Alexander County Schools 2012 - 2013
Unit: : Earth Systems, Structures, and Processes-- Basics of Fresh
Water
Common Core and/or Essential Standards:
Q1
Q2
Q3
Q4
Transfer: Students will be able to independently use their learning
to . . .
8.E.1.1 Explain the structure of the hydrosphere including water
distribution on earth and local river basins and water availability.
Understand how water recycles itself
8.E.1.3 Predict the safety and portability of water supplies in NC based
on physical and biological factors.
Recognize freshwater sources
Identify factors that affect the safety and potability of water
Understandings: Students will understand that . . .
Relationship between environment and water quality
Meaning
Essential Question(s):
How may water quality change over time? Why do regulations change
over time?
Understand that bodies of water have abundant resources
Why is water necessary for survival?
Only 1% of freshwater is available for human use
What % of freshwater is available for human use?
Factors which affect water quality
How is Water Quality Monitored?
Students will know:
Water cycle, distribution of water
Factors of water quality
Human influence on water quality
For NC, groundwater is where the majority of freshwater is located
Acquisition
Students will be skilled at:
Measuring water quality factors
Recognizing freshwater resources
Describing the water cycle
Recognizing local river basins
Essential Vocabulary: Dissolved oxygen, pH, nitrates, phosphates, turbidity, bio-indicators, water quality, water cycle, condensation, evaporation,
sublimation, transpiration, precipitation, aquifer, freshwater, watershed, saturated, unsaturated, ground water, nutrients, pollutants, estuary,
permeate, infiltration, runoff, surface water, river basin, hydrosphere, solvent, substrate, how water dissolves minerals, tolerance, density,
temperature, permeable vs. impermeable soil, rate at which groundwater moves, salinity, bacteria, arsenic
IT Standards: 8.TT.1 Use Technology and other resources for assigned
tasks
IT Strategies:
8.TT.1.1 Students will use electronic databases to observe current data
on wastewater systems
8.TT.1.2 Students will organize their lab data using a spreadsheet
8.TT.1.3 Students will present their lab conclusions using multimedia
presentations.
Unit Title:
Grade:
Subject:
STAGE 2
Understandings:
● Relationship between
environment and water quality.
● Understand that bodies of
water have abundant
resources.
● Only 1% of freshwater is
available for human use
● Factors which effect water
quality
Revised Blooms
Creating:
Can the student
create new product
or point of view?
Evaluating:
Can the student
justify a stand
or decision?
Analyzing:
Can the student
distinguish between
the different parts?
Essential Questions:
● How may water quality
change over time?
● Why is water necessary for
survival?
● What % of freshwater is
available for human use?
● How is Water Quality
Monitored?
Applying:
Can the student
use the information
in a new way?
Understanding:
Can the student
explain ideas or
concepts?
Remembering:
Can the student
recall or remember
the information?
assemble, construct,
create, design, develop,
formulate & write.
appraise, argue, defend,
judge, select, support,
value & evaluate
appraise, compare,
contrast, criticize,
differentiate, discriminate,
distinguish, examine,
experiment,
question & test.
choose, demonstrate,
dramatize, employ,
illustrate, interpret,
operate, schedule,
sketch, solve,
use & write.
classify, describe,
discuss, explain,
identify, locate,
recognize, report,
select, translate
& paraphrase
define, duplicate, list,
memorize, recall, repeat,
reproduce & state
Formative Assessments
(Evidences)
 Freshwater Quiz-Students will
explain the importance of
freshwater, and describe the
water cycle.
 Fresh/Salt water density labStudents will experiment with
fresh and salt water to
determine which is more dense.
They will also test cold and
warm water to determine the
density.
 Understanding the local water
bills-Students will examine a
sample water bill and determine
ways the family could conserve
more water.
 GIS mapquest-Students will use
GIS technology to locate local
freshwater supplies.
 NC River Basin Study-Students
will compare NC river basins to
determine which rivers supply
them and various activities that
can be done at each location.
They will explain the reasons
behind each area’s recent supply
data.
Summative Assessment
 Local Water Quality Lab
Assessment-Students will test
various water samples for water
quality indicators such as pH,
temp, dissolved oxygen,
turbidity, and total dissolved
solids. They will determine
which samples have good water
quality and which do not.
 Water Cycle Diagram-Students
draw, label, and describe the
water cycle.
 Basics of Freshwater TestStudents will describe and label
the water cycle, discuss why
conserving water is important,
describe factors that influence
water quality, and recognize local
freshwater supplies.
Stage 3
Approximate number of days spent on unit: 12-15
W – Where are we going? Why? What is expected?
H – How will we Hook and Hold students?
E – How will we Equip students to Explore and Experience?
R – How will we help students Rethink, Rehearse, Revise, and Refine?
E – How will student self -Evaluate and reflect on learning?
T – How will we Tailor learning to vary needs, interests, and styles?
O – How will we Organize and sequence the learning?
Resources:
Strategies:
 Fresh/Salt water density lab- beakers, salt water, freshwater, ice, warm
water, food coloring, data sheet
● Test various water samples for water quality indicators such as pH, temp,
dissolved oxygen, turbidity, and total dissolved solids
 Understanding the local water bills-Activity Sheet, calculator
● Determine which samples have good water quality and which do not
 Journey of a Water Molecule-students become water molecules and move
through the water cycle. They keep a log of their journey. This helps to
reiterate all the parts of the water cycle. (Resources available from
dropbox)
 Local Water Quality Lab -CBL Probes from Science House, Labquest
Probes, local Water Samples
● Draw, label, and describe the water cycle
 Discuss why conserving water is important
 Describe Factors that influence water quality
 Recognize local freshwater supplies
 Examine a sample water bill and determine ways they family could
conserve more water
 Compare NC river basins to determine which rivers supply them and
various activities that can be done at each location. They will explain the
reasons behind each area’s recent supply data.
 Observe first-hand the density of freshwater vs. saltwater and will
answer questions based upon their results.
 Determine water quality factors using several technological objects and
will determine if their water samples are healthy based upon their results and
the normal value for healthy water.
 Determining GIS data from the computer
 Draw conclusions and generate questions about various pictures /
videos shown throughout the unit.
● Freshwater Videos

 GIS mapquest- USGS Water Science School ga.water.usgs.gov, GIS device,
data sheet
 NC River Basin Study-Packet from NC Dept. of Environment and Natural
Resources
 Freshwater Quiz
 Basics of Freshwater Test
Explain how water droplets travel through the atmosphere by visiting
different stations while pretending they are water molecules
● Water Resource Pictures-Pictures from local freshwater supplies,
Lake Hickory, Catawba River, etc.
● Water Cycle Activity- poster board or construction paper, crayons,
markers, etc.
● Further explanation of the water cycle: http://www-
k12.atmos.washington.edu/k12/pilot/water_cycle/index.html
● Additional Websites:
http://ga.water.usgs.gov/edu/earthwherewater.html
http://www.windows.ucar.edu/tour/link=earth/Water/overview.htm
l&edu=elem
www.nrw.gld.gov.au/waterwise/education/units/pdf/y6y7/y6y7_unit
2_lesson1.pdf
Alexander County Schools 2012-2013
Unit:
Earth Systems, Structures, and Processes
Conservation, Health, & Stewardship of Water Systems
Q1
Common Core and/or Essential Standards:
Q2
Q3
Q4
Transfer: Students will be able to independently use their learning
to…
8.E.1.4 Conclude that the good health of humans requires monitoring
the hydrosphere, water quality standards, methods of water treatment,
maintaining safe water quality, & stewardship
Determine which environmental factors influence water quality
Know ways they can help conserve water
Choose good choices that demonstrate stewardship
Understandings: Students will understand that…
Certain factors determine the health of water systems
Meaning
Essential Question(s):
How do human actions affect water quality?
Human actions can influence the health of water systems
How do you know if a body of water is healthy?
Most water pollution is due to nonpoint sources
What is the difference between point and nonpoint source pollution?
Ways to conserve water
What processes help to clean “dirty” water?
Acquisition
Students will know:
Students will be skilled at:
Knowing ways to conserve water, techniques to clean water, knowing the
Difference between point and non-point source pollution, normal water
effects of run off on pollution
quality ranges for factors, human actions affect the health of water
systems, steps to the water treatment plant, ways to be a good steward
of water
Essential Vocabulary:
Temperature, point source pollution, non-point source pollution, dissolved gases, light, nutrients, contaminants, Bio-indicator, bacteria, nitrates,
vegetation, pesticides, coliform bacteria, aeration, flocculation, active carbon absorption, reverse osmosis, runoff, environmental degradation,
tolerant/intolerant organisms, stewardship
IT Standards:
IT Strategies:
8.TT.1 Use Technology and other resources for assigned tasks.
8.TT.1.1 Students will use search engines and electronic databases to
8.SI.1 Evaluate information resources based on specified criteria.
observe current data on water conservation systems
8.SI.1.3 Students will read various studies about water conservation and
water quality. They will then determine if the writer’s point of view was
realistic or exaggerated.
Unit Title: Conservation, Health, & Stewardship of Water Systems Grade: 8th
Subject: Science
STAGE 2
Understandings:


Certain factors determine the
health of water systems
Human actions can influence the
health of water systems
Revised Blooms
Creating:
Can the student
create new product
or point of view?
Evaluating:


Most water pollution is due to
nonpoint sources
Ways to conserve water
Can the student
justify a stand
or decision?
Analyzing:
Can the student
distinguish between
the different parts?
Essential Questions:
 How do human actions affect
water quality?

