SCIENCE LESSON PLAN – QUARTER 1 Eighth Grade 2020-2021

UNIT 1 - Scientific Method and Inquiry Standards: Strand 1: Scientific Inquiry, concept 1-4 Concept 1: Observations, Questions, and Hypotheses Formulate predictions, questions, or hypotheses based on observations. Locate appropriate resources.

PO 1. Formulate questions based on observations that lead to the development of a hypothesis. PO 2. Use appropriate research information, not limited to a single source, to use in the development of a testable hypothesis. PO 3. Generate a hypothesis that can be tested.

Concept 2: Scientific Testing (Investigating and Modeling) Design and conduct controlled investigations.

PO 1. Demonstrate safe behavior and appropriate procedures (e.g., use and care of technology, materials, organisms) in all science inquiry. PO 2. Design a controlled investigation to support or reject a hypothesis. PO 3. Conduct a controlled investigation to support or reject a hypothesis. PO 4. Perform measurements using appropriate scientific tools (e.g., balances, microscopes, probes, micrometers). PO 5. Keep a record of observations, notes, sketches, questions, and ideas using tools such as written and/or computer logs.

Concept 3: Analysis and Conclusions Analyze and interpret data to explain correlations and results; formulate new questions.

PO 1. Analyze data obtained in a scientific investigation to identify trends. PO 2. Form a logical argument about a correlation between variables or sequence of events (e.g., construct a cause-and-effect chain that explains a sequence of events). PO 3. Interpret data that show a variety of possible relationships between two variables, including:

positive relationship

negative relationship

no relationship PO 4. Formulate a future investigation based on the data collected. PO 5. Explain how evidence supports the validity and reliability of a conclusion. PO 6. Identify the potential investigational error that may occur (e.g., flawed investigational design, inaccurate measurement, computational errors, unethical reporting). PO 7. Critique scientific reports from periodicals, television, or other media. PO 8. Formulate new questions based on the results of a previous investigation.

Concept 4: Communication Communicate results of investigations.

PO 1. Communicate the results of an investigation. PO 2. Choose an appropriate graphic representation for collected data:

line graph

double bar graph

stem and leaf plot

histogram PO 3. Present analyses and conclusions in clear, concise formats. PO 4. Write clear, step-by-step instructions for conducting investigations or operating equipment (without the use of personal pronouns). PO 5. Communicate the results and conclusion of the investigation.

DOK questions: Who was Marie Curie? Why do scientists ask questions? What do you think the example of Marie Curie tell us about scientists? What is physical science? What are some things that physical scientists study? Do physical scientists study the brain and how it works? Why or why not? What is earth science? What are some things that earth scientists might study? Why is the formation of volcanoes a topic that earth scientists would study? What is life science? What are some things that life scientists might study? Give an example of a science topic that overlaps all three fields. Why do scientists begin their studies by observing the natural world? Why do you think scientists try to predict results based on their observations? Why do scientists graph their data once they get results? Why is testing a hypothesis an important part of scientific inquiry? What do you think scientists do when their data does not support their hypothesis? What are some ways scientists can communicate their results? What could happen if scientists did not communicate the results of their investigations? What are some other scientific theories you can think of?

What makes the kinetic molecular theory a scientific theory? What does a scientific law state? What is the difference between a scientific law and a scientific theory? Is the description of how gravity works a scientific theory or a scientific law? How do you

know? Give examples of technology that we use every day. How do scientists use existing technology to develop new technology? What other new objects or events have scientists discovered? What can scientists learn from asking questions about diseases? How do scientific investigations help find answers to questions? What questions can you think of that scientific investigations might be able to answer? What is scientific literacy? What is critical thinking? How can you determine if scientific information you read is reliable? What is a question that science cannot answer? Determine whether the following question is something that science could answer: What is

the best way to travel to the moon?

Essential Questions: From text: 1 Scientific Inquiry What are some steps used during scientific inquiry? What are the results of scientific inquiry? What is critical thinking? 2 Measurement and Scientific Tools Why did scientists create the International System of Units (SI)? Why is scientific notation a useful tool for scientists? How can tools, such as graduated cylinders and triple-beam balances, assist physical scientists? • What are some steps used during scientific inquiry? • What are the results of scientific inquiry? • What is critical thinking? • Why did scientists create the International System of Units (SI)? • Why is scientific notation a useful tool for scientists? • How can tools, such as graduated cylinders and triple-beam balances, assist physical scientists? • Why are evaluation and testing important in the design process? • How is scientific inquiry used in a real-life scientific investigation?

From standards: Can I formulate questions based on observations? Can I use research information to develop a testable hypothesis? Can I generate a hypothesis that can be tested? Can I demonstrate safe behavior and appropriate procedures in science inquiry? Can I design a controlled investigation to support or reject a hypothesis? Can I conduct a controlled investigation to support or reject a hypothesis? Can I perform measurements using appropriate scientific tools? Can I keep records using appropriate scientific tools? Can I analyze data, obtained in a scientific investigation to identify trends? Can I formulate a logical argument about a correlation between variables and a sequence of events? Can I interpret data showing a variety of possible relationships between two variables? Can I formulate a future investigation based on collected data? Can I explain how evidence supports the validity and reliability of a conclusion? Can I identify the potential errors that may occur in a scientific investigation? Can I critique scientific reports from a variety of sources? Can I formulate new questions from the results of a previous investigation? Can I communicate the results of an investigation? Can I choose an appropriate graphic representation for collected data? Can I present analyses and conclusions in clear, concise formats? Can I write clear, step-by step instructions for conducting investigations? Can I communicate the results and conclusion of a scientific investigation?

