Milwood Magnet School

Curriculum Sequencing Map

8th Grade Science

Timeline / Marking Period 1
Week 1-6 / Marking Period 2
Week 7-12 / Marking Period 3
Week 13-18 / Marking Period 4
Week 19-24 / Marking Period 5
Week 25-30 / Marking Period 6
Week 30-36
Big Idea
(Overarching Topic or Concept) / Technological Innovations
“E3: Making life Easy, Effective and Efficient” / Global Food Chain
“Sustaining and improving food production regionally and globally” / Alternative Energy
“Sustainable power for human benefit” / Medical Biotechnology
“Improving our Quality of Life” / Environmental Biotechnology
“Preserving and Restoring our environment” / Sustainable Systems
“Adopting a sustainable quality lifestyle for ourselves and our posterity”
Grade Level Focus / Nanotechnology / Genetic Modification / Cap and Trade / Stem Cells / Invasive Species / Sustainable Building
Enduring Understanding / All matter is made up of atoms that combine to form elements and compounds using precise measurements. / Photosynthesis is the way plants use sunlight to transfer the sun’s energy into food. / Transportation has and will change over time due to science, technology and global resources. / Advances in medicine have allowed us to use our own cells to cure diseases. / An ecosystem can be affected by climate, plate movements and invasive species. / The carbon cycle connect the living and non-living on the earth.
Essential Questions / How does research and technology improve our understanding of the world? / How does research and technology increase and improve agricultural resources? / How is the use of energy resources affecting the global community? / How do we improve our resources through the use of technology? / How is technology used to preserve and sustain regional and global resources? / What are the ethical implications of sustainable decision making?
Scaffolding Questions / 1. How does scale affect accuracy?
2How is length, volume, weight, time and temperature measured?
3How small is small?
4. Why is it important to have balanced forces in an atom?
5.How is the atomic mass of an atom related to its atomic number?
6.Why are the elements C,H,N,O,P, and S important for living things?
7.What elements can be combined to form water, carbon dioxide and salt?
8. How is the element carbon related to nanotechnology?
9.How is nanotechnology currently being used and developed? / 1.How do all living things acquire the sun’s energy?
2.How is the energy transferred through the biosphere?
3.How do the reactants affect the products in the equation of photosynthesis and respiration?
4.Why is it important that the energy transfer from photosynthesis to respiration?
5.How does photosynthesis add mass to a plant?
6.How are proteins, carbohydrates and fats produced in a plant and why do they need them?
7.How are genetically modified plants used to reduce world hunger?
8.What are the current agricultural practices and how do they compare to genetic modification? / 1.What are the properties of carbon dioxide that make it different from air?
2.What contributes carbon dioxide to the atmosphere?
3.How does Cap and Trade affect the amount of carbon dioxide in the atmosphere?
4. How do the forces on earth affect the motion of objects on earth?
5. How do Newton’s laws relate to the motion of objects on and off the earth?
6. How are inertia, acceleration and speed related to the amount of energy used?
7. How can data from a table be represented on a graph showing speed and acceleration? / 1.How does a cell use it’s organelles to survive ?
2. How and why do cells divide?
3. When cells divide how is genetic information passed on?
4.What is the structure and function of DNA?
5.How is DNA involved in mitosis and meiosis?
6. How does the formal research process differ from the process we use in the classroom? / 1. How is an ecosystem affected by climate?
2. How do the non-living elements in an ecosystem affect the living elements?
3. What happens to and ecosystem when an invasive species invades? / 1. How does carbon cycle around the earth’s systems?
2. How have humans affected the amount of carbon in the earth’s systems?
GLCEs / C4.8A-Identify the location, relative mass, and charge for electrons, protons, and neutrons.
C4.8B-Describe the atom as mostly empty space with an extremely small, dense nucleus consisting of the protons and neutrons and an electron cloud surrounding the nucleus.
C4.8C-Recognize that protons repel each other and that a strong force needs to be present to keep the nucleus intact.
C4.2A-Name simple binary compounds using their formulae.
B2.2B-Recognize the six most common elements in organic molecules (C,H,N,O,P,S)
E1.1C-conduct scientific investigations using appropriate tools and techniques (e.g., selecting an instrument that measures the desired quantity-length, volume, weight, time interval, temperature-with the appropriate level of precision).
E1.2B Identify and critique arguments about personal or societal issues based on scientific evidence.
E1.2C Develop an understanding of a scientific concept by accessing information from multiple sources.
Evaluate the scientific accuracy and significance of the information.
E1.2D Evaluate scientific explanations in a peer review process or discussion format.
E1.2E Evaluate the future career and occupational prospects of science fields. / B3.1A-Describe how organisms acquire energy directly or indirectly from sunlight.