Applying:
Can the student
use the information
in a new way?
How do you know if a body of
water is healthy?
Understanding:


What is the difference between
point and nonpoint source
pollution?
What processes help to clean
“dirty” water?
Can the student
explain ideas or
concepts?
Remembering:
Can the student
recall or remember
the information?
assemble, construct,
create, design, develop,
formulate & write.
appraise, argue, defend,
judge, select, support,
value & evaluate
appraise, compare,
contrast, criticize,
differentiate, discriminate,
distinguish, examine,
experiment,
question & test.
choose, demonstrate,
dramatize, employ,
illustrate, interpret,
operate, schedule,
sketch, solve,
use & write.
classify, describe,
discuss, explain,
identify, locate,
recognize, report,
select, translate
& paraphrase
define, duplicate, list,
memorize, recall, repeat,
reproduce & state
Formative Assessments
(Evidences)
Summative Assessment
 Discuss water quality factors
that affect human healthStudents learn specific illnesses
caused by poor water quality.
They observe various pictures of
water pollution and develop
hypotheses on how it could affect
humans.
Water Conservation TestStudents identify factors that
determine water quality,
explain how humans affect
water quality, label and
describe the steps to the
wastewater treatment plant,
list ways to show good
stewardship, compare and
contrast point and non-point
source pollution.
 Water Filter Lab-Students design
a water filter out of materials
that they think will filter out dirty
water the best, formulate
hypotheses, test their designs,
and evaluate their data to decide
which filter is best.
 Water Pollution Videos/Pictures
Questions-Students develop
questions and use supporting
evidence to defend their answers
about the effects of water
pollution.
Waste Water Treatment Plant
Project -Students will be asked
to draw and describe the steps
to the local water treatment
plant.
STAGE 3
Approximate number of days spent on unit: 5 days
W – Where are we going? Why? What is expected?
H – How will we Hook and Hold students?
E – How will we Equip students to Explore and Experience?
R – How will we help students Rethink, Rehearse, Revise, and Refine?
E – How will student self -Evaluate and reflect on learning?
T – How will we Tailor learning to vary needs, interests, and styles?
O – How will we Organize and sequence the learning?
Resources:
 Water Filter Lab-dirty water, beakers, paper towels, hair, corn
husks, strainers, various other items that students think would
work as a water filter
 Water Pollution Videos/Pictures Questions-pictures and videos of
local water pollution and worldwide pollution
 Waste Water Treatment Plant Project-picture of waste water
treatment plant, paper, crayons/markers
 Water Conservation Test
Strategies:
●
Develop questions and use supporting evidence to defend their answers about
the effects of water pollution
●
Observe how water pollution affects communities through labs
●
Design and construct a water filter to clean dirty water
●
Develop hypotheses on how it could effect humans
●
Create a list of ways they can conserve water
●
Formulate hypotheses, test their designs, and evaluate their data to decide
which filter is best
●
Use information from internet, guest speakers, etc. to learn about and draw a
wastewater treatment plant
●
Know the basic steps to water treatment plants
Alexander County Schools 2012 - 2013
Unit: Earth Systems, Structures, and Processes
Properties of Saltwater
Common Core and/or Essential Standards:
8.E.1.2 Summarize evidence that Earth’s oceans are a reservoir of
nutrients, minerals, dissolved gases, and life forms
Q1
Q2
Q3
Q4
Transfer: Students will be able to independently use their learning
to . . .
Students will be able to independently use their learning to…
Understand why marine organisms have certain habitats
Recognize the many resources that come from our oceans
Understand why more plants live near the surface
Understandings: Students will understand that . . .
Oceans have many resources that humans depend on
Meaning
Essential Question(s):
How are resources from the ocean used to increase the quality of
human life?
Factors which effect where marine organisms live
How do surface currents influence climate?
Some plants use chemosynthesis for food in the absence of light
Why is there an increase in fish during an upwelling?
Photosynthetic plants live at the surface
How do factors influence where an organism lives in the ocean?
Acquisition
Students will know:
Students will be skilled at:
How marine and terrestrial food webs are linked, upwelling, geochemical
cycles, how plants produce food at the surface & in the deep, marine
Naming important marine resources
resources, how tides, waves, & predation affect vertical zonation
patterns
Know which factors affect marine habitats
Essential Vocabulary:
Estuary, marine ecosystem, upwelling, behavior of gases, sonar, technology, salinity, productivity, geochemical cycles, nutrients, chemosynthesis,
hydrothermal vents, tides, waves, microbes, vertical zonation patterns
IT Standards:
8.TT.1 Use Technology and other resources for assigned tasks.
IT Strategies:
8.TT.1.1 Students will use search engines and electronic databases to
research resources obtained from oceans
Unit Title:
Grade:
Subject:
STAGE 2
Understandings:
Oceans have many resources
that humans depend on
Factors which effect where
marine organisms live
Some plants use
chemosynthesis for food in the
absence of light
Photosynthetic plants live at the
surface
Essential Questions:
How may water quality change
over time?
Why is water necessary for
survival?
How do surface currents
influence climate?
Why is there an increase in fish
during an upwelling?
Revised Blooms
Creating:
Can the student
create new product
or point of view?
Evaluating:
Can the student
justify a stand
or decision?
Analyzing:
Can the student
distinguish between
the different parts?
Applying:
Can the student
use the information
in a new way?
Understanding:
Can the student
explain ideas or
concepts?
Remembering:
Can the student
recall or remember
the information?
assemble, construct,
create, design, develop,
formulate & write.
appraise, argue, defend,
judge, select, support,
value & evaluate
Formative Assessments
(Evidences)
 Upwelling Lab-Students
Construct an ocean basin and
create a density current that
produces an upwelling
 Observing Ocean Plankton
Lab-Students observe ocean
plankton under a microscope
and answer questions based
upon factors that determine
where the organisms live
appraise, compare,
contrast, criticize,
differentiate, discriminate,
distinguish, examine,
experiment,
question & test.
 Ocean Pictures/videos
Questions-Students Infer
about ocean concepts and
various ocean organisms
based upon lab observations
choose, demonstrate,
dramatize, employ,
illustrate, interpret,
operate, schedule,
sketch, solve,
use & write.
 Ocean Webquest-Students
research using the internet
about resources from the
ocean, interesting organisms
that live there, and how
technology is allowing us to
learn more about the deepest
parts.
classify, describe,
discuss, explain,
identify, locate,
recognize, report,
select, translate
& paraphrase
define, duplicate, list,
memorize, recall, repeat,
reproduce & state
 Design a Deep Ocean
Research Vehicle- Create a
deep ocean research vehicle
 Estuary Fact Folder-Students
work in teams to research the
importance of estuaries and
animals and plants that live in
estuaries.
Summative Assessment
Basics of Saltwater Test-Students
list important resources obtained
from oceans, they describe
processes such as upwelling,
chemosynthesis, aquatic food
webs, and geochemical cycles.
They discuss why we are just
learning about the deepest parts of
the ocean. They explain how
surface currents influence climate
on land and explain how an
organism’s ocean habitat depends
on several important factors.
Stage 3
Approximate number of days spent on unit: 10 days
W – Where are we going? Why? What is expected?
H – How will we Hook and Hold students?
E – How will we Equip students to Explore and Experience?
R – How will we help students Rethink, Rehearse, Revise, and Refine?
E – How will student self -Evaluate and reflect on learning?
T – How will we Tailor learning to vary needs, interests, and styles?
O – How will we Organize and sequence the learning?
Resources:
Strategies:
 Upwelling Lab-container, salt water, freshwater, food coloring, data sheet
 Observing Ocean Plankton Lab-microscope, prepared microscope slides,
data sheet, crayons or markers
 Ocean Pictures/videos Questions
 Ocean Webquest-computer with internet access and Webquest sheet
 Design a Deep Ocean Research Vehicle-container, water, various items to
construct an underwater vehicle
●
Generate questions and discuss ocean concepts
●
Construct an ocean basin and create a density current that produces
an upwelling
●
Answer questions based on their observations
●
Observe ocean plankton under a microscope and answer questions
based upon factors that determine where the organisms live
●
Infer about ocean concepts and various ocean organisms based upon
lab observations
●
Create a deep ocean research vehicle
 Basics of Saltwater Test
Alexander County Schools 2012 - 2013
Unit: Science as Inquiry
Q1
Common Core and/or Essential Standards:
Science as Inquiry
Traditional laboratory experiences provide opportunities to demonstrate
how science is constant, historic, probabilistic, and replicable. Although
there are no fixed steps that all scientists follow, scientific investigations
usually involve collections of relevant evidence, the use of logical
reasoning, the application of imagination to devise hypotheses, and
explanations to make sense of collected evidence. Student engagement
in scientific investigation provides background for understanding the
nature of scientific inquiry. In addition, the science process skills
necessary for inquiry are acquired through active experience. The
process skills support development of reasoning and problem-solving
ability and are the core of scientific methodologies.
Q2
Q3
Q4
Transfer: Students will be able to independently use their learning
to . . .
Students will be able to independently use their learning to…



Practice safe science experiments
Understand the importance of following the scientific method to
collect relevant information
Use a control group so that an accurate comparison can be
performed
http://www.ncpublicschools.org/docs/acre/standards/new-standards/science/68.pdf
8.P.1, 8.P.2, 8.E.1, 8.E.2, 8.L.1, 8.L.2, 8.L.3, 8.L.4, 8.L.5
Meaning
Essential Question(s):
How can we investigate scientific principals safely?
Understandings: Students will understand that . . .
● Lab equipment has specific purposes
● Importance of lab safety
● Purpose of experiments being reproducible in real-world
situations
● Control groups must be used in order to accurately compare data
Why is scientific research and reasoning important?
What is the difference between Independent and Dependent Variables?
Acquisition
Students will know: Steps of scientific method, commonly used lab
Students will be skilled at:
equipment, appropriate selection of scientific tools for given task,
Replicating science experiments
Differences between Independent and Dependent Variables
Identifying lab equipment
Measure accurately
Performing safe laboratory procedures
Essential Vocabulary:
Purpose, hypothesis, procedure, data, analysis, conclusion, scientific theory, scientific law, graduated cylinder, balance, beaker, test tube, eye
dropper, watch glass, flask, butane burner, microscope, meterstick, petri dish, goggles, apron, agar, independent/dependent variables, control
group, critical thinking
IT Standards:
8.TT.1 Use Technology and other resources for assigned tasks.
IT Strategies:
8.TT.1.1 Students will use search engines and electronic databases to
observe current data scientific research
8.SI.1 Evaluate information resources based on specified criteria.
8.SI.1.3 Students will read various studies about current scientific
research.
Unit Title:
Grade:
Subject:
STAGE 2
Understandings:
Revised Blooms
Formative Assessments
(Evidences)
Summative Assessment
● Importance of Lab Safety
● Use of materials appropriately
in science lab setting
● Purpose of experiments being
reproducible in real-world
situations
● Control groups must be used
in order to accurately compare
data
Essential Questions:
How can we investigate
scientific principals safely?
Why is scientific research and
reasoning important?
What is the difference between
Independent & Dependent
Variables?
Creating:
Can the student
create new product
or point of view?
Evaluating:
Can the student
justify a stand
or decision?
Analyzing:
Can the student
distinguish between
the different parts?
Applying:
Can the student
use the information
in a new way?
Understanding:
Can the student
explain ideas or
concepts?
Remembering:
Can the student
recall or remember
the information?
 Introductory Labs
assemble, construct,
create, design, develop,
formulate & write.
appraise, argue, defend,
judge, select, support,
value & evaluate
appraise, compare,
contrast, criticize,
differentiate, discriminate,
distinguish, examine,
experiment,
question & test.
choose, demonstrate,
dramatize, employ,
illustrate, interpret,
operate, schedule,
sketch, solve,
use & write.
classify, describe,
discuss, explain,
identify, locate,
recognize, report,
select, translate
& paraphrase
define, duplicate, list,
memorize, recall, repeat,
reproduce & state
Big Gulp, Early Measurement
History, Pencil Lab -Students
experiment with various lab
equipment to measure volume and
mass of various objects. They also
develop hypotheses as to the
expected results and then compare
their data with their original
hypothesis. They use safe
laboratory procedures while
conducting the labs.
Lab Safety Quiz (must pass to
participate in future labs, students
will retake if necessary)- Students
are asked to identify basic terms
used in the scientific method. They
explain why it is necessary to
repeat experiments. They identify
safe laboratory procedures and
explain why such policies are in
place. They compare and contrast
independent vs. dependent
variables.
Stage 3
Approximate number of days spent on unit: 8-10 days
W – Where are we going? Why? What is expected?
H – How will we Hook and Hold students?
E – How will we Equip students to Explore and Experience?
R – How will we help students Rethink, Rehearse, Revise, and Refine?
E – How will student self -Evaluate and reflect on learning?
T – How will we Tailor learning to vary needs, interests, and styles?
O – How will we Organize and sequence the learning?
Resources:
Strategies:


