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Subject: Science Grade Level: 8th Term: 2015/2016 1st Quarter Unit 1: ENERGY PS3-1 Essential Questions: How is energy transferred and conserved? What is energy? Time Frame: August 17-August 28, 2015 Priority Standards Learning targets: Supporting Standards 08 - PS3-1 Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object. [Clarification Statement: Emphasis is on descriptive relationships between kinetic energy and mass separately from kinetic energy and speed. Examples could include riding a bicycle at different speeds, rolling different sizes of rocks downhill, and getting hit by a wiffle ball versus a tennis ball.] Overview of Learning Progressions (How will students learn it?) PS3—ENERGY: How is energy transferred and I can understand that motion energy is properly conserved? Interactions of objects can be explained and called kinetic energy. predicted using the concept of transfer of energy from one object or system of objects to another. I can describe the The total energy within a defined system changes relationships of kinetic only by the transfer of energy into or out of the energy to the mass of an system. object. I can describe the relationship of kinetic energy to the speed of an object. Interpret graphical displays of data to describe the relationship of kinetic energy to the mass of an object and to the speed of an object. Construct graphical displays of data to describe the relationship of kinetic energy to the mass of an object and to the speed of an object. Books and Materials resources needed Brain Pop: Education Portal on youtube United Streaming Video: Technology PS3.A: DEFINITIONS OF ENERGY: What is energy? Websites Motion energy is properly called kinetic energy; it is proportional to the mass of the Textbooks moving object and grows with the square of its speed. A system of objects may also contain stored Labs (potential) energy, depending on their relative positions. For example, energy is stored—in Probes gravitational interaction with Earth—when an object is raised, and energy is released when the PRETEST object falls or is lowered. Energy is also stored in the electric fields between charged particles and Daily Bell Ringer the magnetic fields between magnets, and it Question changes when these objects are moved relative to one another. Stored energy is decreased in some chemical reactions and increased in others. Demonstration The term “heat” as used in everyday language refers both to thermal energy (the motion (teacher choice) of atoms or molecules within a substance) and energy transfers by convection, conduction, and radiation (particularly infrared and light). In science, heat is used only for this second meaning; it refers to energy transferred when two objects or systems are at different temperatures. Temperature is a measure of the average kinetic energy of particles of matter. The relationship between the temperature and the total energy of a system depends on the types, states, and amounts of matter present. Individual work: Formative Assessments Vocabulary foldable Directive Reading worksheets Exit Slips ESSENTIAL VOCABULARY: Energy Potential Energy: Stored energy/energy of position Gravitational Energy Elastic Energy Chemical Energy Kinetic Energy: Energy of motion “External” Kinetic energy of objects “Internal” Thermal Energy: total kinetic energy of an object’s particles 1st Quarter Unit 2: Structure, Function and Information Processing 08-LS1-8 Time Frame: August 31- September 25, 2015 Priority Standards Supporting Standards 08-LS1-8. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. [Assessment Boundary: Assessment does not include mechanisms for the transmission of this information.] Essential Questions: How do organisms detect, process, and use information about the environment? Learning Targets: Understand that sense receptors respond to different inputs transmitting them as signals that travel through nerve cells to the brain. Understand signals are processed in the brain resulting in immediate behavior or memories. Overview of Learning Progressions (How will students learn it?) Books and Materials resources needed LS1.D: INFORMATION PROCESSING: How Brain Pop: do organisms detect, process, and use information about the environment? Education Portal on Each sense receptor responds to different youtube inputs (electro- magnetic, mechanical, chemical), transmitting them as signals that travel along nerve United Streaming cells to the brain. The signals are then processed in Video: the brain, resulting in immediate behaviors or memories. Changes in the structure and Technology functioning of many millions of interconnected nerve cells allow combined inputs to be stored as Websites memories for long periods of time. Textbooks Labs Select and synthesize creditable research on how sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. Probes PRETEST Daily Bell Ringer Question Demonstration (teacher choice) Individual work: Formative Assessments Vocabulary foldable Directive Reading worksheets Exit Slips 2nd Quarter Unit 3: Growth, Development and Reproduction of Organisms LS3-1, LS3-2, LS4-5 Time Frame: October 12-November 24, 2015 Essential Questions: How do organisms live, grow, respond to their environment, and reproduce? How do organisms grow and develop? How are characteristics of one generation passed to the next? How can individuals of the same species and even siblings have different characteristics? How are the characteristics of one generation related to the previous generation? Why do individuals of the same species vary in how they look, function, and behave? How does genetic variation among organisms affect survival and reproduction? Priority Standards Supporting Standards 08-LS3-1. Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. [Clarification Statement: Emphasis is on conceptual understanding that changes in genetic material may result in making different proteins.] [Assessment Boundary: Assessment does not include specific changes at the molecular level, mechanisms for protein synthesis, or specific types of mutations.] 08-LS3-2. Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. [Clarification Statement: Emphasis is on using models such as Punnett squares, diagrams, and simulations to describe the cause and effect Learning Targets: Overview of Learning Progressions (How will students learn it?) Books and Materials resources needed LS1—FROM MOLECULES TO Brain Pop: ORGANISMS: STRUCTURES AND PROCESSES: How do organisms live, Education Portal on grow, respond to their environment, and youtube reproduce? Define mutation and All living organisms are made of cells. Life United Streaming explain how they may is the quality that distinguishes living Video: be helpful, harmful or neutral to an organism. things—composed of living cells—from nonliving objects or those that have died. Technology While a simple definition of life can be Explain that difficult to capture, all living things—that is Websites chromosomes are to say all organisms—can be characterized composed mostly of Textbooks DNA and that a gene is by common aspects of their structure and functioning. Organisms are complex, a section of the DNA organized, and built on a hierarchical Labs that contains the structure, with each level providing the information to code for foundation for the next, from the chemical Probes one specific protein. foundation of elements and atoms, to the PRETEST Uses knowledge of the cells and systems of individual organisms, to species and populations living and structure and function interacting in complex ecosystems. Daily Bell Ringer of genes to synthesize Organisms can be made of a single cell or Question that changes in genes will result in changes in millions of cells working together and include animals, plants, algae, fungi, the proteins that they bacteria, and all other microorganisms. Demonstration produce. Organisms respond to stimuli from their Understand the function and structure of genes. relationship of gene transmission from parent(s) to offspring and resulting genetic variation.] 08-LS4-5. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. [Clarification Statement: Emphasis is on synthesizing information from reliable sources about the influence of humans on genetic outcomes in artificial selection (such as genetic modification, animal husbandry, gene therapy); and, on the impacts these technologies have on society as well as the technologies leading to these scientific discoveries.] • • environment and actively maintain their internal environment through homeostasis. Create models that describe why structural They grow and reproduce, transferring their genetic information to their offspring. While changes in genes (mutations) located on individual organisms carry the same genetic information over their lifetime, mutation chromosomes may and the transfer from parent to offspring affect proteins and may result in harmful, produce new combinations of genes. Over generations natural selection can lead to beneficial, or neutral effects to the structure changes in a species overall; hence, species evolve over time. To maintain all of these and functions of the processes and functions, organisms require organisms. materials and energy from their environment; nearly all energy that sustains I can explain the life ultimately comes from the sun. process of a Punnett LS1.B: GROWTH AND square. DEVELOPMENT OF ORGANISMS: I can describe the cause How do organisms grow and develop? Organisms reproduce, either and effect relationship sexually or asexually, and transfer their of asexual gene genetic information to their offspring. transmission resulting Animals engage in characteristic behaviors in identical genetic that increase the odds of reproduction. information. Plants reproduce in a variety of ways, I can describe the cause sometimes depending on animal behavior and effect relationship and specialized features (such as attractively colored flowers) for reproduction. Plant of sexual gene growth can continue throughout the plant’s transmission resulting life through production of plant matter in in offspring with photosynthesis. Genetic factors as well as genetic variation. local conditions affect the size of the adult plant. The growth of an animal is controlled Use a model to by genetic factors, food intake, and describe why asexual reproduction results in interactions with other organisms, and each offspring with identical species has a typical adult size