges: overanalyzing information, asking too many questions, focusing on details only and not concepts

Technical: working autonomously, "hands-on," unencumbered by paper-and-pencil requirements. The

learner uses technical reasoning to figure out how to do things, works alone without interference, displays knowledge by physically demonstrating skills, and learns from real-world experiences Accommodations: Allow to work independently or as a leader of a group Give opportunities to solve problems and not memorize information Plan hands-on tasks Explain relevance and real world application of the learning Relate all material to real life situations –“What would you do if?” Ask students about their personal point of view and how they relate to a situation. Complete Webquest.com activities. These are individual tasks performed on the computer. Review games Give alternative assignments to dive deeper into the concepts Individual Research Will be likely to respond to intrinsic motivators, and may not be motivated by grades

Help technical students overcome these challenges: may not like reading or writing, difficulty remaining focused while seated, does not see the relevance of many assignments, difficulty paying attention to lengthy directions or lectures

Confluent: avoiding conventional approaches; seeking unique ways to complete any learning task. The

learner often starts before all directions are given; takes a risk, fails, and starts again; uses imaginative ideas and unusual approaches; and improvises. Accommodations: Allow choice in assignments Encourage creative solutions to problems Allow students to experiment or use trial and error approach Will likely be motivated by autonomy within a task and creative assignments Stations activities – Timing them at each station to keep them focused and moving on the task Scavenger Hunts - make a sheet with 20 blank squared numbered 1-20. Have an index card with a question posted on it that is assigned a specific number. Answer the question in the blank. If correct pick another card. Extra credit to teams that come in 1st 2nd, 3rd. Learning menu – Student picks their won activity to complete a task – Learning Tic-tac-Toe. Review Jeopardy More video added to class notes and power point presentations to break up information. Complete – students must answer questions from movie they are watching. Questions are usually in order of the movie. Design your own review game – Have students design a board game that goes with chapter concepts.

Help confluent students overcome these challenges: may not finish tasks, trouble proofreading or paying attention to detail

APPENDIX C

Universal Design for Learning Adaptations

Adapted from Universal Design For Learning

Teachers will utilize the examples below as a menu of adaptation ideas.

Provide Multiple Means of Representation

Strategy #1: Options for perception

Goal/Purpose Examples To present information through different modalities such as vision, hearing, or touch.

Use visual demonstrations, illustrations, and models

Present a power point presentation-make sure to use

graphics in presentation to keep students focused on

material.

Provide real world examples as you move through

information.

Do not put too much info on each powerpoint slide.

Hand on lab activities. Cut and paste

Foldables

Stations activities – moving around the room to perform

different tasks teaching the same type of information.

Closure Activities – Edhelper.com

Strategy #2: Options for language, mathematical expressions and symbols

Goal/Purpose Examples To make words, symbols, pictures, and mathematical notation clear for all students.

Use larger font size Highlight important parts of text. Have students also highlight key words in their notes. Annotate reference materials together. Re-type materials on instructional cards Acrostic method Mnemonic Sentences Venn Diagrams Mapping focusing on keys, legends, scales Creating collage. Example – food webs Creating games

Strategy #3: Options for Comprehension

Purpose Examples To provide scaffolding so students can access and understand information needed to construct useable knowledge.

Use KWL strategies or charts.

Provide written notes

Make predictions Word Walls with key terms. Could have students come up with the words for the wall. Make sure Essential Questions are posted and visible for all students to see. Make sure Daily objective of students goals are also posted so students know what is expected as their outcome for class that day. Graphic organizers and concept maps Creating Brochures, foldables, concept maps. Construct News Reports Have students create and teach powerpoint. Design a story in first person(from the perspective of the object being taught) Trading cards – come up with 3 facts about topic

Provide Multiple Means of Action and Expression

Strategy #4: Options for physical action

Purpose Examples To provide materials that all learners can physically utilize

Use of computers to type when available Provide help with cutting, pasting, or other physical tasks Preferential or alternate seating Provide assistance with organization Provide Study Guides Review and practice packets.(crosswords, word search, etc.) Change in Font size Foldables Provide copy of notes Access to teacher website to download class materials and videos. Create Mobiles Display posters/student work related to topics. Learning stations with examples of topics Provide Review packet at the beginning of each chapter. Should be turned in the day of the test. To be used as a study guide/reference. Make fortune teller for reviewing concepts.

Strategy #5: Options for expression and communication

Purpose Examples To allow the learner to express their knowledge in different ways

Allow oral responses or presentations Students show their knowledge with webs, charts, graphs, or non-linguistic representations, posters, brochures, etc. Hands on lab activities

Strategy #6: Options for executive function

Purpose Examples To scaffold student ability to set goals, plan, and monitor progress

Provide clear learning goals, scales, and rubrics Modeling skills and tasks Utilize checklists Give examples of desired finished product(Both good and bad projects so students can see what is acceptable and not.) Chunk longer assignments into manageable parts Teach and practice organizational skills Flip Books Design a Cartoon / Comic Strip Provide Timeline and deadlines. Provide library/computer research and use time

Provide Multiple Means of Engagement

Strategy #7: Options for recruiting interest

Purpose Examples To make learning relevant, authentic, interesting, and engaging to the student.

Provide choice and autonomy on assignments Use colorful and interesting designs, layouts, and graphics on written documents Use games, challenges, or other motivating activities(competition between groups for extra credit) Field trips Provide positive reinforcement for effort Bring in guest speakers. Relate topics to students lives. Have students bring in examples from home to share with the class. Have students pick their own partners.

Strategy #8: Options for sustaining effort and persistence

Purpose Examples To create extrinsic motivation for learners to stay focused and work hard on tasks.