Glencoe NC Science 8 Ch.1
Big Gulp, Early Measurement History, Pencil Lab-pencils, balance,
graduated cylinders, beakers, water, rulers, data sheet (photocopies)

Lab Safety Quiz (dropbox)





Tools of Scientist (dropbox)


Lab Safety Contract (dropbox)

Powerpoint Lessons on Lab safety and scientific method (dropbox)




Spongebob Scientific Method: Controls and Variables
(www.sciencespot.net)



Monty Python’s “Is she a witch?” skit using scientific method
(youtube or dropbox flv file

practice designated emergency routes and procedures
observe teacher demonstrations of lab equipment use
demonstrate proficiency with measurement tools and lab equipment
communicate knowledge and understanding of safety procedures prior
to independent investigations
Experiment with various lab equipment to measure volume and mass
of various objects
Develop hypotheses as to the expected results
Compare their data with their original hypothesis
Utilize safe laboratory procedures while conducting labs Identify basic
terms used in the scientific method
Explain why it is necessary to repeat experiments
Identify safe laboratory procedures and explain why such policies are
in place
Compare and contrast independent vs. dependent variables.
Alexander County Schools 2012-2013
Unit: Ecosystems— Properties of Ecosystems & Interactions
of an Ecosystem
Common Core and/or Essential Standards:
8.L.3—Understand how organisms interact with and respond to
the biotic and abiotic components of their environment.
8.L.3—Understand how organisms interact with and respond to the
biotic and abiotic components of their environments.
 8.L.3.1 Explain how factors such as food, water, shelter, and space
affect populations in an ecosystem.
 8.L.3.2 Summarize the relationships among producers, consumers,
and decomposers including the positive and negative consequences
of such interactions including:
- coexistence and cooperation
- competition (predator/prey)
- parasitism
- mutualism
 8.L.3.3 Explain how the flow of energy within food webs is
interconnected with the cycling of matter (including water, nitrogen,
carbon dioxide, and oxygen).
Q1
Q2
Q3
Q4
Transfer: Students will be able to independently use their learning
to…
 Know different species have positive interactions as they live and
cooperate with each other; as well as negative interactions
including parasitism

Food and energy is passed from one organism to another

Understand the different factors that affect populations in an
ecosystems
All food energy comes originally from sunlight
Identify specific factors that can make a habitat unique.


Meaning
Understandings: Students will understand that…
Essential Question(s):
 Plants make their own food
 How do organisms interact?
 Animals consume food
 How does energy move through a food web?
 Terrestrial ecosystems are on land; Aquatic ecosystems occur
 How does an ecosystem respond to change?
in both fresh and salt water; Freshwater ecosystems occur in
 Why is the sun essential to all life on Earth?
lakes, ponds, and streams.
 What is an ecosystem?
 There are 2 major global food webs that are interconnected
 How do living things obtain and use energy?
(terrestrial and aquatic)
 In what ways do organisms rely on abiotic factors to survive?
 Living (biotic) and non-living (abiotic) factors affect an animal’s
 What affects population size?
ecosystem
 All organisms fulfill a specific role (niche) in every habitat
 Population size depends on biotic and abiotic factors
Acquisition
Students will know:




Students will be skilled at:
 Interpreting food webs
 Identifying producers, consumers, and decomposers
 Labeling and explaining different parts of the water, nitrogen, and
carbon cycles
 Explain how energy transfers through an ecosystem and is recycled
globally.
 Identifying parts and roles within an ecosystem
 Examining interrelationships within an ecosystem.
Certain species work together with a common purpose
Plants and some microorganisms are producers
All animals are consumers
Decomposers—bacteria and fungi –use waste and dead organisms
for food
 Energy enters an ecosystem in the form of sunlight—transferred by
photosynthesis into energy a plant can use
 Energy passes from organism to organism displayed by a food web
 There are different types of relationships between different species;
mutualism, commensalisms, parasitism,
 Matter is constantly recycled; water cycle, carbon cycle, nitrogen
cycle
 Carbon is the molecular basis of all life on Earth
 Food, water, shelter, and space affect populations in their
ecosystem
 How organisms receive energy
 Organisms with similar needs may compete with each other for
limited resources
 Habitats can change
 Each species occupies its own niche (a role and position a species
has in its environment)
Essential Vocabulary:
symbiotic; Commensalism (falcon and goose), predator/prey, food web, autotroph, food chain, heterotroph, parasitism (ex.tick and dog),
mutualism (ex. Ants and acacia trees), decompose, ominivore, herbivore, carnivore, competition, terrestrial, aquatic, marine, Niche; abiotic, biotic,
ecosystem, biome, habitat, coexistence, cooperation, terrestrial, aquatic, limiting factor, population, carrying capacity, biotic potential
IT Standards:
8.TT.1 Use technology and other resources for assigned tasks.
8.RP.1 Apply a research process to complete project-based activities.
IT Strategies:
8.TT.1.1 Students will use technology to access information about various
ecosystems.
8.TT.1.3 Students will use technology to design a presentation about a
particular ecosystem.
8.RP.1.2 Students will work independently to complete an ecosystem
project on a particular biome.
Stage 2
Understandings:
Students will understand that…
 Plants make their own food
 Animals consume food
 Terrestrial ecosystems are on
land; Aquatic ecosystems occur
in both fresh and salt water;
Freshwater ecosystems occur in
lakes, ponds, and streams.
 There are 2 major global food
webs that are interconnected
(terrestrial and aquatic)
 Living (biotic) and non-living
(abiotic) factors affect an
animal’s ecosystem
 All organisms fulfill a specific
role (niche) in every habitat
Population size depends on biotic
and abiotic factors
Essential Questions:
 How do organisms interact?
 How does energy move through a
food web?
 How does an ecosystem respond
to change?
 Why is the sun essential to all life
on Earth?
 What is an ecosystem?
 How do living things obtain and
use energy?
 In what ways do organisms rely on
abiotic factors to survive?
 What affects population size?
Revised Blooms
Creating: can the
student create new
product or point of
view?
assemble, construct,
create, design,
develop, formulate,
write.
Evaluating: can the
student justify a stand
or decision?
appraise, argue,
defend, judge,
select, support,
value, evaluate
Analyzing: can the
student distinguish
between the different
parts?
Applying: can the
student use the
information in a new
way?
Understanding: can
the student explain
ideas or concepts?
appraise, compare,
contrast, criticize,
differentiate,
discriminate,
distinguish,
examine,
experiment,
question, test.
choose,
demonstrate,
dramatize, employ,
illustrate, interpret,
operate, schedule,
sketch, solve, use,
write.
classify, describe,
discuss, explain,
identify, locate,
recognize, report,
select, translate,
paraphrase
Remembering: can the define, duplicate,
list, memorize,
student recall or
recall, repeat,
remember the
reproduce state
information?
Formative Assessments (Evidences)
Summative Assessment
Animal research project-Students choose an animal they
would like to research and are required to name at least 3
biotic and abiotic factors present in the animals particular
ecosystem. They also construct a food web based upon what
the animal eats and which animals eat them.
Ecosystem Unit TestStudents identify
whether examples in an
ecosystem are biotic or
abiotic . They identify
producers, consumers,
and decomposers in a
food web. Evaluate
sample ecosystems
whose population size
has changed to
determine the factors
which caused it. Create
a sample food chain and
identify the producers,
and primary/secondary
consumers.
Outdoor Ecosystem Lab-Students classify items in an
outdoor area as either biotic or abiotic. They construct a
sample food web for the plants & animals they see in the
ecosystem.
Natural Selection Lab-Butterfly –Students design a paper
butterfly to blend in with a part of the classroom
environment. They have a contest to see which butterfly
“survives” the longest without being seen by other classes.
Ecosystem Identification Activity-Students examine an
outdoor area and identify abiotic and biotic factors present.
Evaluate any limiting factors present in the environment.
Kids Discover Ecology 1. Pre/post Read 2.CrosswordStudents answer reading comprehension questions on a nonfiction article about ecosystems.
Estuary Live: Students research information concerning
abiotic and biotic factors of animals native to NC’s estuaries.
Students fill in a spreadsheet organizing the information.
Biodiversity Lab-Students are given 2 sets of cups (1
representing seeds in the rainforest and the other represents
a deciduous forest). Students count how many variety of
seeds they have and then they count the total # in each
category. They formulate hypotheses as to why the
rainforest has more variety but less # and deciduous forest
have large # but less variety of seeds.
Biome Poster-Students
construct a poster of an
ecosystem that they
have chosen to research
and explain. They have
to include at least 3
biotic and abiotic
factors present in the
specific ecosystem.
Unit Title: Ecosystems- Interactions of Ecosystems
Grade: 8
Subject: Science
STAGE 3
Approximate number of days spent on unit: 7-8 Days
W – Where are we going?
Why? What is expected?
H – How will we Hook and Hold students?
E – How will we Equip students to Explore and Experience?
R – How will we help students Rethink, Rehearse, Revise, and Refine?
E – How will student self Evaluate and reflect on learning?
T – How will we Tailor learning to varied needs, interests, styles?
O – How will we Organize and sequence the learning?
Resources:
Strategies:
 Ecosystem Identification Activity-Wetlands/Nature Trail
area, Lab Sheet
 Videoclips of symbiotic relationships- Learn NC Discovery
Education
 Videoclips of Symbiotic relationships Ex. Falcon-goose, antsacacia tree, dog-tick from youtube
 Kids Discover Ecology 1. Pre/post Read 2.Crossword
 Nitrogen & Carbon Cycle Interactive Webquests
 Food web diagrams



Animal research project Poster board or construction paper,
internet access, encyclopedias, markers, crayons, scissors,
etc.
 Biodiversity Lab- 2 sets of cups (1 representing seeds in the

Students identify whether examples in an ecosystem are biotic or abiotic .
They identify producers, consumers, and decomposers in a food web.
Evaluate sample ecosystems whose population size has changed to
determine the factors which caused it. Create a sample food chain and
identify the producers, and primary/secondary consumers.
Students formulate hypotheses as to why the rainforest has more variety
but less # and deciduous forest have large # but less variety of seeds. They
are given 2 sets of cups (1 representing seeds in the rainforest and the
other represents a deciduous forest). Students count how many variety of
seeds they have and then they count the total # in each category.
Students examine an outdoor area and identify abiotic and biotic factors
rainforest-put a wide variety but not a lot of each kind-- and
the other represents a deciduous forest—a small variety but
a lot of
each kind of seed).

