MUN – ED 4174 (Robert Brake)
November 2012
Resource Sharing Files
Grade 8 Science – Unit 1: Water Systems
Biology 2201 – Unit 2: Biodiversity
Prepared by:
Jessica Osmond
Jessica Squires
Raphael Soucy
Table of Contents
Grade 8 Science – Unit 1: Water Systems 3
Timeline – Water Systems 3
Activity 1 – Core Lab: Salinity’s Effect on Water Density 5
Activity 2 – Jeopardy: Water Systems Chapter 1 Review 13
Assessment 1: Water Systems – Chapter 1 Quiz 15
Assessment 2: Water Systems – Foldable 19
Biology 2201 – Unit 2: Biodiversity 20
Timeline 20
Activity 1: Biodiversity: Movie Activity 23
Activity 2: Biodiversity – Kingdom Plantae Crossword 26
Assessment 1: Vertebrates Worksheet 30
Assessment 2: Biodiversity – Test 33
Inclusion strategies 40
Grade 8 Science – Unit 1: Water Systems
Timeline – Water Systems
Curriculum guide allotted time – 24 hours
Schedule / Topic / ActivityClass 1 / - Introduction of Unit
- Water Cycle’s Vital Role / - Notes
- Water cycle diagram
Class 2
Class 3 / - Comparing Ocean Water and Fresh Water
- Sources of Fresh Water / - Notes
- Core Lab: Salinity
Class 4
Class 5
Class 6
Class 7 / - Water Systems and Species Distributions / - Place mat activity
- Notes
- Core Lab: Water Health Test
Class 8 / - Chapter 1 – Review / - Jeopardy
Class 9 / - Chapter 1 Quiz / - Assessment
Class 10
Class 11 / - Exploration of Ocean Basins / - Notes
- Diagram Labeling
- Foldable activity
Class 12 / - Ocean Currents and Waves / - Lab – Temp and Density
Class 13 / - Waves and Shorelines / - Notes
- Picture match up activity
Class 14 / - Tides / - Notes
- Tide Diagram Activity
Class 15 / - Interactions at Shorelines / - Notes
- Shoreline features brochure creation
Class 16 / - Review Chapter 2 / - Quiz, Quiz, Trade
Class 17 / - Chapter 2 Quiz / - Assessment
Class 18
Class 19 / - Oceans, Weather and Climate / - Notes
- Video resource
Class 20
Class 21
Class 22 / - Human Impacts on Marine Systems / - Notes
- PBL – Offshore Oil
o Argumentation
o Research
o Discussion
Class 23 / - Review - Chapter 3 / - Hang man activity
Class 24 / - Quiz – Chapter 3 / - Assessment
Activity 1 – Core Lab: Salinity’s Effect on Water Density
Lesson Title: Salinity’s Effect on Water Density (Core Lab)
Grade: 8
Subject: Science – Unit 1: Water Systems on Earth
Time Required: 1 class (40-50 minutes)
Materials/Resources Needed:
Teacher / Student250mL beakers or large jars (enough for each pair/group)
Salt
5 samples of water (prepared by teacher)
- Tap water – colourless
- Tap water – blue
- Slightly salty water – red
- Very salty water – colourless
- Very salty water – green
Medicine droppers/pipettes
Plastic spoons
Colouring pencils / Lab booklet and pen/pencil
Lab coat
Safety glasses
Safety Concerns:
- Glasses should be worn incase of splash from transferring water.
- Care should be taken when handling glass to prevent breakage.
- Lab coats may also be worn to prevent any staining on clothes from food colouring.
Expectations/Outcomes:
209-1 Carry out procedures in order to investigate how salinity affects density.
209-6 Use tools and apparatus safely.
210-6 Interpret trends in data, and explain relationships among the variables.
211-2 Communicate questions and results using notes and drawings.
209-4, 210-11 State a conclusion about the effect of salinity on density.
Background knowledge:
- Students should be able to define and label a diagram of the water cycle.
- Students should know how to distinguish between ocean and fresh water using:
o Salinity
o Density
o Freezing point
Lesson Procedure:
Teacher / Student / TimeIntroduction: Ask the students what they know about water densities in the ocean. Ask why do people float easily in the Dead Sea vs. a swimming pool. State that salinities effect on water density plays a major role in our water systems and today we are going to see how layers form in our water bodies because of salinity.