Show real world applications of the lesson Utilize collaborative learning Incorporate student interests into lesson Praise growth and effort Recognition systems Behavior plans Offer extra credit rewards. Homework coupons Monthly drawings for prizes. School wide recognition program (Renaissance)

Strategy #9: Options for self-regulation

Purpose Examples To develop intrinsic motivation to control behaviors and to develop self-control.

Give prompts or reminders about self-control Self-monitored behavior plans using logs, records, journals, or checklists Ask students to reflect on behavior and effort Behavior contract. Model good behavior and manners Talk to students with respect and as an adult. Be specific in what you likes about their behavior. ( I really liked…..) Visual cues such as colored cards, popsicle sticks. Reminder cards on why they are here. Incentive days. Students must earn a certain amount of points to participate in a certain activity.

Appendix D

Gifted and Talented Instructional Accommodations

How do the State of NJ regulations define gifted and talented students?

Those students who possess or demonstrate high levels of ability, in one or more content areas, when

compared to their chronological peers in the local district and who require modification of their educational

program if they are to achieve in accordance with their capabilities.

What types of instructional accommodations must be made for students identified as gifted and talented?

The State of NJ Department of Education regulations require that district boards of education provide

appropriate K-12 services for gifted and talented students. This includes appropriate curricular and

instructional modifications for gifted and talented students indicating content, process, products, and

learning environment. District boards of education must also take into consideration the PreK-Grade 12

National Gifted Program Standards of the National Association for Gifted Children in developing programs..

What is differentiation?

Curriculum Differentiation is a process teachers use to increase achievement by improving the match

between the learner’s unique characteristics:

Prior knowledge Cognitive Level

Learning Rate Learning Style

Motivation Strength or Interest

And various curriculum components:

Nature of the Objective Teaching Activities

Learning Activities Resources

Products

Differentiation involves changes in the depth or breadth of student learning. Differentiation is enhanced with

the use of appropriate classroom management, retesting, flexible small groups, access to support personal,

and the availability of appropriate resources, and necessary for gifted learners and students who exhibit

gifted behaviors (NRC/GT, University of Connecticut).

Gifted & Talented Accommodations Chart

Adapted from Association for Supervision and Curriculum Development

Teachers will utilize the examples below as a menu of adaptation ideas.

Strategy Description Suggestions for Accommodation

High Level Questions

Discussions and tests, ensure the highly able learner is presented with questions that draw on advanced level of information, deeper understanding, and challenging thinking.

Require students to defend answers

Use open ended questions

Use divergent thinking questions

Ask student to extrapolate answers when given incomplete information

Tiered assignments

In a heterogeneous class, teacher uses varied levels of activities to build on prior knowledge and prompt continued growth. Students use varied approaches to exploration of essential ideas.

Use advanced materials

Complex activities

Transform ideas, not merely reproduce them

Open ended activity

Flexible Skills Grouping

Students are matched to skills work by virtue of readiness, not with assumption that all need same spelling task, computation drill, writing assignment, etc. Movement among groups is common, based on readiness on a given skill and growth in that skill.

Exempt gifted learners from basic skills work in areas in which they demonstrate a high level of performance

Gifted learners develop advanced knowledge and skills in areas of talent

Independent Projects

Student and teacher identify problems or topics of interest to student. Both plan method of investigating topic/problem and identifying type of product student will develop. This product should address the problem and demonstrate the student’s ability to apply skills and knowledge to the problem or topic

Primary Interest Inventory

Allow student maximum freedom to plan, based on student readiness for freedom

Use preset timelines to zap procrastination

Use process logs to document the process involved throughout the study

Learning Centers

Centers are “Stations” or collections of materials students can use to explore, extend, or practice skills and content. For gifted students, centers should move beyond basic exploration of topics and practice of basic skills. Instead it should provide greater breadth and depth on interesting and important topics.

Develop above level centers as part of classroom instruction

Interest Centers or Interest Groups

Interest Centers provide enrichment for students who can demonstrate mastery/competence with required work/content. Interest Centers can be used to provide students with meaningful learning when basic assignments are completed.

Plan interest based centers for use after students have mastered content

Contracts and Management Plans

Contracts are an agreement between the student and teacher where the teacher grants specific freedoms and choices about how a student will complete tasks. The student agrees to use the freedoms appropriately in designing and completing work according to specifications.

Allow gifted students to work independently using a contract for goal setting and accountability

Compacting A 3-step process that (1) assesses what a student knows about material “to be” studied and what the student still needs to master, (2) plans for learning what is not known and excuses student from what is known, and (3) plans for freed-up time to be spent in enriched or accelerated study.

Use pretesting and formative assessments

Allow students who complete work or have mastered skills to complete enrichment activities

Appendix E

English Language Learner Instructional Accommodations

Adapted from World-class Instructional Design and Assessment guidelines (2014), Teachers to English Speakers

of Other Languages guidelines, State of NJ Department of Education Bilingual

Science

Instruction:

Assign a buddy (who might speak same language)

Pre-teach difficult vocabulary

Simplify language, clarify or explain directions.

Provide translated test items. Translated test items can be read by the student and/or another bilingual

individual.

Build background (discuss, allow for questions, and use visuals if applicable) prior to giving assessment

to make the text meaningful.

Highlight key words or phrases.

Read aloud questions and possible answers, using a slower rate of speech, as the student follows along.

Allow ELL students to hear the text twice and have a second opportunity to check their answers.

Allow ELL students extended time.

Provide specific seating arrangement (close proximity for direct instruction and teacher assistance).

Response:

Allow flexibility in oral presentations (e.g. presentation aides, or small group settings).

Allow for oral response instead of written response (Provide bilingual directions).

Allow ELL’s multiple ways to show scientific concepts (pictures, act out, model, label)

Allow the use of word walls and vocabulary banks.

Gloucester Township Public Schools Science Grade 8

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