range. (Boundary: Reproduction is not treated in genetic information. any detail here; for more specifics about grade level, see LS3.A.) Use a model to LS3—HEREDITY: INHERITANCE (teacher choice) Individual work: Formative Assessments Vocabulary foldable Directive Reading worksheets Exit Slips describe why sexual reproduction results in offspring with genetic variation. AND VARIATION OF TRAITS: How are characteristics of one generation passed to the next? How can individuals of the same species and even siblings have different characteristics? Use a Punnett square to Heredity explains why offspring resemble, describe the cause and but are not identical to, their parents and is a unifying biological principle. Heredity effect relationship of gene transmission from refers to specific mechanisms by which parent to offspring and characteristics or traits are passed from one generation to the next via genes. Genes resulting genetic encode the information for making specific variation. proteins, which are responsible for the specific traits of an individual. Each gene Use a diagram to describe the cause and can have several variants, called alleles, which code for different variants of the trait effect relationship of gene transmission from in question. Genes reside in a cell’s parent to offspring and chromosomes, each of which contains many genes. Every cell of any individual resulting genetic organism contains the identical set of variation. chromosomes. When organisms reproduce, genetic information is transferred to their Use a simulation to describe the cause and offspring. In species that reproduce sexually, each cell contains two variants of effect relationship of gene transmission from each chromosome, one inherited from each parent to offspring and parent. Thus sexual reproduction gives rise to a new combination of chromosome pairs resulting genetic with variations between parent and variation. offspring. Very rarely, mutations also cause variations, which may be harmful, neutral, Develop and use a model to describe why or occasionally advantageous for an individual. Environmental as well as genetic asexual reproduction variation and the relative dominance of each results in offspring of the genes in a pair play an important role with identical genetic information and sexual in how traits develop within an individual. reproduction results in Complex relationships between genes and offspring with genetic interactions of genes with the environment determine how an organism will develop variation. and function. Understand that parental traits determined by genes, which are then passed on to offspring. Explain that in artificial selection humans have the capacities to influence certain characteristics of organisms by selective breeding. Recognize technological methods that humans have used to influence the inheritance of desired traits in organisms. Gather information about how humans have used various technological methods to influences the inheritance of desired traits in organisms. Synthesize information about how changing technologies have influence human desires for genetic outcomes in artificial selection. LS3.A: INHERITANCE OF TRAITS: How are the characteristics of one generation related to the previous generation? Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of a specific protein, which in turn affects the traits of the individual (e.g., human skin color results from the actions of proteins that control the production of the pigment melanin). Changes (mutations) to genes can result in changes to proteins, which can affect the structures and functions of the organism and thereby change traits. Sexual reproduction provides for transmission of genetic information to offspring through egg and sperm cells. These cells, which contain only one chromosome of each parent’s chromosome pair, unite to form a new individual (offspring). Thus offspring possess one instance of each parent’s chromosome pair (forming a new chromosome pair). Variations of inherited traits between parent and offspring arise from genetic differences that result from the subset of chromosomes (and therefore genes) inherited or (more rarely) from mutations. (Boundary: The stress here is on the impact of gene transmission in reproduction, not the mechanism.) LS3.B: VARIATION OF TRAITS: Why do individuals of the same species vary in how they look, function, and behave? In sexually reproducing organisms, each parent contributes half of the genes acquired (at random) by the offspring. Individuals have two of each chromosome and hence two alleles of each gene, one acquired from each parent. These versions may be identical or may differ from each other. In addition to variations that arise from sexual reproduction, genetic information can be altered because of mutations. Though rare, mutations may result in changes to the structure and function of proteins. Some changes are beneficial, others harmful, and some neutral to the organism. LS4.B: NATURAL SELECTION: How does genetic variation among organisms affect survival and reproduction? Genetic variations among individuals in a population give some individuals an advantage in surviving and reproducing in their environment. This is known as natural selection. It leads to the predominance of certain traits in a population and the suppression of others. In artificial selection, humans have the capacity to influence certain characteristics of organisms by selective breeding. One can choose desired parental traits determined by genes, which are then passed on to offspring. Literacy Integration/Math Connections: RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. (07-LS1-4),(07-LS1-5),(08-LS3-1),(08-LS3-2),(08LS4-5) RST.6-8.4 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. (08-LS3-1),(08-LS3-2) RST.6-8.7 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). (08-LS3-1),(08-LS3-2) WHST.6-8.