EstuaryLive: estuarylive.org information sheets of
different animals native to NC’s estuaries
 Natural Selection Lab-Butterfly – various colors of paper,
scissors, tape, markers, crayons, etc.


Ecosystem Unit Test
Biome Poster-Poster board or construction paper, internet
access, encyclopedias, markers, crayons, scissors, etc
present. Evaluate any limiting factors present in the environment.


Students design a paper butterfly to blend in with a part of the classroom
environment. They have a contest to see which butterfly “survives” the
longest without being seen by other classes.
Students answer reading comprehension questions on a non-fiction article
about ecosystems.
 Students identify whether examples in an ecosystem are biotic or abiotic .
They identify producers, consumers, and decomposers in a food web.
Evaluate sample ecosystems whose population size has changed to
determine the factors which caused it. Create a sample food chain and
identify producers, and primary/secondary consumers.
 Evaluation of worldwide biomes through internet and video resources
 Utilize local wetland environments for real-life analysis
 Students construct a poster of an ecosystem that they have chosen to
research and explain. They have to include at least 3 biotic and abiotic
factors present in the specific ecosystem.


Create a food web / diagram illustrating the flow of energy through a
system
Utilize web to evaluate a particular animal, its habitat, relationships, biome,
and interactions
Alexander County Schools 2012-2013
Unit: Earth History-Geological Evolution
Common Core and/or Essential Standards:
8.E.2 Understand the history of Earth and its life forms based on
evidence of change recorded in fossil records and landforms
Q1
Q2
Q3
Q4
Transfer: Students will be able to independently use their learning
to…
 Understand Earth’s history by evidence found in fossils, rocks, and ice
cores
 Know that processes that occurred in the past are still occurring today.
 Formulate hypotheses about the age of rock layers in an undisturbed
cliff wall.
 Infer the age of a fossil based upon the known ages of Index Fossils
8.E.2.1 Infer the age of Earth and relative age of rocks and
fossils from index fossils and ordering of rock layers (relative
dating and radioactive dating).
8.E.2.2 Explain the use of fossils, ice cores, composition of
sedimentary rocks, faults, and igneous rock formations found in
rock layers as evidence of the history of the Earth and its
changing life forms.
Meaning
Understandings: Students will understand that…
Essential Question(s):
Why do scientists believe they can “date” the age of the Earth?
 Understand Earth’s history by evidence found in fossils, rocks,
and ice cores
How can we use Earth’s history to prepare for the future?
 Geological Time Scale has 4 major divisions based upon major
geological events throughout Earth’s history
What changes could occur on Earth in the future?
 Earth’s continents are still moving today and it’s landforms will
continue to change
What evidences about Earth’s history exists in fossils, rocks, and ice
 Evidence provided by fossils, rock layers, and ice core samples cores?
Acquisition
Students will know:
Students will be skilled at:
Rock cycle, various dating methods, evidence of Earth’s past life forms Determining age of rocks based on position
and land forms, differences in types of rock formations
Labeling Earth’s past land forms
Interpreting the Geologic Time Scale
Essential Vocabulary:
Rock cycle, igneous, metamorphic, sedimentary, Law of Superposition, fossils, lithospheric plates, Absolute dating, Carbon-14, relative dating,
radioactive dating, evolution, minerals, ice core, faults, Pangaea, Plate Tectonics, Continental Drift, index fossil, fossil, folding, uplifting, Geologic
Time Scale, igneous, sedimentary, metamorphic
IT Standards:
IT Strategies:
8.SI.1: Evaluate information resources based on specified criteria.
8.SI.1.1: Students will evaluate resources on earth’s history to determine
their reliability.
8.SI.1.2L Students will make sure the website is relevant to the assigned
task.
8.SI.1.3: Students will evaluate resources on earth’s history for values
and bias.
Unit Title: Earth History- Geological Evolution
Understandings:
 Rock layers provide
evidence of Earth’s past
 Scientist use fossils, ice
cores, & rock compositions
to learn how the Earth has
changed over time
 Understand Earth’s history
by evidence found in fossils,
rocks, and ice cores
 Geological Time Scale has 4
major divisions based upon
major geological events
throughout Earth’s history
 Earth’s continents are still
moving today and it’s
landforms will continue to
change
Essential Questions:
 Why do scientists believe
they can “date” the age of
the Earth?
 How can we use Earth’s
history to prepare for the
future?
 What changes could occur
on Earth in the future?
 What evidences about
Earth’s history exists in
fossils, rocks, and ice
cores?
Grade: 8
Formative Assessments
(Evidences)
Revised Blooms
Creating: can the
student create new
product or point of
view?
assemble, construct,
create, design,
develop, formulate,
write.
Evaluating: can the
student justify a stand
or decision?
appraise, argue,
defend, judge,
select, support,
value, evaluate
Analyzing: can the
student distinguish
between the different
parts?
Applying: can the
student use the
information in a new
way?
Understanding: can
the student explain
ideas or concepts?
appraise, compare,
contrast, criticize,
differentiate,
discriminate,
distinguish,
examine,
experiment,
question, test.
choose,
demonstrate,
dramatize, employ,
illustrate, interpret,
operate, schedule,
sketch, solve, use,
write.
classify, describe,
discuss, explain,
identify, locate,
recognize, report,
select, translate,
paraphrase
Remembering: can the define, duplicate,
list, memorize,
student recall or
recall, repeat,
remember the
reproduce state
information?





Subject: Science
Summative Assessment
Geological Evolution Test-Students
compare rock layers and determine which
Law of Superposition
Activity-Students construct
is oldest. They formulate hypotheses as to
paper landforms and then
why similar fossils have been found on
answer questions based
different continents. They provide reasons
upon the Law of
as to why we think the continents used to
Superposition.
be joined. They identify key terms and
Fossil Safari Lab-Students
definitions. They interpret the Geologic
formulate hypotheses as to
why similar fossils have been Time Scale and answer questions as to the
found on different
order of major events. They compare and
continents.
contrast various ways of dating the age of
Pangea Activity-Students
rocks.
reconstruct the
supercontinent “Pangea”
Geologic Time Line ActivityStudents recreate the
Geologic Time Scale and add
their personal art work to
the design.
Ice core/Ask a Rock
Scientist Lab-Students
examine various objects and
determine their order of age
from oldest to youngest.
They then compare it to the
Law of Superposition. They
also travel to different lab
stations that have various
activities in which the
students define terms,
evaluate ice core data and
form their own hypothesis,
etc.
STAGE 3
Earth History-Geological Evolution
Approximate number of days spent on unit: 6 days
W – Where are we going?
Why? What is expected?
H – How will we Hook and Hold students?
E – How will we Equip students to Explore and Experience?
R – How will we help students Rethink, Rehearse, Revise, and Refine?
E – How will student self Evaluate and reflect on learning?
T – How will we Tailor learning to varied needs, interests, styles?
O – How will we Organize and sequence the learning?
Resources:
Strategies:
 Law of Superposition Activity-sample land form sheet,
scissors, tape, crayons, markers, etc.
 Fossil Safari Lab-Fossil Safari Map, crayons, question sheet
 Continental Drift Activity-cut out sheets of each of the 7
continents, scissors, tape, glue, construction paper
 Discussion on Plate Tectonics including moving continents
calculations-spreadsheet on rate of continental movement
and direction per year

Geologic Time Line Activity-Poster board or construction
paper, crayons, markers, etc.

Construct a land form and answer questions about relative dating, law of superposition,
etc.
Formulate hypotheses as to why similar fossils have been found on different continents.



Determine through questions and hands on activity how Pangaea changed.
Identify through labs about various types of rock dating and ice core evidences.
Create questions about concepts they would like to research further.