Academic Vocabulary: From text:

critical thinking hypothesis inference observation prediction science scientific law scientific theory technology

From standards: Formulate Observations Research Testable Hypothesis Generate Tested Technology Appropriate Organisms Design Controlled

Investigations Investigation Measurements Appropriate Balances Microscopes Probes Micrometers Observations Notes Sketches Questions Computer Log Analyze Trends Formulate Correlation Variables Sequence Cause-and Effect Interpret Relationships Variables Positive relationship

Negative relationship Formulate Evidence Validity Reliability Potential Investigational error Flawed Critique Periodicals Media Communicate Graphic Representation Data Line Graph Double Bar Graph, Stem and Leaf Plot Histogram Conclusion Concise Formats Conducting Pronouns (personal) Communicate Results

Assessing preconceptions and misconceptions before instruction:

Pretest

Anticipation guide

Quick writes

Agree or disagree

Concept maps

KWL charts

What do you think ...?

Student generated questions

Preconception quizzes

Venn diagram

Science notebooks

Assessing understanding during instruction:

Quick writes/contrast with writing later in the unit

Quizzes

3-2-1

Jeopardy

Science notebook entries, lab write-ups

Fast fives, openers, board work

Ladder of Inference

Think, pair, share

Evidence/inference

T-charts

Whiteboards

Teacher observation/listening

Venn diagram

Science notebooks

Exit tickets

Target check

Assessing learning at the completion of instructional unit:

Tests

Posttest

Describe, draw the principle, law. Etc.

Concept map

Advanced organizer

Application of concepts to the real world

Poster books

Venn diagram

Contrast with quick writes from the beginning of the unit

Science notebooks

Performance Assessments

Week Bellwork: Engage: Explore: Explain: Evaluate: Reteach/Elaborate:

1 8/6-8/7 Introduction Pretest (year)

2 8/10-8/14 1) What does a scientist look like? 2) What does each –ologist specialize in? 3)Respond - All students should be required to wear uniforms at school. 4) Using the dates from the graph, describe how the number of invasive trout changes over time. 5) What new skills do you want to develop this school year? How will you build these skills?

Classroom Expectations Social Contract Lab Expectations Student Handbook INB Setup and practice Marking Text

Galileo Pretest

3 8/17-8/21

1)Who invented the bifocal spectacles? What purpose do they serve? How have they impacted society today? 2)Research Hypatia’s achievements in the world of science. What is she most known for? Write down three interesting facts about her life. 3)Define chemistry. Then, create a list of 5 potential jobs that students of chemistry can obtain. 4)Which job appeals to you the most? Complete graph 5)Using realistic scientific examples, explain how you would improve the modern day smart phone.

BrainPOP® Scientific Methods Learn how to think and solve problems like a scientist when Tim and Moby explore scientific methods in this BrainPOP®. Run Time: 2:53 min

Science Video Career: Bicycle Designer Learn what a bicycle designer does. Run Time: 2:03 min

Science Video Career: Astronomer Learn about how astronomers study the interactions in the Sun-Earth-Moon system and the universe. Run Time: 2:53 min

Science Video Career: Geologist Learn about what a research geologist does. Run Time: 4:53 min

Summarize – Students will read an article relating to a specific science concept. After reading the article, students will write a brief summary of the main ideas and key concepts contained in the article. Create – Students will create a “graffiti wall” that will include words, phrases, pictures, diagrams, and/or icons to represent a specific science concept. Each student or group of students will add to the existing creation at this station. Interpret – Students will interpret graphs, data tables, charts, diagrams, and/or pictures in order to answer a series of questions. Experiment – Students will conduct a quick experiment or hands-on activity in order to demonstrate a specific

Vocabulary What do you know?

1. Draw a four-column chart on the board. Use these column titles: Terms I know, Terms I've heard but don't know the definition, Terms I've never heard, and How it might relate to scientific inquiry.

2. Have students work in pairs to create one chart on a piece of paper. Ask each pair to group the vocabulary words under one of the first three columns.

3. Next, ask student pairs to record how they think those that they knew, and those that they have heard of, relate to scientific inquiry.

4. Ask students to rely on their charts during a class discussion. Create a class chart with the ideas from

Pretest (unit) Reading Essentials Student Notebook Presentations Marking Text/Cnotes INB activities Target check Bellwork Warmups Exit tickets Quizzes

Use Vocabulary (1–2) Guiding Questions: New Materials and Technology Quick Vocabulary, pp. 1–2 Content Vocabulary, p. 6 Vocabulary eFlashcards Vocabulary eGame Vocabulary Puzzlemaker Understand Key Concepts (3–5) Guiding Questions: Evaluating Scientific Information Key Concept Builder, pp. 12–15 Online Quiz BrainPOP®: Scientific Methods Interpret Graphics (6) Visual Literacy: The Process of Scientific Inquiry Critical Thinking (7) Guiding Questions: Science Cannot Answer All Questions Enrichment, p. 16 Challenge, p. 17 Virtual Lab: What

science concept. Navigate – Students will navigate through a card activity in order to decipher a code of symbols, numbers, and/or letters. Challenge – Students will complete a challenge of digital BOOM Cards using computers, laptops, or tablets with a modern web browser, task cards. Extend – Students will extend their knowledge of a specific science concept. Students will answer questions to provoke deeper thought of the real world applications of science.

all of the groups.

