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Columbus City Schools Grade 8 Science Pacing Guide Grading Period 3 Strand/ Content Statement Duration Clear Learning Targets Curriculum Resources Vocabulary/Concepts Diversity LIFE SCIENCE Diversity of species occurs through gradual processes over many generations. Fossil records provide evidence that changes have occurred in number and types of species. (8.LS.1) “I Can…” explain how diversity can result from sexual reproduction. Weeks 1-3 describe how variations may allow for survival when the environment changes. use data and evidence from geologic and fossil records to infer what the environment was like at the time of deposition. *Topics within this content statement will be assessed on both Part I: PerformanceBased Assessment and Part 2: End-Of-Year Assessment of Ohio’s Next Generation Assessments for Science. CCS Curriculum Units Diversity of Living Things Variations Earth Science Textbook Chapter 10: A Trip Through Geologic Time Section 6: Eras of Earth’s History pp.334-345 Life Science Textbook Chapter 11: Fishes Amphibian and Reptiles Section 5: Vertebrate History in Rocks pp.395-396 Chapter 6: Changes Over Time Section 3: The Fossil Record pp.189-197 All-In-One Teaching Resources: The Fossil Record pp.381 On-line Simulations: (www.explorelearning.com ) GIZMO: Inheritance GIZMO: Natural Selection GIZMO: Rainfall and Bird Beaks Discovery Education: (www.unitedstreaming.com) Fossil Life: An Introduction [20:39] Interpreting the Fossil Record [4:26] Daily Planet: Uncovering Fossils [17:57] Dinosaurs and Mass Extinction[2:07] What Happened? Extinction of the Dinosaurs [4:09] Ohio Department of Education - Science: http://education.ohio.gov/Topics/Ohio-s-New-LearningStandards/Science Columbus City Schools Curriculum Leadership and Development Science Department 2014 Fossil Record Traits Geologic and Fossil Records Extinction Columbus City Schools Grade 8 Science Pacing Guide Grading Period 3 Strand/ Content Statement Duration LIFE SCIENCE Reproduction is necessary for the continuation of every species. (8.LS.2) *Topics within this content statement will only be assessed on Part 2: End-Of-Year Assessment of Ohio’s Next Generation Assessments for Science. Clear Learning Targets “I Can…” explain that every organism alive today comes from a long line of ancestors who reproduced successfully every generation. Weeks 3-5 describe reproduction as the transfer of genetic information from one generation to the next. predict the probability of traits that can occur with mixing of genes from two individuals (sexual reproduction). use a model to represent the transfer of genes from one individual to the next generation (asexual reproduction). compare the characteristics of asexual and sexual reproduction. (identical v. unique offspring; low energy expenditure v. high energy expenditure; short amount of time v. longer gestation, etc.) compare meiosis and mitosis, their phases and purposes. Curriculum Resources CCS Curriculum Units Asexual and Sexual Reproduction Life Science Textbook How Viruses Multiply pp. 212-213 Reproduction of Bacteria pp. 220-221 Reproduction in Fungi p. 238 Reproduction in Gymnosperms pp. 274-275 Reproduction in Angiosperms pp. 278-279 Animal Sexual and Asexual Reproduction p. 297 Reproduction of a Sponge p. 305 Reproduction of Cnidarians p. 309 Reproduction of Worms p. 315 Reproduction of Echinoderms p. 359 Reproduction of Fishes p. 376 Reproduction of Amphibians p. 383 Reproduction of Reptiles p. 389 Genetic Engineering pp. 160-162 On-line Simulations(GIZMOS): www.explorelearning.com GIZMO: Inheritance GIZMO: Cell Division Discovery Education: Cell Division [19:00] Genes, Genetics, and DNA [24:13] Genetic Engineering and Agriculture [21:18] Ohio Department of Education - Science: http://education.ohio.gov/Topics/Ohio-s-New-LearningStandards/Science Columbus City Schools Curriculum Leadership and Development Science Department 2014 Vocabulary/Concepts Asexual Reproduction Bacteria Chromosome Clone Female Fertilization Gamete Genetic Modification (GM) Male Media Bias Meiosis Mitosis Sexual Reproduction Zygote Columbus City Schools Grade 8 Science Pacing Guide Grading Period 3 Strand/ Content Statement Duration Clear Learning Targets “I Can…” LIFE SCIENCE explain how traits are passed from one generation to the next The characteristics of an organism are a result of inherited traits received from parent(s) (8.LS.3) *Topics within this content statement will only be assessed on Part 2: End-Of-Year Assessment of Ohio’s Next Generation Assessments for Science. Weeks 6-9 identify the difference between dominant and recessive traits demonstrate the Mendelian Law of Segregation demonstrate the Mendelian Law of Independent Assortment analyze Family Histories to Identify Inherited Genetic Disorders Curriculum Resources Vocabulary/Concepts Alleles CCS Curriculum Units Heredity: Traits, Genes, Alleles Co-dominance Dominant Allele Prentice Hall Earth Science Textbook Chapter 4, pp. 108 - 123 Chapter 5, pp. 142 - 155 All-In-One Teaching Resources, pp. 236-298 All-In-One Teaching Resources, pp. 299-354 On-line Simulations: (www.explorelearning.com) GIZMO: Inheritance GIZMO: Mouse Genetics (one trait) GIZMO: Chicken Genetics Discovery Education: (www.unitedstreaming.com) Genes, Genetics, and DNA [24:13] Greatest Discoveries with Bill Nye: Genetics [44:39] Understanding Genetics [37:13] Patterns of Inheritance [2:31] Fertilization Genes Genetics Genotype Heredity Heterozygous (hybrid) Homozygous (purebred) Hybrid Offspring Phenotype Probability Punnett Square Recessive Allele Ohio Department of Education - Science: http://education.ohio.gov/Topics/Ohio-s-New-LearningStandards/Science Columbus City Schools Curriculum Leadership and Development Science Department 2014 Trait