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.
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