Department of Curriculum and Instruction Animal Kingdom Grade 8

Unit 5: Animal Kingdom
Content Area:
Course(s):
Time Period:
Length:
Status:
Science
Science 8 Accelerated
AprMay
8 weeks / Grade 8
Published
Title Section
Department of Curriculum and Instruction
Belleville Public Schools
Curriculum Guide
Animal Kingdom
Grade 8 Science Accelerated
Belleville Board of Education
102 Passaic Avenue
Belleville, NJ 07109
Prepared by: Sarah O'Farrell and Theresa Retkwa
Dr. Richard Tomko, Superintendent of Schools
Mr. Thomas D’Elia, Director of Curriculum and Instruction
Ms. Diana Kelleher, District Supervisor of ELA/Social Studies
Mr. George Droste, District Supervisor of Math/Science
Board Approved: August 22, 2016
Unit Overview
Unit 5: Animal Kingdom

Animal characteristics

Animal adaptations

Classification

Survey of invertebrates

Chordate and vertebrate characteristics

Survey of vertebrate classes (FARBM)
Students should expect to learn:

Adaptations of herbivore, carnivore, omnivore

What is an invertebrate

What is a chordate

What is a vertebrate

Life cycles and importance each phyla
NJSLS
SCI.6-8.MS-LS2-5.LS4.D.1
Changes in biodiversity can influence humans’ resources, such as food, energy,
and medicines, as well as ecosystem services that humans rely on—for example,
water purification and recycling.
SCI.6-8.MS-LS2-2.LS2.A.1
Similarly, predatory interactions may reduce the number of organisms or
eliminate whole populations of organisms. Mutually beneficial interactions, in
contrast, may become so interdependent that each organism requires the other
for survival. Although the species involved in these competitive, predatory, and
mutually beneficial interactions vary across ecosystems, the patterns of
interactions of organisms with their environments, both living and nonliving, are
shared.
SCI.6-8.MS-LS2-1.LS2.A.1
Organisms, and populations of organisms, are dependent on their environmental
interactions both with other living things and with nonliving factors.
SCI.6-8.MS-LS1-7.LS1.C.1
Within individual organisms, food moves through a series of chemical reactions in
which it is broken down and rearranged to form new molecules, to support
growth, or to release energy.
SCI.6-8.MS-LS2-5.LS2.C.1
Biodiversity describes the variety of species found in Earth’s terrestrial and
oceanic ecosystems. The completeness or integrity of an ecosystem’s biodiversity
is often used as a measure of its health.
SCI.6-8.MS-LS1-4.LS1.B.1
Animals engage in characteristic behaviors that increase the odds of reproduction.
Exit Skills
1. Descirbe the general characteristics of organisms in the Animal Kingdom
2. Identify physical and behavioral adaptations of herbivores, carnivores, and omnivores
3. Distinguish between vertebrates and invertebrates, radial and bilateral symmetry
4. Describe the origin and general characteristics of: sponges, cnidarians, playthelminthes, nematode, mollusca,
annelids, arthropods and echinoderms.
5. Explain ascending level of completxity of animal phyla bsed on evolutionary theory.
6. Identify the 4 characteristics shared by Chordates at some stage of development.
7. Differentiate between ectotherms and endotherms.
8. Describe the structure, adaptations of: Fish, amphibians, reptiles, birds and mammals.
9. Explain the evolutionary importance of the amniotic egg
10. Explain the importance of each group to humans and other organisms.
Enduring Understanding

Living organisms have a variety of observable features that enable them to obtain food and reproduce.

All living things have many of the same traits.