B3.1B- Illustrate and describe the energy conversions that occur during photosynthesis and respiration.
P.EN.06.42 Illustrate
how energy can be
transferred while no
energy is lost or gained in the transfer.
B3.1C- Recognize the equations for photosynthesis and respiration and identify the reactants and products for both.
B3.1D- Explain how living organisms gain and use mass through the processes of photosynthesis and respiration.
L.OL.07.61 Recognize the need for light to provide energy for the production of carbohydrates, proteins and fats.
L.OL.07.62 Explain that carbon dioxide and water are used to produce carbohydrates, proteins, and fats.
B2.3C-Explain how stability is challenged by changing physical, chemical and environmental conditions as well as the presence of disease agents. ( GMO’s and how they are formed by chemicals and changing growth) / P1.1D Identify patterns in data and relate them to theoretical models.
P1.1E Describe a reason for a given conclusion using the evidence from an investigation
P2.1A-Calculate the average speed of an object using the change of position and elapsed time.
P2.1C-Create line graphs using measured values of position and elapsed time.
P3.3A- Identify the action and reaction force from examples of forces in everyday situations.
P3.4A- Predict the change in motion on an object when acted on by several forces.
P3.4B- Identify forces acting on objects moving at a constant velocity ( cars on a highway…)
P3.4C- Solve problems involving force, mass and acceleration in linear motion.
P.EN.06.12 Demonstrate the transformation between potential and kinetic energy in simple mechanical systems (for example: roller coasters, pendulums).
E1.1C-conduct scientific investigations using appropriate tools and techniques (e.g., selecting an instrument that measures the desired quantity-length, volume, weight, time interval, temperature-with the appropriate level of precision). / B2.4B-Describe how various organisms have developed different specializations to accomplish a particular function and yet the end result is the same (e.g., excreting nitrogenous wastes in animals, obtaining oxygen for respiration).
B2.5g Compare and contrast plant and animal cells.
B2.5i Relate cell parts/organelles to their function.
B2.1C-Explain cell division, growth, and development as a consequence of an increase in cell number, cell size, and /or products.
B4.2A Show that when mutations occur sex cells they can be passed on to offspring (inherited mutations), but if they occur in other cells, they can only be passed on to descendant cells only (noninherited mutations).
B4.2C- Describe structure and function of DNA.
B4.3A Compare and contrast the processes of cell division (mitosis and meiosis) , particularly as those processes relate to production of new cells and the passing on genetic information between generations. / B3.4B Describe ecosystem stability. Understand that if a disaster such as flood or fire occurs, the damaged ecosystem is likely to recover in stages of succession that eventually result in a system similar to the original one.
B3.4C-Examine the negative impact of human activities.
B3.5A Students will be able to create a graph with correct labels given a table and they will explain the influences in the change in population.
B3.5B- Explain the influences that affect population growth.
B3.5C-Predict the consequences of an invading organism on the survival of other organisms.
L.EC.06.11 Identify and describe examples of populations, communities, and ecosystems including the Great Lakes region. . / E2.4B Explain how the impact of human activities on the environment (e.g., deforestation, air pollution, coral reef destruction) can be understood through the analysis of interactions between the four Earth systems.
E2.1B Analyze the interactions between the major systems ( geosphere, atmosphere, hydrosphere, biosphere) that make up the earth.
E5.4A Students will be able to establish the natural mechanism of the greenhouse effect including comparisons of the major greenhouse gases (water vapor, carbon dioxide, methane, nitrous oxide and ozone).
E5.4C- Analyze the empirical relationship between the emissions of carbon dioxide, atmospheric carbon dioxide levels and the average global temperature.
Vocabulary / Atom
Atomic arrangement
Balanced force
Characteristics of life
Chemical compound
Element
Conflicting interpretations
Evaluation of Science Process
Experimental
Hypothesis
Length
Mass
Measurement
Micro
Molecule
Nano
Nanotechnology
oxygen
Scale
Volume
Weight / Alternative Explanation of Data
Cell
Conflicting interpretations
Ethics in science
Evaluation of Science Process
Fundamental Unit of Life
Life sustaining functions
Multi-cellular organism
Photosynthesis
Equation
Carbon Dioxide
Glucose
Formula
Protein
Carbohydrates
Respiration / Acceleration
Bias
Alternative Explanation of Data
Cap and Trade
Carbon Dioxide
Conflicting interpretations
Conservation of energy
Constant speed
Deceleration
Direction of force
Direction of motion
Energy source
Ethics in science
Evaluation of Science Process
Evidence of Inertia
Formula
Greenhouse gases
Newton’s Laws of motion
Speed
Unbalanced force / Bias
Alternative Explanation of Data
Cell
Cell division
Cell growth
Conflicting interpretations
DNA
Egg cell
Ethics in science
Evaluation of Science Process
Gene
Mitosis
Meiosis
Specialized cell
Specialized organ
Specialized tissue / Bias
Alternative Explanation of Data
Conflicting interpretations
Ecological role
Ecosystem
Ethics in science
Evaluation of Science Process
Interdependence of organisms
Species
Species diversity
Invasive
Native / Bias
Alternative Explanation of Data
Conflicting interpretations
Earth systems
Ethics in science
Evaluation of Science Process
Heat emission
Heat convection
Heat energy
Radiation
Lithosphere
Photosynthesis
Surface run-off
Water cycle
Formative Assessments / Guide 1- Measurement Penny Boat Assessment
Guide 2-Quiz and Drawing of six elements
Guide 3- Paragraph on Nanotechnology / Guide 1- Foldable, drawing of Direct and Indirect Energy, Photosynthesis Lab on Starches and Stomata, Leaf Job application Quiz.