Text pg NOS 4-11 RE NOS 1-9 SN NOS Reading Strategy Summarize Have students reread the section. Ask them to write a short summary of the section. Students can refer to Table 4 to include additional information in their summaries. Marking text: Students will: Number the paragraphs. Circle the key terms, formulas, units of measurement, variables, theories, laws, principles. Underline relevant information, claims, definitions, scientific processes, and explanations. Box the numbers with their units. C-Notes: Students will use marked information to complete C-note for reading. Interactive Notebook Student Notebook

strategies are involved in solving a science problem? WebQuest: Just the Facts

4 8/24-8/28 Measurements NOS L2

1)Who invented the telephone? What purpose does it serve? How has it impacted society today? 2)A license must be required in order to operate a drone. State

Teacher Demo Measuring Liquids Fill five beakers and five graduated cylinders with various amounts of water. 1. Have volunteers measure the amount of

Explore It! #1 – Need meter sticks, rulers, thermometers, and beakers with warm/cold water. Explore It! #2 –

Lab Tools Speed Dating Text pg NOS 12-19 RE NOS 10-19 SN NOS Reading Strategy Summarize Have

Reading Essentials Student Notebook Presentations Marking Text/Cnotes INB activities Target check Bellwork

Use Vocabulary (1) Vocabulary: Description and Explanation Content Vocabulary, p. 21 Vocabulary eFlashcards Vocabulary eGame Vocabulary Puzzlemaker

and support your opinion. 3)Which would be the better class field trip: visiting a volcano or visiting a glacier? Explain your choice. 4)Complete graph. 5)Define biology. Then, create a list of 5 potential jobs that students of biology can obtain. Which job appeals to you the most?

water in each container. 2. Discuss the differences between measuring the amount, or volume, of water with a beaker and measuring the volume with a graduated cylinder. Some might say that it was faster to measure the water in the beaker because the beaker had divisions that were easier to see. They also might say that the graduated cylinder provided a measurement with more digits and is more accurate. 3. Ask: When might you use a beaker to measure a liquid in a lab and when might you use a graduated cylinder?

Need graduated cylinders, beakers, triple beam balances or digital scales. Read It! – Print several different copies of the reading passage so that multiple students can read at different paces. There are two leveled reading passages. The first one is on-level and the second one (labeled ”M”) is several grade levels below the original passage. Watch It! –YouTube video https://www.youtube.com/watch?v=hRAFPdDppzs Organize It! – Do the Research and Explore station before attempting this one. Write It! –Do the Research and Explore station before attempting this one. Research It! – The goo.gl link on the task card is case-sensitive. The original link: https://www.texasgateway.org/resource/measurement Assess It! – Do the Research and Explore station before attempting this one.

students reread the section. Ask them to write a short summary of the section. Students can refer to Table 4 to include additional information in their summaries. Marking text: Students will: Number the paragraphs. Circle the key terms, formulas, units of measurement, variables, theories, laws, principles. Underline relevant information, claims, definitions, scientific processes, and explanations. Box the numbers with their units. C-Notes: Students will use marked information to complete C-note for reading. Interactive Notebook Student Notebook

Warmups Exit tickets Quizzes

Understand Key Concepts (2–4) Visual Literacy: Tools and Accuracy Key Concept Builder, pp. 28–31 Online Quiz Interpret Graphics (5) Guiding Questions: Scientific Tools Critical Thinking (6) Guiding Questions: Measurement and Uncertainty Enrichment, p. 32 Challenge, p. 33 Math Skills (7) Math Skill Practice Math Skills, p. 26 Math Practice: Percent Error Math Personal Tutor: Find the Percent of Change

30 Review for Galileo

1)technology/discovery 2)scientist 3)career 4)graph 5)issue response

Review activities Review will include activities, poster making, sharing on docu-cam

Practice assessments Presentations INB activities Target check Bellwork Warmups Exit tickets Quizzes

31 Guided Investigatio

1)Draw a well-labeled diagram of the solar system and everything

Career: Structural Engineer Learn about what a structural

Truss Bridges Revising the Hypothesis

Scientific Process Skills Circuit (25 Questions) -Problem, Hypothesis,

Reading Essentials Student Notebook

Use Vocabulary (1–2) Visual Literacy: Testing the Hypothesis

n NOS L3

you know that is in it. 2)Owning exotic pets should be illegal. State and support your opinion. 3)How do you view failure? Is failure the end, or is failure an important lesson and motivator? 4)A friend shows you a bar graph made from data collected on endangered species. It’s not good. Identify problems with this graph and suggest improvements. 5)Nikola Tesla and Thomas Edison were both pioneers when it came providing electricity to the people. Edison had hired the genius Tesla to work for him, but their differences, pride and personalities caused them to compete and publicly insult one another instead of working together. List 5 strategies these two could have used to help them work with others they disagree with.

engineer does. Run Time: 4:15 min Teacher Demo Arch Bridge Arch bridges are one of the oldest types of bridges. You can demonstrate how they support weight by cutting out a strip of cardboard about one inch by eleven inches and bending it so it curves. 1. Place the cardboard on a table in an arch shape. 2. Press down on the center of the arch and ask students to observe what happens. 3. Place a stack of books at each end of the arch and press again. 4. Have students observe how the books keep the ends of the arch from spreading apart. Arches work by distributing force along the length of the arch.