All living things interact wtih and cause changes in their environment.
Essential Questions



How do organisms change as they go through their life cycles?
In what ways are organisms of the same kind different from each other?
How do differences aid in survival?
Learning Objectives
Students will be able to use their learning of the complex nature of living organisms in order to predict if and how an
organism will sustain in given situations.
Students wil be able to differentiate between vertebrates and invertebrates.
Interdisciplinary Connections
Please list all and any cross-curricular content standards that link to this Unit.
LA.6-8.WHST.6-8.1
Write arguments focused on discipline-specific content.
LA.6-8.WHST.6-8.9
Draw evidence from informational texts to support analysis, reflection, and
research.
LA.6-8.WHST.6-8.2
Write informative/explanatory texts, including the narration of historical events,
scientific procedures/ experiments, or technical processes.
LA.6-8.RST.6-8.1
Cite specific textual evidence to support analysis of science and technical texts.
LA.6-8.RST.6-8.2
Determine the central ideas or conclusions of a text; provide an accurate summary
of the text distinct from prior knowledge or opinions.
LA.6-8.RST.6-8.3
Follow precisely a multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks.
LA.6-8.RST.6-8.4
Determine the meaning of symbols, key terms, and other domain-specific words
and phrases as they are used in a specific scientific or technical context relevant to
grades 6-8 texts and topics.
LA.6-8.RST.6-8.9
Compare and contrast the information gained from experiments, simulations,
video, or multimedia sources with that gained from reading a text on the same
topic.
MA.8.8.EE.B.5
Graph proportional relationships, interpreting the unit rate as the slope of the
graph. Compare two different proportional relationships represented in different
ways.
Alignment to 21st Century Skills & Technology
Key SUBJECTS AND 21st CENTURY THEMES
Mastery of key subjects and 21st century themes is essential for all students in the 21stcentury.
Key subjects include:

English, reading or language arts

World languages

Arts

Mathematics

Economics

Science

Geography

History

Government and Civics
21st Century/Interdisciplinary Themes
• Civic Literacy
.
• Environmental Literacy
.
• Financial, Economic, Business and Entrepreneurial Literacy
.
• Global Awareness
.
• Health Literacy
.
21st Century Skills
• Communication and Collaboration
.
• Creativity and Innovation
.
• Critical thinking and Problem Solving
.
• ICT (Information, Communications and Technology) Literacy
.
• Information Literacy
.
• Life and Career Skills
.
• Media Literacy
.
Technology Infusion
What technology can be used in this unit to enhance learning?
Smartboard
Document Camera
Podcasts
Discovery Education
BrainPop
Microscopes
Laptops
Khan Academy
Online polling
Prezi presentation
Differentiation
Additional activities and research projects will be incorporated when deemed appropriate.
Example: Observe species in the field outside at BMS. Complete a survey for the school.
Example: Participate in a presentation on Macroinvertebrates by Americorps volunteers and sort live species.
Special Education
•
printed copy of board work/notes provided
.
• additional time for skill mastery
.
• assistive technology
.
• behavior management plan
.
• Center-Based Instruction
.
• check work frequently for understanding
.
• computer or electronic device utilizes
.
• extended time on tests/ quizzes
.
• have student repeat directions to check for understanding
.
• highlighted text visual presentation
.
• modified assignment format
.
• modified test content
.
• modified test format
.
• modified test length
.
• multiple test sessions
.
• multi-sensory presentation
.
• preferential seating
.
• preview of content, concepts, and vocabulary
.
• reduced/shortened reading assignments
.
• Reduced/shortened written assignments
.
• secure attention before giving instruction/directions
.
• shortened assignments
.
• student working with an assigned partner
.
• teacher initiated weekly assignment sheet
.
• Use open book, study guides, test prototypes
.
ELL
•
teaching key aspects of a topic. Eliminate nonessential information
.
•
using videos, illustrations, pictures, and drawings to explain or clarif
.
• allowing products (projects, timelines, demonstrations, models, drawings, dioramas, poster boards,
charts, graphs, slide shows, videos, etc.) to demonstrate student’s learning;
.
• allowing students to correct errors (looking for understanding)
.
• allowing the use of note cards or open-book during testing
.
• decreasing the amount of workpresented or required
.
• having peers take notes or providing a copy of the teacher’s notes
.
• modifying tests to reflect selected objectives
.
• providing study guides
.
• reducing or omitting lengthy outside reading assignments
.
• reducing the number of answer choices on a multiple choice test
.
• tutoring by peers
.
• using computer word processing spell check and grammar check features
.
• using true/false, matching, or fill in the blank tests in lieu of essay tests
.
Intervention Strategies
•
allowing students to correct errors (looking for understanding)
.
•
teaching key aspects of a topic. Eliminate nonessential information
.
• allowing products (projects, timelines, demonstrations, models, drawings, dioramas, poster boards,
charts, graphs, slide shows, videos, etc.) to demonstrate student’s learning
.
• allowing students to select from given choices
.
• allowing the use of note cards or open-book during testing
.
• collaborating (general education teacher and specialist) to modify vocabulary, omit or modify items to
reflect objectives for the student, eliminate sections of the test, and determine how the grade will be
determined prior to giving the test.
.
• decreasing the amount of workpresented or required
.
• having peers take notes or providing a copy of the teacher’s notes
.
• marking students’ correct and acceptable work, not the mistakes
.
• modifying tests to reflect selected objectives
.
• providing study guides
.
• reducing or omitting lengthy outside reading assignments
.
• reducing the number of answer choices on a multiple choice test
.
• tutoring by peers
.
• using authentic assessments with real-life problem-solving
.
• using true/false, matching, or fill in the blank tests in lieu of essay tests
.
• using videos, illustrations, pictures, and drawings to explain or clarify
.
Evidence of Student Learning-CFU's
Please list ways educators may effectively check for understanding in this secion.
• Admit Tickets
.
• Anticipation Guide
.
• Common benchmarks
.
• Compare & Contrast
.
• Create a Multimedia Poster
.
• Define
.
• Describe
.
• Evaluate
.
• Evaluation rubrics
.
• Exit Tickets
.
• Explaining
.
• Fist- to-Five or Thumb-Ometer
.
• Illustration
.
• Journals
.
• KWL Chart
.
• Newspaper Headline
.
• Outline
.
• Question Stems
.
• Quickwrite
.
• Quizzes
.
• Red Light, Green Light
.
• Self- assessments
.
• Socratic Seminar
.
• Study Guide
.
• Teacher Observation Checklist
.
• Think, Pair, Share
.
• Think, Write, Pair, Share
.
• Top 10 List
.
• Unit tests
.
Primary Resources
1. Textbook and Glencoe supplementary materials
2. Internet resources
3. Science Department video DVD library
4. Laboratory materials
Ancillary Resources
1. Outdoor area of school
2. Guest speakers
3. Field trips
4. Hallway
5. Interactive lessons with behaviorally challenged classes.
Sample Lesson
Unit Name: Animal Kingdom
NJSLS: see below
Interdisciplinary Connection: Reading, writing, art
Statement of Objective: I will analyze text and create a fold-able that includes 5 parts organizing information on 5
classes of vertebrates and I will know I've got it if I can evaluate my peer's work using a student generated rubric
evaluating content including characteristics, importance and diagram
Anticipatory Set/Do Now: What is your favorite animal? Share with symbiotic partner.
Learning Activity:
1. Skim/scan text
2. create fold-able with 5 sections
3. complete including characteristic, importance and figure.
Student Assessment/CFU's: red light green light
Materials: post its, art box, text and paper
21st Century Themes and Skills: reading, communication and collaboration, critical thinking and problem solving
Differentiation/Modifications: Create your own rubric for assessment
Integration of Technology:document camera for completed student examplars.
SCI.6-8.MS-LS2-5.LS2.C.1
Biodiversity describes the variety of species found in Earth’s terrestrial and
oceanic ecosystems. The completeness or integrity of an ecosystem’s biodiversity
is often used as a measure of its health.