Guide 2- Students do a lab on proteins and lipids, mass in plants, and the follow-up of the Leaf Job application.
Guide 3- Students will support their position on what type of farming practice should be used on Michigan’s farms. / Guide 1- Pre and Post Test , position paper for main team project
Guide 2-
Pre-Test- Post Test / Students will create a picture of a body cell with its organelles labeled. Students will be quizzed on Mitosis.
Students will create a Flip video about the process of cell division.
-Students will create a presentation on how stem cells are made, divided and are used in the current research for a specific disease/condition.
-Students will be tested on all benchmarks through written and/or oral testing. / -Students will create a graph of their invasive species and an explanation of how the number of invasive species has affected the ecosystem. B3.4B/B3.4C
-Students will be quizzed over ecosystems and how species are affected by changes.
-Students will create a newspaper article that is 35 words long explaining the consequences of an invading organism on the survival of other organisms and the influences of population growth of that species with a graph representing the data. B3.5A/B3.5B/B3.5C
-Team project Science Portion- 35 word article to be added to the team newspaper.
-Students will be tested on all benchmarks through written and/or oral testing. / -Foldable- Earth’s systems/ CO2 output in each system/human affect on the system E2.4B/E2.1B
-Students identify at least five things that could be changed in a home to make it green with a minimum of two works cited (MLA) and a five sentence summary on how Carbon affects the environment.E5.4A/E5.4C
-Team project Science portion- Five sentence summary.
-Students will be tested on all benchmarks through written and/or oral testing.
Resources & Materials / Measurement Lab
Rulers and meter sticks
Thermometers
Electric Thrermometers
Triple beam balances
Electric balances
Spring Scales
Clock or stopwatches
Aluminum Foil
Scissors
Pennies or Washers (200)
Atoms
Chemistry Books
Cardstock for postcards
Colored pencils/markers
Atoms Quiz
Periodic tables in the back of the book.
Paper for Drawings
Rubric for Drawings.
Colored Pencils/Markers
Nanotechnology
MEMS BOOKS-
Teacher sites for nano activities
Hand height
Height chart and Nano days information
http://www.nisenet.org/
Nasturtium leaves
Nano cloth
Extenda sites
http://www.nanowerk.com/n_neatstuff.html
http://www.nanooze.org/
http://nanokids.rice.edu/
http://www.nansulate.com/nanopioneer_kids_stuff.htm / Paper
Colored pencils
Photosynthesis flash cards.
Food Factory-
Fun foam in white, red, yellow, purple, green, blue,
Exercise #1- paper, four plants with different colors of construction papers (black, blue, red, green) on their leaves two leaves needed per class. 200 ml of water in a 600 ml beaker, 100 ml of 80% ethyl alcohol in a 250 ml beaker. Hot Plate, eyedropper, Petri Dish, tweezers, Lugol's iodine solution, paper towel , writing utensil
Exercise #3-
Copy of Exercise #3 Leaf Stomata Exercise, Prepared Geraniums- One plant in the dark 24 hours before the lab, one plant in the light- both watered sufficiently, clear nail polish, tape, microscope, glass slide.
Mass Lab- A growing pot or 10 oz. plastic cup, enough dirt for the class to fill the cup, clear plastic wrap, seed ( one per table) Electronic balance, pencil, lab paper.
Protein station: Biuret reagent, test tubes or clear plastic cups, pipettes, various food items (milk, yogurt, cheese, meat, tofu, apple, potato, yeast, cooked beans, eggs, etc.), plates
Lipid station: Various oils and fats (Olive oil, sesame seed oil, grape seed oil, peanut oil, canola oil, walnut oil, margarine, butter, lard, Crisco etc.), milks with various fat content (fat free, 1%, 2% whole milk), solution of egg white, solution of egg yolk, other solutions with and without lipids for Sudan red test, brown paper bags, cotton swabs, Sudan III solution