Bridges
Level 8
Livingston Union School District
CA
Ideas Pages
I. UNIT THEME
· Bridges connecting people
· There are forces and conditions to consider when designing and building bridges
· Geographical features, such rivers, canyons, and mountains and man-made features such as canals, railways, and highways affect groups of people by sometimes isolating them. Bridges provide links to other places and groups of people.
II. Focus and Motivation
· Important Book of Bridges
· Observation Charts
· Inquiry Chart
· Picture File Cards
· Bridge testing activities and experiments
· Cognitive Content Dictionary
III. Closure
· Process Charts
· Short report about a bridge
· Design and build a model bridge
· Give oral presentation about bridge design and model
· Chapter Tests
· Teacher-made test
· Student-made test
· Student generated rubrics
· Graffiti Wall
· Technology Project
· Benchmark Standard Test
IV. SCIENCE CONCEPTS – grade 8 California
Forces
2. Unbalanced forces cause changes in velocity. As a basis for understanding this concept:
a. Students know a force has both direction and magnitude.
b. Students know when an object is subject to two or more forces at once, the result is the cumulative effect of all the forces.
c. Students know when the forces on an object are balanced, the motion of the object does not change.
d. Students know how to identify separately the two or more forces that are acting on a single static object, including gravity, elastic forces due to tension or compression in matter, and friction.
e. Students know that when the forces on an object are unbalanced, the object will change its velocity (that is, it will speed up, slow down, or change direction).
f. Students know the greater the mass of an object, the more force is needed to achieve the same rate of change in motion.
Investigation and Experimentation
9. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:
a. Plan and conduct a scientific investigation to test a hypothesis.
b. Evaluate the accuracy and reproducibility of data.
c. Distinguish between variable and controlled parameters in a test.
V. HISTORY/SOCIAL SCIENCE Grade 8 California
8.6 Students analyze the divergent paths of the American people from 1800 to the mid-1800s and the challenges they faced, with emphasis on the Northeast.
1. Discuss the influence of industrialization and technological developments on the region, including human modification of the landscape and how physical geography shaped human actions (e.g., growth of cities, deforestation, farming, mineral extraction).
2. Outline the physical obstacles to and the economic and political factors involved in building a network of roads, canals, and railroads (e.g., Henry Clay's American System).
VI. California Common Core Content Standards for English Language Arts and Literacy in History, Social Studies, Science, and Technical Subjects
Reading Standards for Literacy in Science and Technical Subjects Grades 6-8
Key Ideas and Details
1. Cite specific textual evidence to support analysis of science and technical texts
2. Determine the central ideas or conclusions of a text: provide an accurate summary of the text distinct from prior knowledge or opinions.
3. Follow precisely a multistep procedure when carrying experiments, taking measurements, or performing technical tasks.
Craft and Structure
4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.
5. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.
6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.
Integration of Knowledge and Ideas
7. Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
8. Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
9. Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
Range of Reading and Level of Text Complexity
10. By the end of grade 8, read and comprehend science/technical texts in the grades 6-8 text complexity band independently and proficiently.
Writing Standards for Literacy in Science and Technical Subjects Grades 6-8
Text Types and Purposes
1. Write arguments focused on discipline-specific content
a. Introduce claims(s) about a topic or issue, acknowledge and distinguish the claims(s) from alternate or opposing claims, and organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
c. Use words, phrase, and clauses to create cohesion and clarify the relationships among claims(s), counterclaims, reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and supports the argument presented.
2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish maintain a formal style and objective tone.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented.
3. Students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate then and (possibly) reach the same results.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
6. Use technology, including the Internet, to produce and publish writing and present relationships between information and ideas clearly and efficiently.
Research to Build and Present Knowledge
7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
8. Gather relevant information from multiple print and digital sources (primary and secondary), using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
9. Draw evidence from informational texts to support analysis reflection, and research.
Range of Writing
10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
VII. VOCABULARY
Bridges, Grade 8, CA
Sue Campbell and Kera Good – Project GLAD (5/2012) Page 1
Tier 2 Vocabulary (words in bold from CA Science Framework)
Bridges, Grade 8, CA
Sue Campbell and Kera Good – Project GLAD (5/2012) Page 1
achieve
affect
alter
analyze
apply
available
commercial
conclude
conditions
consider
considerable
design
distortion
dynamic
efficient
factors
flex
function
fundamental
identify
initial
locate
location
maintain
pedestrian
permit
principle
prone
proportional
react
resilient
restrict
specific
strategy
stress
structure
structurally
suspend
swells
Bridges, Grade 8, CA
Sue Campbell and Kera Good – Project GLAD (5/2012) Page 1
Tier 3 Vocabulary (words in bold in CA Science Framework)
Bridges, Grade 8, CA
Sue Campbell and Kera Good – Project GLAD (5/2012) Page 1
abutment
accelerate
acceleration
analysis
anchor
anchorage
aqueducts
arch
architects
balanced
cable
caissons
cantilever
cast iron
cement
civil engineer
cofferdam
composite
compression
concrete
continuous
cumulative
dead load
decay
deck
deflect
diagonal
direction
durability
efficiency
engineer
envision
exert
force
friction
girders
gravitational
gravity
horizontal
interaction
inversely
joint
key stone
live load
load
magnitude
mass
mortar
net force
newtons
opposing
perpendicular
piers
quantitatively
quantities
rapidly
rate
resonance
seismic
separately
shear
simultaneously
snap
span
static
steel
stiff
strength
stress cycles
structural
subject
substructure
superstructure
tension
torsion
tower
truss
unbalanced
velocity
vertical
vibrate
visible
weld
Bridges, Grade 8, CA
Sue Campbell and Kera Good – Project GLAD (5/2012) Page 1
VIII. ELD STANDARDS – CALIFORNIA (6-8 GRADE)
LISTENING AND SPEAKING
Beginning:
Comprehension
· Begin to speak a few words or sentences by using some English phonemes and rudimentary English grammatical forms (e.g., single words or phrases).