Kids Discover “Grand Canyon” Booklet
Ice core/Ask a Rock Scientist Lab-various objects that students
can determine their order of age from oldest to youngest.
Station papers with each activity listed.
Design a future landscape of the continents based upon the current speed and direction
Create a time line of the Geologic Time Scale that is drawn to scale and includes important
facts in each Era.
Compare rock layers and determine which is oldest. They formulate hypotheses as to why
similar fossils have been found on different continents. They provide reasons as to why we
think the continents used to be joined. They identify key terms and definitions. They
interpret the Geologic Time Scale and answer questions as to the order of major events.
They compare and contrast various ways of dating the age of rocks.
Alexander County Schools 2012-2013
Unit:
Evolution and Genetics-Biological Evolution
Q1
Common Core and/or Essential Standards:
8.L.4 Understand the evolution of organisms and landforms based on
evidence, theories, and processes that impact the Earth over time
8.L.4.1 Summarize the use of evidence drawn from geology, fossils,
and comparative anatomy to form the basis for biological classification
systems and the theory of evolution
8.L.4.2 Explain the relationship between genetic variation and an
organism’s ability to adapt to its environment.
Understandings: Students will understand that…
Landforms & Fossils provide evidence of past life forms
Q2
Q3
Q4
Transfer: Students will be able to independently use their learning
to…
Understand that organisms are still evolving
Identify environmental conditions that could cause another mass
extinction
Formulate hypotheses on which organisms have a common ancestor
Meaning
Essential Question(s):
How might organisms continue to evolve?
Organisms are classified by their similar structures
What environmental conditions could cause another mass extinction?
Factors that cause organisms to adapt or become extinct include
natural processes and human activities
How do scientists know whether an organism is “new” or has been
previously discovered?
Climatic, geographic, and environmental changes have forced
organisms to adapt or fail
What evidences exist to show that some species have a common
ancestor?
Students will know:
Acquisition
Students will be skilled at:
Classifying organisms based upon general body structures
Role of diversity in biological evolution
Knowing the order in which major groups of organisms appeared on earth
Plate tectonic Theory
Main causes of past mass extinctions
Law of Superposition
Role of fossil record in Geologic Time Scale and taxonomy
Theory of Evolution
Theory of Natural Selection
Knowing that species will more likely survive if they are genetically
diverse
Essential Vocabulary:
Evolution, Natural Selection, extinction, adaptation, geologic time scale, homologous structures, analogous structures, biological classification,
taxonomy, phenotypic variation, morphological, biochemical, & behavioral features, vertebrate, invertebrate, cryptic coloration, embryological
similarities, genetic variation, kingdom, phylum, class, order, family, genus, species, lithospheric plates, genetic diversity, DNA
IT Standards:
IT Strategies:
8.SI.1: Evaluate information resources based on specified criteria.
8.SI.1.1: Students will evaluate resources on earth’s history to determine
their reliability.
8.SI.1.2L Students will make sure the website is relevant to the assigned
task.
8.SI.1.3: Students will evaluate resources on earth’s history for values
and bias.
Stage 2
Evolution and Genetics: Biological Evolution
Understandings:
 Landforms & Fossils provide
evidence of past life forms
 Organisms are classified by their
similar structures
 Factors that cause organisms to
adapt or become extinct include
natural processes and human
activities
 Climatic, geographic, and
environmental changes have
forced organisms to adapt or fail
Essential Questions:
 How might organisms continue
to evolve?
 What environmental conditions
could cause another mass
extinction?
 How do scientists know whether
an organism is “new” or has
been previously discovered?
 What evidences exist to show
that some species have a
common ancestor?
Revised Blooms
Creating: can the
student create new
product or point of
view?
assemble, construct,
create, design,
develop, formulate,
write.
Evaluating: can the
student justify a stand
or decision?
appraise, argue,
defend, judge,
select, support,
value, evaluate
Analyzing: can the
student distinguish
between the different
parts?
Applying: can the
student use the
information in a new
way?
Understanding: can
the student explain
ideas or concepts?
appraise, compare,
contrast, criticize,
differentiate,
discriminate,
distinguish,
examine,
experiment,
question, test.
choose,
demonstrate,
dramatize, employ,
illustrate, interpret,
operate, schedule,
sketch, solve, use,
write.
classify, describe,
discuss, explain,
identify, locate,
recognize, report,
select, translate,
paraphrase
Remembering: can the define, duplicate,
list, memorize,
student recall or
recall, repeat,
remember the
reproduce state
information?
Formative Assessments
(Evidences)
 Taxonomy Labs-Gremlins and
Smileys-Students classify
organisms into groups based
upon their physical features.
They then compare this
activity to how scientists
classify species.
 Fossil dig Lab-Students examine
various fossils and classify
them into groups.
 Newspaper Camo Lab-Students
design a moth to blend in with
it’s environment and compare
this to the process of
adaptation.
 Ask a Fossil Lab-Students
research various forms of
fossils; gastroliths,
permineralization,
compactions, compressions,
amber, casts and molds.
Students discover how fossils
are formed (what conditions
are necessary for fossils to
form) and analyze what
information these types of
fossils can provide scientists.
Summative Assessment
Biological Evolution Test-Students
identify key terms, develop hypotheses
as to why some species became
extinct, explain why most organisms
evolve, describe how environmental
conditions can cause mass extinctions,
and identify the order in which
organisms appeared on earth.
Stage 3
Evolution and Genetics
Biological Evolution
Approximate number of days spent on unit: 5 Days
W – Where are we going?
Why? What is expected?
H – How will we Hook and Hold students?
E – How will we Equip students to Explore and Experience?
R – How will we help students Rethink, Rehearse, Revise, and Refine?
E – How will student self Evaluate and reflect on learning?
T – How will we Tailor learning to varied needs, interests, styles?
O – How will we Organize and sequence the learning?
Resources:
Strategies:
 Taxonomy Labs-Gremlins and Smileys-Lab
Sheet
 Describe how life has changed over time, as well as, factors that
influence extinction
 Discuss various concepts such as natural selection, Galapagos Islands,
Charles Darwin, and extinction
 Design a moth that adapts to an environment in the classroom. They will
learn that the moths that “fit in” will survive longer
 Examine fossils differentiate the types
 Research and infer possible causes of organisms becoming extinct
Fossil dig Lab-Various fossil samples, plates,
paper towels
Newspaper Camo Lab-newspaper, tape,
scissors
Ask A Fossil Lab- UC Berkley information
sheets
Biological Evolution Test
Alexander County Schools 2012-2013
Unit: Matter: Properties and Change-Compounds, Mixtures,
Properties of Matter
Common Core and/or Essential Standards:
8.P.1.1 Classify matter as elements, compounds, or mixtures based on
how the atoms are packed together in arrangements.
8.P.1.3 Compare physical changes such as size, shape and state to
chemical changes that are the result of a chemical reaction to
include changes in temperature, color, formation of a gas or
precipitate.
and
Q1
Q2
Q3
Q4
Transfer: Students will be able to independently use their learning
to…
 Atoms make up molecules
 Matter can be mixed together or combined
 When matter is chemically combined, it changes
 A compound is 2 or more elements chemically bonded and take
energy to operate
 What is matter?
Meaning
Understandings: Students will understand that…
Essential Question(s):
 Chemical changes result after a reaction has occurred
 How can matter change?
 You can physically change a material without changing its
 How are physical and chemical changes different?
molecular makeup
 What are examples of chemical reactions that you’ve
 Products of a chemical reaction have different properties than
observed in your life?
the reactants
Acquisition
Students will know:
Students will be skilled at:
 Determining if a change is chemical or physical
 Evidence of physical change (Examples: melting, freezing,
 Measuring physical properties of matter
evaporation, etc.)
 Differentiating between mixtures and compounds
 Evidence of chemical change (Examples: burning, rusting,
rotting, etc.)
 Differences in homogeneous/heterogeneous mixtures
 Differences in physical and chemical properties
Essential Vocabulary: Mixtures; Compounds; Molecule; Elements; Atoms; Substances; Physical change; Chemical change; Heterogenous;
Homogenous; Properties; Solubility; Melting & Boiling point; density; polarity; precipitate, reactant, product
IT Standards:
8.TT.1 Evaluate information resources based on specified criteria.
IT Strategies:
8.TT.1.1 Students will complete online tutorials about the basics of
chemistry.
STAGE 2
Unit Title: ______Atoms, Compounds, and Mixtures__Grade: ____8___Subject: ___Science
Understandings:
Chemical changes result after a reaction
has occurred
Materials can physically be changed
without changing its molecular makeup
Products of a chemical reaction have
different properties than the reactants
Essential Questions:
 How can matter change?
 How are physical and chemical
changes different?
 What are examples of chemical
reactions that you’ve observed
in your life?
Revised Blooms
Creating: can the
student create new
product or point of
view?
assemble, construct,
create, design, develop,
formulate, write.
Evaluating: can the
student justify a stand
or decision?
appraise, argue, defend,
judge, select, support,
value, evaluate
Analyzing: can the
student distinguish
between the different
parts?
Applying: can the
student use the
information in a new
way?
Understanding: can
the student explain
ideas or concepts?
Remembering: can the
student recall or
remember the
information?
appraise, compare,
contrast, criticize,
differentiate,
discriminate, distinguish,
examine, experiment,
question, test.
choose, demonstrate,
dramatize, employ,
illustrate, interpret,
operate, schedule,
sketch, solve, use, write.
classify, describe, discuss,
explain, identify, locate,
recognize, report, select,
translate, paraphrase
define, duplicate, list,
memorize, recall, repeat,
reproduce state
Formative Assessments (Evidences)
Identifying compounds, elements, &
mixtures lab-Students are given a variety of
items (sugar, salt water, iron nail, etc.) to
determine if they are an element, mixture,
or compound.
Nonmetal & Metal Lab-Students observe
how well metals and nonmetals conduct
heat.
Counting Atoms Activity-Students are given
several chemical formulas (Ex. CO2, H2O,
2NaOH, etc.) and are asked to determine
the total # of atoms.
Demonstrations: Jumping Gummy Bear
Experiment, The Dark Tower, Elephant
Toothpaste. Students observe chemical
reactions and look for evidence that
chemical changes occurred. Observed
Mentos and Coke experiment and discussed
why it is a PHYSICAL change.
Endothermic/Exothermic Lab-Students mix
hydrogen perioxide with liver in 1 test tube
and a piece of potato in another to observe
temperature changes.
Polymer Demonstration- Teacher has
student volunteers come to the front of the
class to help demonstrate a variety of
Summative Assessment
Atoms, Compounds, &
Mixtures Matter and
Physical/Chemical Change
Test Students identify key terms
by matching the correct
definition
 Determine if a chemical
change has occurred based
upon the chemical formulas
in the chemical equations
chemical reactionsusing Carolina Biological’s
“Polymer Kit”
Volume & Density Lab-Students are given 3
objects of the same length and width but
different masses (Ex. Ping pong ball, marble,
rubber ball, etc.) Students find the mass and
volume using water displacement and then
determine the density.
Discovery Education-“Periodic Table”
booklets- Students complete literacy
strategies using non-fiction text on the
periodic table
STAGE 3
Atoms, Compounds, & Mixtures
Approximate number of days spent on unit: 7 days
W – Where are we going?
Why? What is expected?
H – How will we Hook and Hold students?
E – How will we Equip students to Explore and Experience?
R – How will we help students Rethink, Rehearse, Revise, and Refine?
E – How will student self Evaluate and reflect on learning? Atoms,
Compounds, and Mixtures__
T – How will we Tailor learning to varied needs, interests, styles?
O – How will we Organize and sequence the learning?
Resources:
Strategies:
Identifying compounds, elements, & mixtures lab-Students are given a
variety of items (sugar, salt water, iron nail, etc.) to determine if they are
an element, mixture, or compound.
Provide different materials for students. Have them look
for characteristics of the material and determine the
difference between elements, compounds, and mixtures.
Nonmetal & Metal Lab-Students observe how well metals and nonmetals
conduct heat. Cup, warm water, plastic spoon, nail, etc.
Counting Atoms Activity-Students are given several chemical formulas
(Ex. CO2, H2O, 2NaOH, etc.) and are asked to determine the total # of
atoms.
Video clips/chemicals needed to replicate chemical change experiments
Endothermic/Exothermic Lab-Students mix hydrogen peroxide with liver
in 1 test tube and a piece of potato in another to observe temperature
Organize molecules, elements, and compounds based on
its molecular structure
Demos and group labs that show chemical reactions.
Students fill out lab sheet organizing information about
endothermic, exothermic, evidence of chemical reaction,
etc.
changes. Liver, potato, 2 test tubes, thermometer, timer
Polymer Demonstration- Teacher has student volunteers come to the
front of the class to help demonstrate a variety of chemical
reactionsusing Carolina Biological’s “Polymer Kit”
Volume & Density Lab-Students are given 3 objects of the same length
and width but different masses (Ex. Ping pong ball, marble, rubber ball,
etc.) Students find the mass and volume using water displacement and
then determine the density. Graduated cylinder, water, balance
Discovery Education-“Periodic Table” booklets- Students complete
literacy strategies using non-fiction text on the periodic table
Atoms, Compounds, & Mixtures Matter and Physical/Chemical Change
Test
http://edcommunity.apple.com/ali/story.php?itemID=196
http://school.discovery.com/lessonplans/programs/elements/
www.chemicalelements.com
http://web.buddyproject.org/web017/web017/
Alexander County Schools 2012-2013
Q1
Unit: Matter: Properties and Change
Atoms, Periodic Table, and Equations
Common Core and/or Essential Standards:
8.P.1.2 Explain how the physical properties of elements and their
reactivity have been used to produce the current model of the
Periodic Table of elements.
8.P.1.4 Explain how the idea of atoms and a balanced chemical equation
support the law of conservation of mass.
Q2
Q3
Q4
Transfer: Students will be able to independently use their learning
to…