Reading Strategy Questions and Answers Before students read the section entitled Revising the Hypothesis, have them list related topics they might find interesting. As they read or after reading, have students look for answers to their questions in the text. Teacher Demo Resonance Have a student hold a soda bottle to his or her ear while you blow across the mouth of a second bottle until you produce a clear note. The student should observe that his or her bottle will vibrate and produce a similar, yet weaker, sound. Explain that each object has a natural rate of vibration, depending on its nature, size, and shape. When two objects naturally vibrate at the same rate, one object can make the other object vibrate. Resonance has caused some bridge collapses. Transparency Focus on Content: Observations, Questions, and Hypotheses Use transparency to help students understand how observations, questions, and hypotheses are essential components of the Scientific Inquiry Process. Testing the Hypothesis

Investigation, Conclusion -Observation vs. Inference -Variables (Control, Dependent, ad Independent) -Length, Mass, Weight, Volume -Identifying Science Equipment Text pg NOS 20-29 RE NOS 17-24 SN NOS Reading Strategy Summarize Have students reread the section. Ask them to write a short summary of the section. Students can refer to Table 4 to include additional information in their summaries. Marking text: Students will: Number the paragraphs. Circle the key terms, formulas, units of measurement, variables, theories, laws, principles. Underline relevant information, claims, definitions, scientific processes, and explanations. Box the numbers with their units. C-Notes: Students will use marked information to complete C-note for reading. Interactive Notebook Student Notebook

Presentations Marking Text/Cnotes INB activities Target check Bellwork Warmups Exit tickets Quizzes

Content Vocabulary, p. 39 Vocabulary eFlashcards Vocabulary eGame Vocabulary Puzzlemaker Understand Key Concepts (3–4) Guiding Questions: Identifying Variables and Constants Key Concept Builder, pp. 46–49 Online Quiz Interpret Graphics (5) Guiding Questions: Gathering Information and Data, Hypothesize, Testing the Hypothesis, Drawing Conclusions Critical Thinking (6–8) Visual Literacy: Testing the Hypothesis Enrichment, p. 50 Challenge, p. 51

Real-World Science The Bridge Today The I-35W Bridge r Reading Strategy Summarize Have students reread the section entitled Testing the Hypothesis. Ask them to write a short summary of the section. Students can refer to Table 4 to include additional information in their summaries.

34 Independent Investigation NOS L3

1)Draw a well-labelled diagram showing features of the 3 states of matter. 2)Create a well-labelled pie graph using the percentages for atoms, cold dark matter and dark energy to show the composition of the universe. 3)Performance-enhancing drugs should be permitted in professional sports. State and support your opinion. 4)Words that end in –genic refer to something being caused, produced or formed. What does each –genic word cause? 5)What are your most beloved board, console or PC games to play? What makes those games fun to play?

Bridge activity, if materials are available. Find a replacement, if not.

Bridge activity, if materials are available. Find a replacement, if not.

Bridge activity, if materials are available. Find a replacement, if not.

Project Reading Essentials Student Notebook Presentations Marking Text/Cnotes INB activities Target check Bellwork Warmups Exit tickets Quizzes

UNIT 2 - Diversity, Adaptation, and Behavior Standards: Strand 4: Diversity, Adaptation and Behavior, concept 4

Concept 4: Diversity, Adaptation, and Behavior

Identify structural and behavioral adaptations. PO 1. Explain how an organism’s behavior allows it to survive in an environment. PO 2. Describe how an organism can maintain a stable internal environment while living in a constantly changing external environment. PO 3. Determine characteristics of organisms that could change over several generations. PO 4. Compare the symbiotic and competitive relationships in organisms within an ecosystem (e.g., lichen, mistletoe/tree, clownfish/sea anemone, native/non-native species). PO 5. Analyze the following behavioral cycles of organisms:

hibernation

migration

dormancy (plants) PO 6. Describe the following factors that allow for the survival of living organisms:

protective coloration

beak design

seed dispersal

pollination.

DOK questions: Who was Charles Darwin? How does Darwin’s theory of evolution by natural selection explain how species change over time? How are adaptations evidence of natural selection? What evidence from living species supports the theory that species descended from other species over time? How are Earth’s organisms related? How do the populations in a community interact? What are camouflage and mimicry? How do camouflage and mimicry differ? What are some examples of living parts and nonliving parts of the environment that species are adapted to? Does an individual in a species develop adaptations for its environment? What is a behavior? How do behaviors help animals maintain homeostasis? How does an animal's body maintain constant internal conditions or homeostasis? What body responses change during hibernation? What is the difference between migration and hibernation? What is the response of some animals to the opposite of cold weather—extreme heat?

Essential Questions:

From text: Theory of Evolution by Natural Selection Who was Charles Darwin? How does Darwin's theory of evolution by natural selection explain how species change over time? How are adaptations evidence of natural selection?

Biological Evidence of Evolution What evidence from living species supports the theory that species descended from other species over time? How are Earth's organisms related?

Symbiotic and Competitive Relationships

What is a symbiotic relationship? What are three types of symbiotic relationships? Why are boxer crabs and sea anemones an example of mutualism? How is a symbiotic relationship different from a cooperative relationship?

What is commensalism? Why is commensalism considered a type of symbiotic relationship? Explain why the epiphytes and the tree in Figure 20 are an example of commensalism.

From standards: Can I explain how an organism allows itself to survive? Can I describe how an organism can remain stable in a changing external environment? Can I determine characteristics of organisms that change over generations? Can I compare symbiotic and competitive relationships within an ecosystem? Can I analyze behavioral cycles of organisms? Can I describe factors that allow living organisms to survive?

Would the relationship between epiphytes and trees still be commensal if the epiphytes' roots absorbed nutrients from the tree? Explain. What is parasitism? List five ways species in a community interact. In Figure 21, how will the

spider become a host for parasites? Why do you think it is an advantage for a parasite to kill its host?