Body: Teacher should go over the safety concerns with the students. Get each pair/group to assign a person to rinse the beakers, and a person to record the observations if the work area is small. Construct the lab using the steps outlined in “Lab Details” below.
Closure: Analyze the observations using the questions in the back of the activity sheet.
Conclude by asking the students to describe environments on earth where fresh and saltwater meet, and how this applies to their lives/possible future careers.
Have the students rinse all of their materials and pack it away. / Students give feedback to questions posed by the teacher and listen to introduction.
Student listen to safety concerns.
Assign tasks to peers in their groups.
Follow step-by-step instructions from the teacher.
Answer the questions in the back of their lab booklet.
Provide examples for the teacher describing where fresh water meets salt water and explain how it affects them.
Clean up and pack away materials. / 3 mins
2 mins
1 min
25 mins
10 mins
5 mins
4 mins.
Lab Details:
- Test 1:
o Fill the beaker 2/3 full with colourless tap water.
o Fill the pipette with very salty water (green). Place a few drops into the beaker with colourless tap water. Record observations.
- Test 2:
o Fill the beaker 2/3 full with very salty water (colourless).
o Fill the pipette with blue tap water. Place a few drops of this water into the beaker. Record observations.
- Test 3:
o NOTE: we changed the tap water from colourless to blue so the layers are seen more clearly.
o Fill the beaker half full with very salty water (green). Hold the plastic spoon just above the water and slowly pour blue tap water over the spoon.
o Make a layer of blue water 3cm thick on top of the very salty green water.
o Using the spoon will prevent the water from mixing.
- Test 4:
o Fill the pipette with slightly salty water (red).
o Place a few drops of this water into the very salty water (green) layer in the beaker. Record observations.
- Test 5:
o Refill the pipette with slightly salty water (red). Place a few drops into the blue (changed from colourless) tap water layer in the beaker. Record observations.
- Test 6:
o Using the plastic spoon, stir the waters in the beaker together. Record your observations.
Assessment/Evaluation:
- Lab booklets will be taken in to be graded.
Extension:
- Have the students research careers/organizations that may be concerned with the differences in salinity and density in fresh and ocean water.
- Plan to have a local oceanographer come in and give a presentation to the class with a Q & A section.
Accommodations/Modifications:
- It would be beneficial to know if any students in the class are colourblind to make sure they are paired with a student who is not to make sure they are using the correct colour of solution in each test. Or modify the colours so that colourblind students will be able to distinguish between all three colours used.
- A visual diagram (pictures) of step-by-step instructions can be prepared and given to those students who are not great at following written or oral directions.
Activity 2 – Jeopardy: Water Systems Chapter 1 Review
Activity 2 is available as a PowerPoint interactive activity as a separate file, located with this file available for download via Wikispace ED4174 or http://www.edtechnetwork.com/powerpoint.html
Lesson Title: Chapter 1 Review for Quiz
Grade: 8
Subject: Science – Unit 1: Water Systems on Earth
Time Required: 1 class (50 minutes)
Materials/Resources Needed:
Teacher / StudentsJeopardy PowerPoint on Unit 1 – Chapter 1 / Textbook and notes on Unit 1 – Chapter 1
Safety Concerns:
- None
Expectation(s)/Outcome(s):
332-3 Describe major interactions among the hydrosphere, lithosphere, and atmosphere.
- Define water cycle
- Label a diagram of the water cycle
- Distinguish between ocean water and fresh water. Include:
o Salinity
o Density
o Freezing Point
- Identify sources of fresh water. Include:
o Drainage basins
o Ground water
o Glaciers
311-12 Describe how periods of climate change affect glaciers and describe the consequent effects on the environment.
311-8 Analyze factors that affect productivity and species distribution in freshwater and marine environments
208-2 & 306-3 Identify the effects of abiotic factors on plant and animal distributions in marine and freshwater ecosystems. Include:
o Temperature
o Dissolved oxygen
o Phosphates
o Increased acidity
o Turbidation
o Pollution
o Upwelling (marine)
Background knowledge:
- Students must be familiar with the outcomes from Chapter 1 having covered all of the material.