Understand matter is not created or destroyed

Uses of metals, nonmetals, and metalloids

Explain how balanced equations illustrate chemical reactions
Meaning
Understandings: Students will understand that…
Essential Question(s):
 Why would the periodic table be split into different
 Groups of elements have similar properties
categories?
 Matter cannot be created nor destroyed
 Why does the periodic table exist?
 Equations illustrate how equations elements/atoms support the
 What does “balanced” mean for atoms?
law of conservation of mass.
 Which elements are more reactive?
Acquisition
Students will be skilled at:
 Predict patterns on the periodic table
 Location of nonmetals, metals, and metalloids on the periodic
 Labeling the parts of an atom
table
 Recognize similarities in Periodic Table groups
 Mendeleeve organized the Periodic Table to make elements
 Balancing chemical equations
easier to classify
 Law of Conservation of Mass
 How to determine element properties based on its location on
the periodic table
Essential Vocabulary:
Law of Conservation of Mass; Closed system, Open system; Reactivity; Nonmetals, Metals, Metalloids; Mass; Molecules; Groups; Periods,
conductive, product, reactant, precipitate, Dimitri Mendeleev
IT Standards:
IT Strategies:
8.TT.1 Evaluate information resources based on specified criteria.
8.TT.1.1 Students will research databases on the periodic table.
8.TT.1.3 Students will create a multimedia presentation on an element
and its’ characteristics.
Students will know:
STAGE 2
Understandings:
Students will understand that…
 Groups of elements have similar
properties
 Matter cannot be created nor
destroyed
 Equations illustrate how equations
elements/atoms support the law of
conservation of mass.
Essential Questions:
 Why would the periodic table be
split into different categories?
 Why does the periodic table
exist?
 What does “balanced” mean for
atoms?
 Which elements are more
reactive?
Revised Blooms
Creating: can the
student create new
product or point of
view?
assemble, construct, create,
design, develop, formulate,
write.
Evaluating: can the
student justify a stand
or decision?
appraise, argue, defend,
judge, select, support,
value, evaluate
Analyzing: can the
student distinguish
between the different
parts?
Applying: can the
student use the
information in a new
way?
Understanding: can
the student explain
ideas or concepts?
Remembering: can the
student recall or
remember the
information?
appraise, compare,
contrast, criticize,
differentiate, discriminate,
distinguish, examine,
experiment, question, test.
choose, demonstrate,
dramatize, employ,
illustrate, interpret,
operate, schedule, sketch,
solve, use, write.
classify, describe, discuss,
explain, identify, locate,
recognize, report, select,
translate, paraphrase
define, duplicate, list,
memorize, recall, repeat,
reproduce state
Formative Assessments (Evidences)
 Periodic Table Activity-Students are asked
to find various elements on the periodic
table based upon the clues that they are
given. They will need to know how to
determine group/period number , if it is a
metal, nonmetal, or metalloid, level of
conductivity and reactivity.
 Webquest on Periodic Table-Students will
use the internet to find interesting facts
about various elements.
 Videoclips on Elements and specific
Periodic table families-Students will
watch short video clips from Discovery
Education and Youtube about the
properties of different element groups.
 Gumdrop Compound Lab-Students are
given several chemical formulas and are
asked to make molecules of them with
gum/spice drops and toothpicks.
 Sequins and Atomic Models Lab- Students
are given a baggie of sequins and a price
of paper with electron shells drawn on it.
Based upon the element’s electron #, they
arrange the sequins (electrons) based
upon how many electrons fit into each
shell
 Balancing Chemical Equations ActivityStudents will be given a worksheet with
simple chemical e equations that are not
balanced. Students will balance the
equations so that the # of atoms are the
same on each side of the arrow.
Summative
Assessment
 Element boxStudents will choose
an element to
research. They will
describe it’s
properties, uses,
discovery date, etc.
on all 6 sides of an
empty box.
 Periodic Table testStudents will
identify whether an
element is a metal,
nonmetal, or
metalloid. They will
calculate it’s # of
protons, electrons,
neutrons based
upon the atomic #
and atomic mass.
They will answer
questions as to
which elements are
more reactive and
conductive based
upon their location
in the periodic
table.
Unit Title: Atoms, Periodic Table, and Equations Grade: 8 Subject: Science
STAGE 3
Approximate number of days spent on unit: 12 days
W – Where are we going?
Why? What is expected?
H – How will we Hook and Hold students?
E – How will we Equip students to Explore and Experience?
R – How will we help students Rethink, Rehearse, Revise, and Refine?
E – How will student self Evaluate and reflect on learning?
T – How will we Tailor learning to varied needs, interests, styles?
O – How will we Organize and sequence the learning?
Resources:
 Periodic Table Activity-Students are asked to find various elements on the periodic
table based upon the clues that they are given. They will need to know how to
determine group/period number , if it is a metal, nonmetal, or metalloid, level of
conductivity and reactivity.
 Webquest on Periodic Table-Students will use the internet to find interesting facts
about various elements.
 Videoclips on Elements and specific Periodic table families-Students will watch
short video clips from Discovery Education and Youtube about the properties of
different element groups.
 Gumdrop Compound Lab-Students are given several chemical formulas and are asked
to make molecules of them with gum/spice drops and toothpicks.
 Sequins and Atomic Models Lab- Students are given a baggie of sequins and a price
of paper with electron shells drawn on it. Based upon the element’s electron #, they
arrange the sequins (electrons) based upon how many electrons fit into each shell
 Balancing Chemical Equations Activity-Students will be given a sheet with simple
chemical equations that are not balanced. Students will balance the equations so
that the # of atoms are the same on each side of the arrow.
Strategies:
 Hands-on labs examining the
organization of elements and the
periodic table
 Various websites using chemical
equations including Quia.com
 Creation of a 6-sided visual
presentation on a particular element
 Analyze various metals for their
specific physical properties
 Hands-on balancing of equations
utilizing tangible objects to represent
compounds
Alexander County Schools 2012-2013
Unit: Molecular Biology – Cellular Properties
Common Core and/or Essential Standards:
8.L.5 Understand the composition of various substances as it
relates
to their ability to serve as a source of energy and building
materials for growth and repair of organisms.

8.L.5.1 Summarize how food provides the energy and the molecules
required for building materials, growth and survival of all organisms
(to include plants.)
Q1
Q2
Q3
Q4
Transfer: Students will be able to independently use their learning
to…
 Understand how cells obtain energy for
their bodies to function
 Understand how they differ cellularly
 from other organisms
 Differentiate between the processes of mitosis and meiosis
 Identify & classify prokaryotic and eukaryotic cells
Meaning
Understandings: Students will understand that…
Essential Question(s):
 How do cells affect life’s processes?
 All living things contain at least one cell.
 Why do we have cells?
 Multi-cellular organisms have organized systems within a cell called
 How does nutrition and exercise influence an organisms’
organelles.
ability to build, grown, and survive?
 Organelles within a cell have specific functions to promote the cell’s

What are the differences between prokaryotic and eukaryotic
survival.
cells?
 Cells must respirate, reproduce, and digest energy to survive.
 How do cells grow and divide?
 Eating healthy food allows proper energy for cellular processes
 How are sex cells made?
Acquisition
Students will be skilled at:
 Using a microscope
Cellular reproduction, parts of a cell (organelles), functions of a
 Identifying the parts of a cell
cell, difference between eukaryotic and prokaryotic cells,
 Knowing the difference between one-celled and multicellular
difference between unicellular and multicellular organisms
organisms
 Identifying and classifying prokaryotic and eukaryotic cells
 Identifying processes of mitosis and meiosis
Students will know:

Essential Vocabulary:
Multi-cellular, unicellular, mitosis, meiosis, nutrient, selectively permeable, prokaryote, eukaryote, organelle, protein, carbohydrates, sex cells,
chromosomes, DNA, genetic material, hereditary material
IT Standards:
8.TT.1 Use technology and other resources for
assigned tasks.
IT Strategies:
8.TT.1.1 Students will complete online tutorials about how cells function.
STAGE 2
Unit Title: ___Cellular Processes__Grade: _______8___________ Subject: _____Science_
Understandings:
 All living things contain at
least one cell.
 Multi-cellular organisms have
organized systems within a
cell called organelles.
 Organelles within a cell have
specific functions to promote
the cell’s survival.
 Cells must respirate,
reproduce, and digest energy
to survive.
 Eating healthy food allows
proper energy for cellular
processes
Revised Blooms
Creating: can the
student create new
product or point of
view?
assemble, construct, create,
design, develop, formulate,
write.
Evaluating: can the
student justify a stand
or decision?
appraise, argue, defend,
judge, select, support,
value, evaluate
Analyzing: can the
student distinguish
between the different
parts?
appraise, compare,
contrast, criticize,
differentiate, discriminate,
distinguish, examine,
experiment, question, test.
Essential Questions:
 How do cells affect life’s
processes?
 Why do we have cells?
 How does nutrition and
exercise influence an
organisms’ ability to build,
grown, and survive?
 What are the differences
between prokaryotic and
eukaryotic cells?
 How do cells grow and
divide?
 How are sex cells made?
Applying: can the
student use the
information in a new
way?
Understanding: can
the student explain
ideas or concepts?
Remembering: can the
student recall or
remember the
information?
choose, demonstrate,
dramatize, employ,
illustrate, interpret,
operate, schedule, sketch,
solve, use, write.
classify, describe, discuss,
explain, identify, locate,
recognize, report, select,
translate, paraphrase
define, duplicate, list,
memorize, recall, repeat,
reproduce state
Formative Assessments
(Evidences)
 Observing Cells Lab-Students
observe, draw, & label
organelles seen under the
microscope of various living
things Ex. Lettuce, potato, cheek,
tomato, etc.)
 Webquest on Cell TutorialsStudents will use the Internet to
go to cellsalive.com to answer
questions about cellular
organelles and their functions
using the interactive tutorial.
 Carrott & Egg Lab-Students will
evaluate their data to describe
the processes of osmosis and
diffusion.
 Smelly Balloon DemonstrationStudents examine the diffusion
process by observing how
various odors can escape from a
tied balloon.
 Differentiating Cells Observation
Lab-Students compare several
prepared microscope slides of
plants & animals to determine
similarities and differences
between the organelles.
 Cell Function Activity- Students
solve riddles about organelle
functions by naming the correct
organelle.
Summative Assessment
 Properties of Cell TestStudents match
organelles with their
functions. They
compare & contrast
plant and animal cells,
as well as, prokaryotic
and eukaryotic cells.
They identify and
explain the process of
respiration. They will
be asked to
differentiate between
the processes of
mitosis and meiosis.
 Create a Cell LabStudents construct a
model cell from
household items.
They label each
organelle & classify if
the cell is a plant or
animal cell.
STAGE 3
Approximate number of days spent on unit: 7 days
W – Where are we going?
Why? What is expected?
H – How will we Hook and Hold students?
E – How will we Equip students to Explore and Experience?
R – How will we help students Rethink, Rehearse, Revise, and Refine?
E – How will student self Evaluate and reflect on learning?
T – How will we Tailor learning to varied needs, interests, styles?
O – How will we Organize and sequence the learning?
Resources:
Strategies:
 Observing Cells Lab-microscope, living cells Ex. Lettuce, potato,
cheek, tomato, etc.), microscope slides and cover slips, water,
water droppers, toothpicks, bromothymol blue stain
 Webquest on Cell Tutorials-Computer with Internet connection,
www.cellsalive.com
 Carrott & Egg Lab-carrot, egg, vinegar, beakers, water, salt water,
balance, string
 Smelly Balloon Demonstration- balloon, sample extracts
(peppermint, lemon juice, vanilla, etc.)
 Differentiating Cells Observation Lab several prepared microscope
slides of plants & animals, microscopes
 Cell Function Activity Sheet-
 Students will place the cells in the order of mitosis
and answer questions about the process.
 Students will place the cells in the order of meiosis
and answer questions about the process.
 Students will observe plant and animal cells under
a microscope and will answer questions about the
organelle functions.
 Students will participate in cell tutorials online.
 Students will observe how various molecules
enter and leave cells. They will also answer
questions about their lab results.
www.cellsalive.com
www.biology4kids.com/files/cell_main.html
Alexander County Schools 2012-2013
Unit: Molecular Biology – Disease and Prevention &
Environmental Factors that Affect Disease
Common Core and/or Essential Standards:
8.L.1 Understand the hazards caused by agents of
diseases that effect living organisms.

8.L.1.1 Summarize the basic characteristics of
viruses, bacteria, fungi and parasites relating to the
spread, treatment and prevention of disease.

8.L.1.2 Explain the difference between epidemic and
pandemic as it relates to the spread, treatment and
prevention of disease.
8.L.2 Understand how biotechnology is used to affect
living organisms.
8.L.2.1 Summarize aspects of biotechnology including:
• Specific genetic information available
• Careers
• Economic benefits to North Carolina
• Ethical issues
Q1
Q2
Q3
Q4
Transfer:
 Understand how to effectively reduce their
chances of contracting a communicable
disease.
 Understand the differences between a
worldwide pandemic and a local epidemic.
 Identify substances that are known to cause
harm.
 Understand the various ways of protecting
themselves from hazardous substances.
 Understand that private industries in North
Carolina are leaders in biotechnology
research.
 Discuss intelligently reasons humans should
or should not be engaged in bioresearch.
 Know life spans are influenced by life
choices made even as a teen.
 Recognize that humans need to maintain a
healthy lifestyle in order to stay healthy
 Know the difference between catching a
virus and getting a bacterial infection.
 Apply everyday methods to reduce their
chances of contracting a virus / bacteria.
• Implications for agriculture
8.L.2.2 Explain the relationship among a healthy diet,
exercise, and the general health of the body (emphasis on the
relationship between respiration and digestion).
Meaning
Understandings: Students will understand that…
Essential Question(s):
 How can something as small as a virus /
 Infectious disease occurs in humans, plants, and
bacteria disable humanity?
animals.
 What is the best way to prevent
 Pharmaceuticals help to minimize the impact of
infectious and noninfectious diseases?
microbes on humanity.
 If diagnosed, what is the best treatment
 Pandemics have affected global population
option for various diseases (ex.
throughout the centuries; however, it is more
Influenza, strep throat, HIV, MRSA, etc.)
likely today than before.
 What are the possible future implications
 Antibiotics are not an effective medication for
of biotechnology on human life span?
viral diseases.










Genetic engineering is a volatile, social issue
with ongoing ethical debates.
Biotechnology is advancing daily.
Advances in biotechnology have both positive
and negative implications.
Social choices can lead to birth defects, shortterm disabilities, and long-term addictions.
Farmers benefit from biotechnology through
genetically engineered crops, disease resistant
crops, organically grown farms, etc.
Bacteria can now be used to clean up polluted
areas due to advances in biotechnology
Some biotechnology techniques are against
some religious beliefs
Viruses and bacteria affect living things.
Viruses and bacteria are NOT the same
organisms.
Viral and bacterial infections can be minimized
and controlled with proper hygiene.

What careers are available for those
interested in biotechnology and
biotechnology?

How can biotechnology benefit farmers?

Why should humans maintain a healthy
diet and exercise routine?
How do you “catch” a microbe?