Behaviors and Behavior Cycles Why do you think a hibernating animal is so hard to "wake up"? Bears are the best-known

hibernators, but some scientists say that bears do not really hibernate. Why do you think that is?

Academic Vocabulary: Organism Organism behavior Environment Stable Internal environment External environment Characteristics

Survive Generations Compare Symbiotic Competitive Ecosystem Behavioral cycles Hibernation

Migration Dormancy (plants) Factors Survival Protective Coloration Beak design Seed dispersal Pollination

Assessing preconceptions and misconceptions before instruction:

Pretest

Anticipation guide

Quick writes

Agree or disagree

Concept maps

KWL charts

What do you think ...?

Student generated questions

Preconception quizzes

Venn diagram

Science notebooks

Assessing understanding during instruction:

Quick writes/contrast with writing later in the unit

Quizzes

3-2-1

Jeopardy

Science notebook entries, lab write-ups

Fast fives, openers, board work

Ladder of Inference

Think, pair, share

Evidence/inference

T-charts

Whiteboards

Teacher observation/listening

Venn diagram

Science notebooks

Exit tickets

Target check

Assessing learning at the completion of instructional unit:

Tests

Posttest

Describe, draw the principle, law. Etc.

Concept map

Advanced organizer

Application of concepts to the real world

Poster books

Venn diagram

Contrast with quick writes from the beginning of the unit

Science notebooks

Performance Assessments

Week Bellwork: Engage: Explore: Explain: Evaluate: Reteach/ Elaborate:

5 8/31-9/4

1)Complete this mind map by listing the qualities of a great friend. 2)Within 10 years, all new vehicles that are sold must be electric. State and support your opinion. 3)“Change is the end result of all true

What's Science Got to do With It? Killer Bees Africanized, or "killer" bees, behave very differently from European bees. See what scientists know about Africanized bees and the impact they have on European bees. Run Time: 7:31 min

Teacher Demo

Lesson 1 MiniLab How do species change over time? Students hypothesize, illustrate, and explain the intermediate stages of a species' biological change over time. Materials: species I.D. note cards, chart paper, colored

Adaptations Teacher Demo Bird Beaks Display the beaks of a variety of birds that are common to your area. Have students hypothesize the type of food that each bird is adapted to eat. Point out that beaks are a structural adaptation. Birds also have

Reading Essentials Student Notebook Presentations Marking Text/Cnotes INB activities Target check Bellwork Warmups Exit tickets Quizzes

Use Vocabulary (1–3) Vocabulary Guiding Questions Charles Darwin, Environmental Interactions Content Vocabulary, p. 31 Vocabulary eFlashcards Vocabulary eGame Vocabulary Puzzlemaker Understand Key Concepts

(4–6)

learning.” - Leo Buscaglia Do you agree with this quote? Do you think you will change this year? 4)A friend shows you a graph made from observations of a science experiment. It’s not good. Identify problems with this graph and suggest improvements. 5)Which careers or fields are you interested in? What excites you about these types of jobs?

Birds Display photos of a variety of different birds. Focus on characteristics such as their legs, feet, and bills. Ask students to identify characteristics all the birds have in common and how they are different. List their responses on chart paper or the board.

pencils and markers Skill Practice Can you observe changes through time in collections of everyday objects? Students identify how objects change over time and in what ways the changes affected the objects. Materials: multiple copies of three sets of pictures of common items that have changed over time Summarize – Students will read an article relating to a specific science concept. After reading the article, students will write a brief summary of the main ideas and key concepts contained in the article. Create – Students will create a “graffiti wall” that will include words, phrases, pictures, diagrams, and/or icons to represent a specific science concept. Each student or group of students will add to the existing creation at this station. Interpret – Students will interpret graphs, data tables, charts, diagrams, and/or pictures in order to answer a series of questions. Experiment – Students will conduct a quick experiment or hands-on activity in order to demonstrate a specific science concept. Navigate – Students will navigate through a card activity in order to decipher a code of symbols, numbers, and/or letters. Challenge –

behavior adaptations for getting food. Text pg 198-215 RE Ch6 91-102 SN 6 Reading Strategy Summarize Have students reread the section. Ask them to write a short summary of the section. Students can refer to Table 4 to include additional information in their summaries. Marking text: Students will: Number the paragraphs. Circle the key terms, formulas, units of measurement, variables, theories, laws, principles. Underline relevant information, claims, definitions, scientific processes, and explanations. Box the numbers with their units. C-Notes: Students will use marked information to complete C-note for reading. Interactive Notebook Student Notebook

Key Concept Checks Key Concept Builder, pp. 38–41 Personal Tutor: Natural Selection Online Quiz Interpret Graphics (7–8) Visual Literacy, Natural Selection Critical Thinking (9) Guiding Questions AL, Natural Selection Enrichment, p. 42 Challenge, p. 43 WebQuest: Origin of Birds Extend – Students will extend their knowledge of a specific science concept. Students will answer questions to provoke deeper thought of the real world applications of science.

Students will complete a challenge of digital BOOM Cards™ using computers, laptops, or tablets with a modern web browser. Extend – Students will extend their knowledge of a specific science concept. Students will answer questions to provoke deeper thought of the real world applications of science.

6 9/7 1)In your opinion, what is the greatest environmental concern? What should be done about this? 2)Experiment: Group 1 drinks 500 mL of coffee a day, group 2 drink 500 mL of tea a day, group 3 is a control group. At the end of 60 days all participants’ blood pressure is tested. Write a scientific question for the experiment. Be sure to include the independent and dependent variable in your question. What considerations do the researchers need to take in order to ensure this experiment is fair?