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. (08-LS4-5) SL.8.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. (08LS3-1),(08-LS3-2) MP.4 Model with mathematics. (08-LS3-2) 6. SP.B.5 Summarize numerical data sets in relation to their context. (08-LS3-2) Engineering Design: 2nd /3rd Quarter Unit 4: Natural Selection and Essential Questions: How can there be so many similarities among organisms yet so many different kinds of plants, animals, and Adaptation LS4-1, LS4-2, microorganisms? How does biodiversity affect humans? LS4-3, LS4-4, LS4-6 Time Frame: November 30, 2015 -January 22, 2016 Priority Standards Supporting Standards 08-LS4-1. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. [Clarification Statement: Emphasis is on finding patterns of changes in the level of complexity of anatomical structures in organisms and the chronological order of fossil appearance in the rock layers.] [Assessment Boundary: Assessment does not include the names of individual species or geological eras in the fossil record.] 08-LS4-2. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and How does genetic variation among organisms affect survival and reproduction? Learning Targets: Gather evidence about various fossils found in layers of the strata and use the principal of stratigraphy to make connections as to the relative age of the fossils. Describe how the fossil record documents the existence, diversity and change of life forms. Identify anatomical similarities and differences among modern organisms. Identify anatomical similarities and differences between modern organisms and fossil organism. Recognize pictorial data patterns of embryological Overview of Learning Progressions (How will students learn it?) Books and Materials resources needed Brain Pop: LS4— BIOLOGICAL EVOLUTION: UNITY AND DIVERSITY: How can there be so many similarities among organisms yet so many different Education Portal kinds of plants, animals, and microorganisms? How on youtube does biodiversity affect humans? Biological evolution explains both the unity and the United Streaming diversity of species and provides a unifying principle Video: for the history and diversity of life on Earth. Biological evolution is supported by extensive Technology scientific evidence ranging from the fossil record to genetic relationships among species. Researchers Websites continue to use new and different techniques, including DNA and protein sequence analyses, to test Textbooks and further their understanding of evolutionary relationships. Evolution, which is continuous and Labs ongoing, occurs when natural selection acts on the genetic variation in a population and changes the Probes distribution of traits in that population gradually over multiple generations. Natural selection can act more PRETEST rapidly after sudden changes in conditions, which can lead to the extinction of species. Through natural Daily Bell Ringer selection, traits that provide an individual with an Question advantage to best meet environmental challenges and reproduce are the ones most likely to be passed on to the next generation. Over multiple generations, this Demonstration process can lead to the emergence of new species. between modern and fossil organisms to infer evolutionary relationships. [Clarification Statement: Emphasis is on explanations of the evolutionary relationships among organisms in terms of similarity or differences of the gross appearance of anatomical structures.] 08-LS4-3. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. [Clarification Statement: Emphasis is on inferring general patterns of relatedness among embryos of different organisms by comparing the macroscopic appearance of diagrams or pictures.] [Assessment Boundary: Assessment of comparisons is limited to gross appearance of anatomical structures in embryological development.] 08-LS4-4. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment. [Clarification Statement: development across multiple species. Identify relationships not evident in the fully formed anatomy. Analyze displays of pictorial data in embryological development across multiple species to identify relationships not evident in fully formed anatomy. Compare patterns of similarities in embryological development across multiple species to identify relationships not evident in fully formed anatomy. Distinguish between the similarities and differences between modern organisms and fossils organisms to infer evolutionary relationships. Construct an explanation by applying scientific ideas for the anatomical similarities and differences among Evolution thus explains both the similarities of genetic material across all species and the multitude of species existing in diverse conditions on Earth—its biodiversity—which humans depend on for natural resources and other benefits to sustain themselves. LS4.B: NATURAL SELECTION: How does genetic variation among organisms affect survival and reproduction? Genetic variations among individuals in a population give some individuals an advantage in surviving and reproducing in their environment. This is known as natural selection. It leads to the predominance of certain traits in a population and the suppression of others. In artificial selection, humans have the capacity to influence certain characteristics of organisms by selective breeding. One can choose desired parental traits determined by genes, which are then passed on to offspring. LS4.C: ADAPTATION: How does genetic variation among organisms affect survival and reproduction? Adaptation by natural selection acting over generations is one important process by which species change over time in response to changes in environmental conditions. Traits that support successful survival and reproduction in the new environment become more common; those that do not become less common. Thus, the distribution of traits in a population changes. In separated populations with different conditions, the changes can be large enough that the populations, provided they remain separated (a process called reproductive isolation), evolve to become separate species. (teacher choice) Individual work: Formative Assessments Vocabulary foldable Directive Reading worksheets Exit Slips Emphasis is on using simple probability statements and proportional reasoning to construct explanations 08-LS4-6. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time. [Clarification Statement: Emphasis is on using mathematical models, probability statements, and proportional reasoning to support explanations of trends in changes to populations over time.] [Assessment Boundary: Assessment does not include Hardy Weinberg calculations.] modern organisms and between modern and fossil organisms to infer evolutionary relationships. Identify genetic variation in regards to the traits of a population within a specific environment. Identify how natural selection may lead to increase and decrease of specific traits in a population over time. Recognize mathematical representations that support how natural selection may lead to changes in population over time. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time. Use mathematical representations to support explanations of trends in changes to populations over time. Understand the probability of surviving and reproducing in a specific environment depends on genetic variations of traits. Use evidence of how genetic variations traits in a population increase some individual’s probability of surviving and reproducing in a specific environment. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment. Critically analyze and interpret the fossil record and collect evidence supporting the hypothesis that the complexity of anatomical structures of organisms has increased over time. Literacy Integration/Math Connections: RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions (08-LS4-1),(08-LS4-2),(08-LS4-3),(08-LS4-4) RST.6-8.7 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). (08-LS4-1),(08-LS4-3) RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. (08-LS4-3),(08-LS4-4) WHST.6-8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. (08-LS4-2),(08-LS4-4) WHST.6-8.9 Draw evidence from informational texts to support analysis, reflection, and research. (08-LS4-2),(08-LS4-4) SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. (08-LS4-2),(08-LS4-4) SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. (08-LS4-2),(08-LS4-4) MP.4 Model with mathematics. (08-LS4-6) 6. RP.A.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. (08-LS4-4),(08-LS46) 6. SP.B.5 Summarize numerical data sets in relation to their context. (08-LS4-4),(08-LS4-6) 6.EE.B.6 Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. (08-LS4-1),(08-LS4-2) 7. RP.A.2 Recognize and represent proportional relationships between quantities. (08-LS4-4),(08-LS4-6) Engineering Design: 3rd Quarter Unit 5: HISTORY OF EARTH 08-ESS1-4 EARTH’S SYSTEMS 08-ESS3-1 Essential Questions: What is the universe, and what is Earth’s place in it? How do people reconstruct and date events in Earth’s planetary history? How do Earth’s surface processes and human activities affect each other? How do humans depend on Earth’s resources? Time Frame: January 25-April 01, 2016 Priority Standards Supporting Standards Learning Targets: 08-ESS1-4. Construct a scientific Explain how earth events (abruptly explanation based on evidence from and over time) can bring about rock strata for how the geologic time changes in Earth’s surface: scale is used to organize Earth’s 4.6landforms, ocean floor, rock billion-year-old history. features, or climate. [Clarification Statement: Emphasis is on how analyses of rock Describe how the history of the formations and the fossils they Earth is influenced by occasional contain are used to establish relative natural occurrences. ages of major events in Earth’s history. Examples of Earth’s major Analysis rock