Acquisition
Students will know:
Students will be skilled at:
Ethical debates of cloning
 Recognizing long-term and short-term
affects of substances they come in contact
Uses for forensic pathology
 Identify at-risk behaviors
Role of carcinogens on body systems
 Identify biotechnology as it continues to
Difference between toxic and non-toxic substances
evolve.
Short and long term effects of addiction
 Recognizing that some biotechnology is
Ways to protect themselves against harmful
against some religious beliefs
chemicals
Some advances in biotechnology such as prosthetics,
bioremediation, genetic modification, etc.
 Parts of virus / bacteria
 Conditions favorable for microbe survival and spread
 How microbes affect human body
 Difference between antibiotic and vaccine
 Viral diseases through history (AIDS, influenza, cold,
polio, chicken pox, small pox, yellow fever,
meningitis, West Nile, Ebola, & Rabies)
 Bacterial Diseases (Strep throat, Tuberculosis,
Tetanus, etc.)
Essential vocabulary:
Difference between a pandemic and epidemic, understand ways of transmitting diseases, best ways to
prevent infectious and noninfectious diseases, scientists analyze data to predict disease outbreaks, basic
treatment options for various diseases, Biotechnology, ethics, microbial hazards, forensics, pathology, DNA
testing, bioremediation, Genetic Modification (GM), cloning, environmental factor, abnormality, consumption,
embryonic development, adverse conditions, toxic, non-toxic, social factor, psychological factor, short-term,
long-term, detrimental effect, addiction, carcinogen, susceptibility, nutrition, Virus, bacteria, microbe, parasite,
protozoa, fungi, algae, unicellular, host, colony, antibiotic, antibacterial, vaccine, antibody
IT Standards:
8.SI.1 Evaluate information resources based on
specified criteria.
8.TT.1 Use technology and other resources for
assigned tasks.
IT Strategies:
8.SI.1.1 Students will evaluate websites ability to be
reliable when researching current information on genetic
engineering and biotechnology.
8.SI.1.2 Students will research sources that are relevant to
current genetic engineering and biotechnology .
8.SI.1.3 Students will evaluate websites ability to be
unbiased.
8.TT.1.1 Students will research current data on diseases
and treatments.
Understandings:
Students will understand that…
 Infectious disease occurs in
humans, plants, and animals.
 Pharmaceuticals help to
minimize the impact of
microbes on humanity.
 Pandemics have affected
global population throughout
the centuries; however, it is
more likely today than before.
 Antibiotics are not an effective
medication for viral diseases.
Revised Blooms
Creating: can the
student create new
product or point of
view?
appraise, argue,
Evaluating: can the
defend, judge, select,
student justify a stand or
support, value,
decision?
evaluate
Analyzing: can the
student distinguish
between the different
parts?
 Identify substances that are
known to cause harm.
 Understand the various ways
of protecting themselves from
hazardous substances.
 Genetic engineering is a
volatile, social issue with
ongoing ethical debates.
 Biotechnology is advancing
daily.
 Advances in biotechnology
have both positive and
negative implications. Such
as: Positive: cures for
diseases, prosthetics, new
surgery techniques, etc.
Negative:Against some
religious beliefs, may have
side effects, expensive, etc.
 Social choices can lead to
birth defects, short-term
disabilities, and long-term
addictions.
 Viruses and bacteria affect
living things.
 Viruses and bacteria are NOT
the same organisms.
 Viral and bacterial infections
can be minimized and
controlled with proper
hygiene.
assemble, construct,
create, design,
develop, formulate,
write.
Applying: can the
student use the
information in a new
way?
appraise, compare,
contrast, criticize,
differentiate,
discriminate,
distinguish, examine,
experiment,
question, test.
choose,
demonstrate,
dramatize, employ,
illustrate, interpret,
operate, schedule,
sketch, solve, use,
write.
classify, describe,
discuss, explain,
Understanding: can the
identify, locate,
student explain ideas or recognize, report,
concepts?
select, translate,
paraphrase
Remembering: can the
student recall or
remember the
information?
define, duplicate,
list, memorize, recall,
repeat, reproduce
state
Formative
Assessments
(Evidences)
 Discussions on
current news
concerning
infectious diseases
(new form on
Gonorrhea, Bird Flu
2013, etc.)
 Videoclips: “Top 5
Deadliest Diseases”
 Web: Pandemic
 GlowGerm activity:
Students are
“infected” with
germs and try to
wash their hands to
rid themselves of
the “germ.”
Discussions center
around hygiene and
transmission of
bacteria and viruses.
 Bacteria around the
school Lab
 Milk Lab (Students
will observe and
reflect on how
preservation
methods benefit our
health and
economics)
 Shape of Bacteria
Lab (Students will
use a trichotomous
key to identify
bacteria. This will
also show them the
application of
taxonomy.)
 Discussions in
which statements
identify facts versus
Summative
Assessment
 Disease Wanted
Poster Project
(Students will be
given a disease to
research the
cause, symptoms,
ways of
transmission,
basic prevention
and treatment.
They will include
facts and pictures
onto a poster to
present to the
class. Each class
member will then
fill in their charts
for each disease
that was
researched.)
 Disease and
Immune System
Test (Students
will be asked to
list the cause and
treatment of 5
various diseases
that are most
common
(influenza, HIV,
MRSA, Cancer,
Tetanus, etc.)
They will read
short stories and
will identify the
biological vector,
cause, and
treatment of the
disease.
 Biotechnology
Test- Students
identify
STAGE 2
Unit Title: Molecular Biology –
Disease, Prevention,
Environmental Factors that Affect
Disease Grade: 8 Subject:
Science
STAGE 3
Approximate number of days spent on unit: 12 Days
W – Where are we going?
Why? What is expected?
H – How will we Hook and Hold students?
E – How will we Equip students to Explore and Experience?
R – How will we help students Rethink, Rehearse, Revise, and Refine?
E – How will student self Evaluate and reflect on learning?
T – How will we Tailor learning to varied needs, interests, styles?
O – How will we Organize and sequence the learning?
Resources:
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Discussions
Videoclip: “Top 5 Deadliest Diseases”
Web: Pandemic
GlowGerm activity—Order glow germ materials from
Carolina Biological
Bacteria around the school Lab
Milk Lab: Milk, refrigerator, closed containers to
place the milk in.(Students will observe and reflect
on how preservation methods benefit our health
and economics)
Shape of Bacteria Lab (Students will use a
trichotomous key to identify bacteria. This will also
show them the application of taxonomy.)
Disease Wanted Poster Project: Construction paper,
crayons or markers
Disease Project Notes –a spreadsheet listing disease
names, cause, symptoms, and treatments
Strategies:
 Research the web learning about recurring viruses /
bacteria students encounter
 Use of web to examine the outcomes of various
possible pandemics (Ex. CDC website, etc.)
 Culture various samples of bacteria collected around
the school
 Investigate the importance of food preservation by
observing milk that has been left at room
temperature and milk that has been refrigerated.
 Research and examine the difference between
infectious and noninfectious diseases
 Apply their knowledge on a recurring disease to
develop a poster in which the disease is “wanted”
and they identify it’s characteristics in order to locate
it and destroy it.
 Ch.18 and 20 Notes from the 8th Grade Science
Prentice Hall Teacher Resource Packet
 Who’s The Source Lab: water, 1 cup per students, 1
cup of vinegar
 Disease and Immune System Unit Test
 BioEthics Webquest
 Websites such as answers.com, wikispaces, Center
for Disease Control, etc.
 Biotechnology Unit Test
 “Bacteria” & “Virus” Reading for content in nonfiction area literacy activity sheets
 Discovery Education “Bacteria” and “Virus” booklets
www.whatislife.com/news/news_diseases.html
www.mayoclinic.com/health/infectious-disease/ID00004
http://biotechinstitute.org/what_is/
www.ncbi.nlm.nih.gov/
 Disease and Immune System Unit Test (Students will
be asked to list the cause and treatment of 5 various
diseases that are most common (influenza, HIV,
MRSA, Cancer, Tetanus, etc.) They will read short
stories and will identify the biological vector, cause,
and treatment of the disease.
 Student-led debates on societal influences of
genetic research. Discussions in which statements
identify facts versus opinions on bioethical issues
such as cloning and stem cell research
 View videos on Discovery Education discussing
differences between gene therapy and gene
splicing.
 Research and review the use of biotechnology in
today’s medical advances Students identify
advantages and disadvantages of biotechnology and
biomedicine by providing examples such as Genetic
Modification, etc. Identify diseases benefited from
advances in biotech. and biomed. Such as cancer, birth
defects, HIV, influenza, etc.
 Student-created Powerpoint on healthy choices
for a healthy lifestyle. Students need to identify
healthy and nutritious foods, reasons our body
needs a variety of food types, the importance of
exercise, and drinking adequate amounts of
water.
Alexander County Schools 2012-2013
Unit: Energy— Conservation and Transfer
Q1
Q2
Q3
Q4
Common Core and/or Essential Standards:
Transfer: Students will be able to independently
8.P.2—Explain the environmental implications
use their learning to…
associated with the various methods of obtaining,
 Understand how energy can be transferred
managing, and using energy resources.
from solar or wind into electric energy
8.P.2.1 Explain the environmental consequences of the
 Make decisions based on the environmental
various methods of obtaining, transforming, and
impacts of different energy sources and
distributing energy.
whether or not the energy resource is limited
8.P.2.2 Explain the implications of the depletion of
 Find ways to reduce, reuse, & recycle in
renewable and nonrenewable energy resources and the
order to conserve nonrenewable resources
importance of conservation.
Meaning
Understandings: Students will understand that…
Essential Question(s):
 There are renewable and nonrenewable sources
 What behaviors/choices can lead to more
of energy
energy conservation?
 The law of conservation of energy
 How are energy transformations applied in
 Different types of fuels have different
today’s world?
environmental impacts
 Why is it necessary to develop products
 Ways are needed to capture renewable energy
which run on renewable energy?
sources
Acquisition
Students will know:
Students will be skilled at:
Identifying energy types; Knowing advantages &
Different ways to capture energy, advantages and
disadvantages of various energy sources,
disadvantages of energy sources; the transfer of energy Developing at least 1 device that runs on renewable
between systems, conservation is important due to
energy, Identifying ways of conserving
nonrenewable energy sources
nonrenewable energy sources
Essential vocabulary: Conservation of Energy; solar batteries; solar reflectors; photovoltaic cells; deplete,
fossil fuel, natural gas, methane, solar energy, renewable/nonrenewable energy, alternative energy resources,
geothermal, hydroelectric, wind, chemical energy, light energy, Biomass
IT Standards:
8.RP.1 Apply a research process to complete
project-based activities.
8.SE.1 Analyze responsible behaviors when
IT Strategies:
8.RP.1.1 Students will work in a group to design a device
that uses renewable energy.
8.SE.1.1 Students will learn how to cite information
using information and technology resources.
appropriately.
8.SE.1.2 Students will learn how to research responsibly.
Understandings:
 There are
renewable and
nonrenewable
sources of
energy
 The law of
conservation of
energy
 Different types of
fuels have
different
environmental
impacts
 Ways to capture
renewable
energy sources
are needed
Essential Questions:
 What behaviors/
choices can lead
to more energy
conservation?
 How are energy
transformations
applied in today’s
world?
 Why is it
necessary to
develop products
which run on
renewable
energy?
 How is energy
conserved?
 How are energy
transformations
applied in today’s
world?
Revised Blooms
Creating: can the
student create new
product or point of
view?
assemble, construct,
create, design, develop,
formulate, write.
Evaluating: can the
student justify a stand
or decision?
appraise, argue, defend,
judge, select, support,
value, evaluate
Analyzing: can the
student distinguish
between the different
parts?
Applying: can the
student use the
information in a new
way?
Understanding: can
the student explain
ideas or concepts?
Remembering: can the
student recall or
remember the
information?
appraise, compare,
contrast, criticize,
differentiate, discriminate,
distinguish, examine,
experiment, question, test.
choose, demonstrate,
dramatize, employ,
illustrate, interpret,
operate, schedule, sketch,
solve, use, write.
classify, describe, discuss,
explain, identify, locate,
recognize, report, select,
translate, paraphrase
define, duplicate, list,
memorize, recall, repeat,
reproduce state
Formative Assessments
(Evidences)
 Renewable Energy LabStudents will develop a
device that will run on a
renewable source of
energy. Examples include:
wind powered car, plane,
or boat, Solar oven, solar
powered car, plane, or
boat, etc. They will test
their design and collect
data.
 Chemical Energy to Light
Energy Lab
 Discussion about fossil
fuels vs. renewable
energy sources.
 Energy Webquest
Home/School Energy Audit
 Energy Station LabStudents will rotate every
5-7 min. between 8 lab
stations with the following
tasks: Write 1 pro and con
for each energy source,
use a battery and light
bulb to create an electrical
circuit, use a windmill to
blow into to see if the
wind generated can move
3 objects of various
weights, have students
weigh a pre-shucked corn
& corn kernels from 1 cob
to calculate the biomass,
run sink for 2 min. and
collect the water then run
water for 15 sec. and
observe the difference (it’s
supposed to represent
running water while
brushing your teeth vs.
turning the water off.),
Summative Assessment
Energy Unit Test-Students
will be asked to identify
various renewable and
nonrenewable energy
sources. They will need to
explain why it is necessary to
find alternative energy
sources. Students will need
to list ways they can help
conserve energy on a daily
basis. They will need to
discuss the advantages and
disadvantages of renewable
energy sources.
Stage 2
Unit Title: Energy:
Conservation & TransferEnergy & Resources
Grade: 8 Subject:
Science
STAGE 3
Energy: Conservation & Transfer-Energy & Resources
Approximate number of days spent on unit: 7 Days
W – Where are we going?
Why? What is expected?
H – How will we Hook and Hold students?
E – How will we Equip students to Explore and Experience?
R – How will we help students Rethink, Rehearse, Revise, and Refine?
E – How will student self Evaluate and reflect on learning?
T – How will we Tailor learning to varied needs, interests, styles?
O – How will we Organize and sequence the learning?
Resources:
 Energy Unit Notes-Table that students fill in
the pros and cons about each energy type
 Renewable Energy Lab Students will
bring in the resources they need to build
their renewable energy device.
 Chemical Energy to Light Energy Lab
 Discussion about fossil fuels vs.
renewable energy sources. Sources
include: “Energy: It Starts with the Sun.”
Article by Clinton Harris, Jeff Trent, and
Robert Yokley “Fossil Fuels” and
“Renewable Energy” articles from
xcelenergy.com
Strategies:
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Students will learn how some energy sources can be
reused without polluting the environment.
Students will design and create objects powered by wind
and sun.
Students will put together an electric circuit with
chemical energy as the source for light energy.
Students will ask and answer questions after researching
and listening about renewable energy concepts.
Students will research and write about the effects of
fossil fuels and renewable energy on our environment.
Energy Unit Test-Students will identify various renewable and
nonrenewable energy sources. They will explain why it is
necessary to find alternative energy sources. Students will list
ways they can help conserve energy on a daily basis. They
 Energy Webquest
 Home/School Energy Audit
 Energy Station Lab Students will rotate
every 5-7 min. between 8 lab stations
with the following tasks: Write 1 pro and
con for each energy source, use a battery
and light bulb to create an electrical
circuit, use a windmill to blow into to see
if the wind generated can move 3 objects
of various weights, have students weigh
a pre-shucked corn & corn kernels from 1
cob to calculate the biomass, run sink for
2 min. and collect the water then run
water for 15 sec. and observe the
difference (it’s supposed to represent
running water while brushing your teeth
vs. turning the water off.), Calculate the
difference in water used while taking a
bath vs. shower, calculate the energy
cost/savings of using CFL vs. regular light
bulbs, design a renewable energy device
 Energy Unit Test
discuss the advantages and disadvantages of renewable
energy sources.