Vocabulary Apply a Term to Humans 1. Write the word migration on chart paper or the board. 2. As the lesson will explain, some animals make annual migrations, or instinctive seasonal movements, when winter is approaching. They return to their "home base" with the coming of spring. 3. In a more general sense, humans migrate too, although many do not return to their point of origin. At least 100,000 years ago, early modern humans migrated out of Africa. Since then, human migrations have populated the entire Earth. 4. Lead a classroom discussion about migration. Ask students what sort of human and animal migrations might result from climate change. Teacher Demo Protection from Predators Display a variety of photographs showing animals that use camouflage and mimicry. Look for photos in which

Lesson 2 Launch Lab Are there variations within your class? Students determine whether there are variations within their class and graph the results. Materials: meterstick MiniLab Who survives? Students design a moth with camouflage for a specific environment and observe a simulated process of natural selection. Materials: scissors, paper, markers, ruler, transparent tape Lesson 3 Launch Lab How is the structure of a spoon related to its function? Students observe that, although spoons are similar in structure, they have differences that serve different functions. Materials: set of three spoons of a variety of shapes and uses (such as ladle, teaspoon, slotted

Text pg 456-464 RE Ch13 207-213 SN 13 Text pg 758-766 RE Ch21 359--364 SN 21 Reading Strategy Summarize Have students reread the section. Ask them to write a short summary of the section. Students can refer to Table 4 to include additional information in their summaries. Marking text: Students will: Number the paragraphs. Circle the key terms, formulas, units of measurement, variables, theories, laws, principles. Underline relevant information, claims, definitions, scientific processes, and explanations. Box the numbers with their units. C-Notes: Students will use marked information to complete C-note for reading.

Reading Essentials Student Notebook Presentations Marking Text/Cnotes INB activities Target check Bellwork Warmups Exit tickets Quizzes

Use Vocabulary (1–2) Guiding Questions AL, Symbiotic Relationships Content Vocabulary, p. 46 Vocabulary eFlashcards Vocabulary eGame Vocabulary Puzzlemaker Understand Key Concepts (3–5) Key Concept Checks Key Concept Builder, pp. 55–58 Online Quiz Interpret Graphics (6–7) Critical Thinking (8–9) Guiding Questions AL, Symbiotic Relationships Enrichment, p. 59 Challenge, p. 60

the animals are in their natural environment.

spoon, serving spoon, wooden spoon, soup spoon, grapefruit spoon) for each group MiniLab How related are organisms? Students determine variations among humans and organisms by comparing amino acid differences in cytochrome c. Lab Model Adaptations in an Organism Students hypothesize how physical adaptations affect organisms. Materials: clay, colored pencils and markers, toothpicks, construction paper, creative construction materials, glue, scissors Summarize – Students will read an article relating to a specific science concept. After reading the article, students will write a brief summary of the main ideas and key concepts contained in the article. Create – Students will create a “graffiti wall” that will include words, phrases, pictures, diagrams, and/or icons to represent a specific science concept. Each student or group of students will add to the existing creation at this station. Interpret – Students will interpret graphs, data tables, charts, diagrams, and/or pictures in order to answer a series of questions. Experiment –

Interactive Notebook Student Notebook

Students will conduct a quick experiment or hands-on activity in order to demonstrate a specific science concept. Navigate – Students will navigate through a card activity in order to decipher a code of symbols, numbers, and/or letters. Challenge – Students will complete a challenge of digital BOOM Cards™ using computers, laptops, or tablets with a modern web browser. Extend – Students will extend their knowledge of a specific science concept. Students will answer questions to provoke deeper thought of the real world applications of science.

31 1)technology/discovery 2)scientist 3)career 4)graph 5)issue response

Review for Galileo

Review activities Review will include activities, poster making, sharing on docu-cam

Practice assessments Presentations INB activities Target check Bellwork Warmups Exit tickets Quizzes

UNIT 3 - Reproduction and Heredity

Standards included:

Stand 2: History and Nature of Science

Concept 1: History of Science as a Human Endeavor

Identify individual, cultural, and technological contributions to scientific knowledge. PO 1. Identify how diverse people and/or cultures, past and present, have made important contributions to scientific innovations PO 2. Evaluate the effects of the following major scientific milestones on society:

Mendelian Genetics

Stand 4: Life Science

Concept 2: Reproduction and Heredity Understand the basic principles of heredity.

PO 1. Explain the purposes of cell division:

growth and repair

reproduction PO 2. Explain the basic principles of heredity using the human examples of:

eye color

widow’s peak

blood type PO 3. Distinguish between the nature of dominant and recessive traits in humans.

DOK questions in the text: Why was it important for Mendel to use pea plants for breeding experiments? Has anyone ever told you that you have your mother's ears or her eyes? What kind of evidence could you collect to predict whether you would pass that trait on to your children? What is a true-breeding plant? Give some examples of true-breeding plants and animals that you experience in daily life. Why did Mendel perform cross-pollination experiments? Why was it important for Mendel to use a large number of plants for each cross? Why was it important for Mendel to use true-breeding plants in his experiments? Predict the offspring of a cross between two true-breeding pea plants with smooth seeds. To gather large amounts of data, Mendel performed the same crosses over and over again. Did this help him draw better conclusions? Why or why not? What pattern did Mendel see when he crossed two hybrids? What is a hybrid plant? Are hybrid plants true-breeding? Explain. What pattern of inheritance did Mendel find in the offspring of the hybrid crosses? Imagine that you crossed pea plants 10 times that were hybrid for green pod color. Nine times, offspring were in a ratio of approximately 3:1, green:yellow. One time, it produced offspring in a

ratio of 1:1, green:yellow. Should you repeat the experiment? Explain. What is a dominant trait? What is a recessive trait? What did Mendel conclude about inherited traits? How do dominant and recessive factors interact?