- Students must understand how to take part in a game show type review.
Lesson Procedure
Teacher / Student / TimeIntroduction: Explain to the students that we are going to do a review of unit 1- chapter 1 for their upcoming quiz in a Jeopardy-type format. Explain the rules of the game.
Body: Separate the class into three teams and play the Chapter 1 Review Jeopardy Game
Closure: Hand out an exit card to the students to reflect on how effective the game was for their review / Listening to instructions.
Participate in the Jeopardy game.
Write a reflection on the exit card. / 5 mins
40 mins
5 mins
Organizational/Behavioural Management Strategies:
- Plan out groups ahead of time based on student abilities.
- Students will appoint one person to give the answers, but will discuss answers beforehand among the group.
- Walk around classroom between desks to make sure everyone is following and participating.
Assessment/Evaluation:
- Assessment will be completed by observing students’ participation during the activity, as well as recording if the questions were answered correctly.
- Evaluation of the success of the activity will be taken from the reflective exit card.
Extension:
- An extra sheet of questions in the case that students finish the PowerPoint questions before the allotted 40 minutes.
Assessment 1: Water Systems – Chapter 1 Quiz
Grade 8 Science Quiz #1 Name:
Chapter 1
Instructions: Circle the Best answer on your test and fill in the appropriate answer on your scantron card.
1. Which fraction represents the amount of fresh water on Earth that is frozen in large masses of ice?
A) 3 / 100
B) 2 / 3
C) 1 / 3
2. Which term describes all the water that is associated with our planet Earth?
A) atmosphere
B) hydrosphere
C) lithosphere
3. The area of high ground that normally separates one drainage basin from another is known as a ______?
A) glacier
B) continent
C) divide
4. What date marks the end of the last ice age?
A) 11 000 years ago
B) 110 000 years ago
C) 120 000 years ago
5. Which statement correctly describes fresh water?
A) It has a greater density than salt water.
B) It has a higher freezing point than salt water.
C) It has greater buoyancy than salt water.
6. When Eric conducted his investigation, “Salinity’s Effects on Water Density”, what was his conclusion?
A) Fresh water and salt water mix instantly.
B) Fresh water floats on salt water.
C) Fresh water sinks in salt water.
7. Emily is creating an information display for Earth Day. The topic of her display is fresh water. Which of the following statements should she include on her display?
A) Fresh water is always fit for human consumption.
B) Fresh water comprises 9 percent of all the water on Earth.
C) Fresh water is found in lakes, ponds, rivers and streams.
8. Patrick reviews his notes for his science test and finds that he is missing some information about salt water. Which of the following statements should he add to his notes?
A) Salt water comprises 99 percent of all water on Earth.
B) Salt water has a higher salinity than fresh water.
C) Salt water has a lower density than fresh water.
9. Which is responsible for providing energy for the water cycle?
A) The climate
B) The moon
C) The sun
10. As glaciers flow into oceans, large chunks of ice break loose. Some several kilometers in length. What are they called?
A) glaciers
B) icebergs
C) icefall
11. Which process will increase ocean salinity?
A) increased evaporation
B) increased freezing
C) increased precipitation
12. Which of the following activities decrease run-off?
A) building roads
B) paving parking lots
C) planting grass
13. Which term is used to describe water that does NOT soak into the ground or evaporate after a rainstorm?
A) groundwater
B) melt water
C) run -off
14. You are part of a team of local municipal planners conducting a study of run-off in your community. You need to know which factors influence run-off. Which of the following is not a factor?
A) the rate of evaporation
B) the rate of precipitation
C) the steepness of the slopes in the community
15. Which of the following best describes the order of the processes in the water cycle?
A) evaporation, condensation, precipitation, run-off,
B) evaporation, condensation, run-off, precipitation
C) evaporation, precipitation, condensation, run-off
16. What happens to water that is absorbed into the ground?
A) It flows downward through connected pores until it reaches a layer of bedrock.
B) It flows downward through porous rock until it evaporates back up into the atmosphere.
C) It flows through rock and is totally absorbed by the soil.
17. Jeff studies a beaker that contains three layers of salty water. He adds a drop of colored water with an unknown amount of salt and it settles near the bottom of layer B. Choose a value of the density of the unknown drop.