· Ask and answer questions by using simple sentences or phrases.
· Demonstrate comprehension of oral presentations and instructions through nonverbal responses (e.g., gestures, pointing, drawing).
Comprehension and Organization and Delivery of Oral Communication
· Independently use common social greetings and simple repetitive phrases (e.g., Good morning, Ms. ____).
Early Intermediate:
Comprehension
· Begin to be understood when speaking but may have some inconsistent use of standard English grammatical forms and sounds (e.g., plurals, simple past tense, pronouns such as he or she).
· Ask and answer questions by using phrases or simple sentences.
· Restate and execute multiple-step oral directions.
Comprehension and Organization and Delivery of Oral Communication
· Restate in simple sentences the main idea of oral presentations in subject-matter content.
· Orally communicate basic needs (e.g., I need to borrow a pencil.).
· Prepare and deliver short oral presentations.
Intermediate:
Comprehension
· Respond to messages by asking simple questions or by briefly restating the message.
· Listen attentively to stories and information and identify important details and concepts by using both verbal and nonverbal responses.
Comprehension and Organization and Delivery of Oral Communication
· Make oneself under-stood when speaking by using consistent standard English grammatical forms and sounds; however, some rules may not be followed (e.g., third-person singular, male and female pronouns).
· Participate in social conversations with peers and adults on familiar topics by asking and answering questions and soliciting information.
· Identify the main idea and some supporting details of oral presentations, familiar literature, and key concepts of subject-matter content.
· Prepare and deliver short presentations on ideas, premises, or images obtained from various common sources.
·
Early Advanced:
Comprehension
· Listen attentively to more complex stories and information on new topics across content areas and identify the main points and supporting details.
Comprehension and Organization and Delivery of Oral Communication
· Retell stories in greater detail by including the characters, setting, and plot.
· Make oneself under-stood when speaking by using consistent standard English grammatical forms, sounds, intonation, pitch, and modulation but may make random errors.
· Participate in and initiate more ex-tended social conversations with peers and adults on unfamiliar topics by asking and answering questions and restating and soliciting information.
· Recognize appropriate ways of speaking that vary according to the purpose, audience, and subject matter.
· Respond to messages by asking questions, challenging statements, or offering examples that affirm the message.
· Use simple figurative language and idiomatic expressions (e.g., “heavy as a ton of bricks”, “soaking wet” to communicate ideas to a variety of audiences.
· Prepare and deliver presentations that use various sources.
Advanced:
Comprehension
· Listen attentively to stories and information on topics; identify the main points and supporting details.
· Demonstrate an understanding of figurative language and idiomatic expressions by responding to such expressions and using them appropriately.
Comprehension and Organization and Delivery of Oral Communication
· Negotiate and initiate social conversations by questioning, restating, soliciting information, and paraphrasing the communication of others.
· Consistently use appropriate ways of speaking and writing that vary according to the purpose, audience, and subject matter.
· Prepare and deliver presentations and reports in various content areas, including a purpose, point of view, introduction, coherent transition, and appropriate conclusions.
· Speak clearly and comprehensibly by using standard English grammatical forms, sounds, intonation, pitch, and modulation.
READING
Word Analysis
Beginning:
Concepts About Print, Phonemic Awareness, and Vocabulary and Concept Development
· Recognize and correctly pronounce most English phonemes while reading aloud.
Phonemic Awareness and Decoding and Word Recognition
· Recognize the most common English morphemes in phrases and simple sentences.
Early Intermediate:
Concepts About Print, Phonemic Awareness, and Vocabulary and Concept Development
· Produce most English phonemes comprehensibly while reading aloud one’s own writing, simple sentences, or simple texts.
Decoding and Word Recognition and Vocabulary and Concept Development
· Use common English morphemes in oral and silent reading.
· Recognize obvious cognates (e.g., education, educación; actually, actualmente) in phrases, simple sentences, literature, and content area texts.
Intermediate:
Decoding and Word Recognition
· Apply knowledge of common English morphemes in oral and silent reading to derive meaning from literature and texts in content areas.
· Identify cognates (e.g., agonía, agony) and false cognates (e.g., éxito, exit) in literature and texts in content areas.