Essential Questions:

From text: • Why did Mendel perform cross-pollination experiments? • What did Mendel conclude about inherited traits? • How do dominant and recessive factors interact? • What determines the expression of traits? • How can inheritance be modeled? • How do some patterns of inheritance differ from Mendel’s model? • What is the order of the phases of meiosis, and what happens during each phase? • Why is meiosis important? • What is mitosis, and why is it beneficial? • What is DNA? • What is the role of RNA in protein production? • How do changes in the sequence of DNA affect traits?

From standards: Can I identify how diverse people and/or cultures, past and present, have made important contributions to scientific innovations such as Mendel? Can I evaluate the effects of the following major scientific milestones on society such as

Mendelian Genetics? Can I explain cell division and its purpose? Can I explain the basic principles of heredity? Can I distinguish between dominant and recessive traits?

Academic Vocabulary:

Cell division Purpose Growth and repair Reproduction Principles Heredity Widow’s peak Blood type Distinguish

Punnett Square Generation Inherited DNA RNA Chromosome Gene Phases Meiosis

Traits Dominant Recessive

Mitosis Genotype Phenotype

Assessing preconceptions and misconceptions before instruction:

Pretest

Anticipation guide

Quick writes

Agree or disagree

Concept maps

KWL charts

What do you think ...?

Student generated questions

Preconception quizzes

Venn diagram

Science notebooks

Assessing understanding during instruction:

Quick writes/contrast with writing later in the unit

Quizzes

3-2-1

Jeopardy

Science notebook entries, lab write-ups

Fast fives, openers, board work

Ladder of Inference

Think, pair, share

Evidence/inference

T-charts

Whiteboards

Teacher observation/listening

Venn diagram

Science notebooks

Exit tickets

Target check

Assessing learning at the completion of instructional unit:

Tests

Posttest

Describe, draw the principle, law. Etc.

Concept map

Advanced organizer

Application of concepts to the real world

Poster books

Venn diagram

Contrast with quick writes from the beginning of the unit

Science notebooks

Performance Assessments

Week Bellwork: Engage: Explore: Explain: Evaluate: Reteach/ Elaborate:

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3)Describe a law you would pass to protect the bees from pesticides. How would this law be enforced? 4)Three different representations of the same data are shown, each with its own drawbacks. For each type of graph, identify a drawback and suggest a solution. 5)State and support your choice: Would you rather have employment for everyone in the country or electricity for everyone in the world?

BrainPOP® Heredity This BrainPOP® explains how organisms pass traits from one generation to the next. Run Time: 2:45 min Vocabulary Build a Class Definition 1. Write the word genetics on the board. 2. Ask: What other words begin with gen-? generate, generation, generous, genuine Have students look up genetics and any new words in a dictionary to compare and contrast the roots. Students should see that these words relate to origins or beginnings. The suffix -etic means "of or relating to." 3. Build a class definition for genetics. Have students record the accepted

What makes you unique? Purpose To observe physical traits that show simple Mendelian inheritance and to generate questions about how traits are inherited. Before You Begin On the board, draw a data table Guide the Investigation • Demonstrate to students

what one of the traits looks like. (e.g., I have attached earlobes.)Earlobes Ask students to have a classmate sitting near them evaluate their earlobes. ThumbsAsk students to make a thumbs-up sign to observe the angle of

Text pg 146-185 RE Ch5 67-71 SN Ch5 Reading Strategy Summarize Have students reread the section. Ask them to write a short summary of the section. Students can refer to Table 4 to include additional information in their summaries. Marking text: Students will: Number the paragraphs. Circle the key terms, formulas, units of measurement, variables, theories, laws, principles. Underline relevant information, claims, definitions, scientific processes, and explanations.

Reading Essentials Student Notebook Presentations Marking Text/Cnotes INB activities Target check Bellwork Warmups Exit tickets Quizzes

Use Vocabulary (1–3) Review Vocabulary Science Use v. Common Use Quick Vocabulary, pp. 3–4 Content Vocabulary, p. 9 Vocabulary eFlashcards Vocabulary eGame Vocabulary Puzzlemaker Understand Key Concepts (4–6) Key Concept Checks Key Concept Builder, pp. 17–20 Online Quiz BrainPOP®: Heredity Interpret Graphics (7) Visual Literacy, First-Generation Crosses Critical Thinking (8–9) Guiding Questions AL, True-Breeding Plants; Mendel's Conclusions Enrichment, p. 21 Challenge, p. 22 Math Skills (10) Math Skills, p. 15 Math Practice : Use Ratios Math Personal Tutor: Write

definition in their Science Journals. Possible: Website “Pick from the Pot” https://goo.gl/sPl7ww activity

their thumbs. Interlacing Fingers Ask students to fold their hands together. The thumb that appears on top (right or left) indicates which trait type they have.

• For each trait, have students report their trait type by a show of hands. Have a student volunteer count the number and record it in the data table.

Think About This 1. Students might correctly infer that their traits were inherited from their parents. 2. Not necessarily. To accurately predict dimples in offspring, students would need to know the genotypes of both parents. However, more information can be inferred by looking at past generations. Facial dimples are inherited with one dominant gene. 3. Key Concept Expect students to know that their traits came from their biological parents. They might use the terms chromosomes, DNA, and so on. If so, ask them what they know about the term and to explain. Summarize – Students will read an article relating to a specific science concept. After reading the article,

Box the numbers with their units. C-Notes: Students will use marked information to complete C-note for reading. Interactive Notebook Student Notebook

Ratios as Fractions Extend – Students will extend their knowledge of a specific science concept. Students will answer questions to provoke deeper thought of the real world applications of science.

students will write a brief summary of the main ideas and key concepts contained in the article. Create – Students will create a “graffiti wall” that will include words, phrases, pictures, diagrams, and/or icons to represent a specific science concept. Each student or group of students will add to the existing creation at this station. Interpret – Students will interpret graphs, data tables, charts, diagrams, and/or pictures in order to answer a series of questions. Experiment – Students will conduct a quick experiment or hands-on activity in order to demonstrate a specific science concept. Navigate – Students will navigate through a card activity in order to decipher a code of symbols, numbers, and/or letters. Challenge – Students will complete a challenge of digital BOOM Cards™ using computers, laptops, or tablets with a modern web browser. Extend – Students will extend their knowledge of a specific science concept. Students will answer questions to provoke deeper thought of the real world applications of science.

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1)Who invented the steam engine? What purpose does it serve? How has it impacted society today? 2)Research Earle’s achievements in the world of science. What is she

Teacher Demo Phenotype v. Genotype Wear a flashy outfit to class, such as a brightly-colored sweater or a funny hat. 1. Ask students to describe

Ooglies project

Text pg 146-185 RE Ch5 72--77 SN Ch5 Reading Strategy Summarize Have students

Reading Essentials Student Notebook Presentations Marking Text/Cnotes INB activities Target check

Use Vocabulary (1–3) Review Vocabulary Science Use v. Common Use Quick Vocabulary, pp. 3–4 Content Vocabulary, p. 9 Vocabulary eFlashcards Vocabulary eGame

most known for? Write down three interesting facts about her life. 3)Define anatomy. Then, create a list of 5 potential jobs that students of anatomy can obtain. Which job appeals to you the most? 4)Complete the graph 5)State and support your choice: Would you rather have employment for everyone in the country or electricity for everyone in the world?

your overall appearance while a volunteer records responses on the board. This is analogous to phenotype. 2. Have students classify their descriptions into traits that are inherited and those that are not inherited. This is analogous to genotype.

reread the section. Ask them to write a short summary of the section. Students can refer to Table 4 to include additional information in their summaries. Marking text: Students will: Number the paragraphs. Circle the key terms, formulas, units of measurement, variables, theories, laws, principles. Underline relevant information, claims, definitions, scientific processes, and explanations. Box the numbers with their units. C-Notes: Students will use marked information to complete C-note for reading. Interactive Notebook Student Notebook

Bellwork Warmups Exit tickets Quizzes

Vocabulary Puzzlemaker Understand Key Concepts (4–6) Key Concept Checks Key Concept Builder, pp. 17–20 Online Quiz BrainPOP®: Heredity Interpret Graphics (7) Visual Literacy, First-Generation Crosses Critical Thinking (8–9) Guiding Questions AL, True-Breeding Plants; Mendel's Conclusions Enrichment, p. 21 Challenge, p. 22 Math Skills (10) Math Skills, p. 15 Math Practice : Use Ratios Math Personal Tutor: Write Ratios as Fractions

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1)Complete this mind map by listing the qualities of a great teacher. 2)What conclusions can you make from examining the GeoChart? 3)Bias is prejudice for or against something, which is usually unfair. For example, a pro-gas group might title an article about electric cars, “Electric car company undercutting oil industry” while environmentalists might write, “Humanity’s salvation: electric cars are here!” An unbiased reported may title the article, “Company to

Text pg 146-185 RE Ch5 78-82 SN Ch5 Reading Strategy Summarize Have students reread the section. Ask them to write a short summary of the section. Students can refer to Table 4 to include additional information in their summaries. Marking text: Students will: Number the paragraphs. Circle the key terms, formulas, units of measurement, variables,

Reading Essentials Student Notebook Presentations Marking Text/Cnotes INB activities Target check Bellwork Warmups Exit tickets Quizzes Posttest

Use Vocabulary (1–3) Review Vocabulary Science Use v. Common Use Quick Vocabulary, pp. 3–4 Content Vocabulary, p. 9 Vocabulary eFlashcards Vocabulary eGame Vocabulary Puzzlemaker Understand Key Concepts (4–6) Key Concept Checks Key Concept Builder, pp. 17–20 Online Quiz BrainPOP®: Heredity Interpret Graphics (7) Visual Literacy, First-Generation Crosses Critical Thinking (8–9) Guiding Questions AL, True-Breeding Plants; Mendel's Conclusions

manufacture 12000 electric cars”. It is important to identify whether your news sources are biased. Write news report headlines that express each group’s bias towards a proposed oil pipeline being built next to a national park. 4)Humans should colonize Mars. State and support your opinion. 5)Hospitals are divided into different departments depending on the type of ailment. State where you would find a patient that had: (list ailments)

theories, laws, principles. Underline relevant information, claims, definitions, scientific processes, and explanations. Box the numbers with their units. C-Notes: Students will use marked information to complete C-note for reading. Interactive Notebook Student Notebook

Enrichment, p. 21 Challenge, p. 22 Math Skills (10) Math Skills, p. 15 Math Practice : Use Ratios Math Personal Tutor: Write Ratios as Fractions

32 1)technology/discovery 2)scientist 3)career 4)graph 5)issue response

Review for Galileo

Review activities Review will include activities, poster making, sharing on docu-cam

Practice assessments Presentations INB activities Target check Bellwork Warmups Exit tickets Quizzes