strata and the fossils they events could range from being very contain to determine a relative timeline recent (such as the last Ice Age or for major events in earths history. the earliest fossils of homo sapiens) to very old (such as the formation of Construct a scientific explanation Earth or the earliest evidence of life). based on evidence from rock strata Examples can include the formation for how the geologic time scale is of mountain chains and ocean used to organize Earth’s 4.6-billionbasins, the evolution or extinction of year-old history. particular living organisms, or significant volcanic eruptions.] Explain the importance of Earth’s resources and identify ways in 08-ESS3-1 which various resources can be Overview of Learning Books and Progressions Materials (How will students learn it?) resources needed ESS1— EARTH’S PLACE IN Brain Pop: THE UNIVERSE: What is the universe, and what is Earth’s Education Portal on place in it? youtube The planet Earth is a tiny part of a vast universe that has developed United Streaming over a huge expanse of time. The Video: history of the universe, and of the structures and objects within it, Technology can be deciphered using observations of their present Websites condition together with knowledge of physics and chemistry. Textbooks Similarly, the patterns of motion of the objects in the solar system Labs can be described and predicted on the basis of observations and an Probes understanding of gravity. Comprehension of these patterns PRETEST can be used to explain many Earth phenomena, such as day and night, Daily Bell Ringer seasons, tides, and phases of the Question moon. Observations of other solar recycled and reused. Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes. [Clarification Statement: Emphasis is on how these resources are limited and typically non-renewable, and how their distributions are significantly changing as a result of removal by humans. Examples of uneven distributions of resources as a result of past processes include but are not limited to petroleum (locations of the burial of organic marine sediments and subsequent geologic traps), metal ores (locations of past volcanic and hydrothermal activity associated with subduction zones), and soil (locations of active weathering and/or deposition of rock).] Recognize, describe, and compare renewable energy resources (e.g., solar, wind, water, biomass) and nonrenewable energy resources (e.g., fossil fuels, nuclear energy). Give examples of how humans have significantly changed our supply of limited and typically non-renewable resources. Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes. system objects and of Earth itself can be used to determine Earth’s age and the history of large-scale changes in its surface. ESS1.C: THE HISTORY OF PLANET EARTH: How do people reconstruct and date events in Earth’s planetary history? The geological time scale interpreted from rock strata provides a way to organize Earth’s history. Major historical events include the formation of mountain chains and ocean basins, the evolution and extinction of particular living organisms, volcanic eruptions, periods of massive glaciation, and development of watersheds and rivers through glaciation and water erosion. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. ESS3—EARTH AND HUMAN ACTIVITY: How do Earth’s surface processes and human activities affect each other? Earth’s surface processes affect and are affected by human activities. Humans depend on all of the planet’s systems for a variety of resources, some of which are renewable or replaceable and some of which are not. Natural hazards and other geological events can significantly Demonstration (teacher choice) Individual work: Formative Assessments Vocabulary foldable Directive Reading worksheets Exit Slips alter human populations and activities. Human activities, in turn, can contribute to the frequency and intensity of some natural hazards. Indeed, humans have become one of the most significant agents of change in Earth’s surface systems. In particular, it has been shown that climate change—which could have large consequences for all of Earth’s surface systems, including the biosphere—is driven not only by natural effects but also by human activities. Sustaining the biosphere will require detailed knowledge and modeling of the factors that affect climate, coupled with the responsible management of natural resources. ESS3.A: NATURAL RESOURCES: How do humans depend on Earth’s resources? Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geological processes (link to ESS2.B). Renewable energy resources, and the technologies to exploit them, are being rapidly developed. Literacy Integration/Math Connections: RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. (08-ESS3-1) WHST.6-8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. (08-ESS3-1) WHST.6-8.9 Draw evidence from informational texts to support analysis, reflection, and research. (08-ESS3-1) 6.EE.B.6 Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. (08-ESS3-1) 7. EE.B.4 Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. (08-ESS3-1) 3rd Quarter Unit 5: Human Impacts ESS 3-2, ESS 3-3, ESS 3-4 Essential Questions: How do Earth’s surface processes and human activities affect each other? Time Frame: January 25- April 01, 2016 How do natural hazards affect individuals and societies? How do humans change the planet? Priority Standards Supporting Standards Learning Targets: 08-ESS3-2 Understand that related Analyze and interpret data on geologic forces can help natural hazards to forecast future forecast the locations and catastrophic events and inform the likelihood of future events. development of technologies to mitigate their effects. [Clarification Recognize the need for global Statement: Emphasis is on how some technology to prepare for natural hazards, such as volcanic natural hazards and eruptions and severe weather, are catastrophic events. preceded by phenomena that allow Analyze and interpret data on for reliable predictions, but others, natural hazards to forecast future such as earthquakes, occur suddenly catastrophic events and inform the and with no notice, and thus are not development of technologies to yet predictable. Examples of natural mitigate their effects. hazards can be taken from interior Explain the importance of earth processes (such as earthquakes and resources and identify ways in volcanic eruptions), surface which various resources can be processes (such as mass wasting and recycled. tsunamis), or severe weather events (such as hurricanes, tornadoes, and Describe how human needs and floods). Examples of data can activities have affected the include the locations, magnitudes, biosphere. and frequencies of the natural Examine human environmental hazards. Examples of technologies impacts. can be global (such as satellite systems to monitor hurricanes or Assess and evaluate the kinds forest fires) or local (such as of solutions that are feasible to Overview of Learning Progressions (How will students learn it?) ESS3—EARTH AND HUMAN ACTIVITY: How do Earth’s surface processes and human activities affect each other? Earth’s surface processes affect and are affected by human activities. Humans depend on all of the planet’s systems for a variety of resources, some of which are renewable or replaceable and some of which are not. Natural hazards and other geological events can significantly alter human populations and activities. Human activities, in turn, can contribute to the frequency and intensity of some natural hazards. Indeed, humans have become one of the most significant agents of change in Earth’s surface systems. In particular, it has been shown that climate change— which could have large consequences for all of Earth’s surface systems, including the biosphere—is driven not only by natural effects but also by human activities. Sustaining the biosphere will require detailed knowledge and modeling of the factors that affect climate, coupled with the Books and Materials resources needed Brain Pop: Education Portal on youtube United Streaming Video: Technology Websites Textbooks Labs Probes PRETEST Daily Bell Ringer Question Demonstration building basements in tornado-prone regions or reservoirs to mitigate droughts).] 08-ESS3-3 Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.* [Clarification Statement: Examples of the design process include examining human environmental impacts, assessing the kinds of solutions that are feasible, and designing and evaluating solutions that could reduce that impact. Examples of human impacts can include water usage (such as the withdrawal of water from streams and aquifers or the construction of dams and levees), land usage (such as urban development, agriculture, or the removal of wetlands), and pollution (such as of the air, water, or land).] 08-ESS3-4 Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems. [Clarification Statement: Examples of evidence include gradeappropriate databases on human populations and the rates of consumption of food and natural resources (such as freshwater, mineral, and energy). Examples of impacts can include changes to the reduce human impact. Design a method for monitoring and minimizing a human impact on the environment. Understand that human impacts can include changes to the appearance, composition, and structure of Earth’s systems as well as the rates at which they change. Know that negative impacts on Earth systems will continue unless the activities and technologies involved are engineered otherwise. Give examples of how the increase of human populations, rates of food consumption and natural resources has impacted Earth’s systems. Construct an argument supported by evidence for how increases in human populations and per-capita consumption of natural resources impact Earth’s systems. responsible management of natural resources. ESS3.B: NATURAL HAZARDS: How do natural hazards affect individuals and societies? Some natural hazards, such as volcanic eruptions and severe weather, are preceded by phenomena that allow for reliable predictions. Others, such as earthquakes, occur suddenly and with no notice, and thus they are not yet predictable. However, mapping the history of natural hazards in a region, combined with an understanding of relat- ed geological forces can help forecast the locations and likelihoods of future events. ESS3.C: HUMAN IMPACTS ON EARTH SYSTEMS: How do humans change the planet? Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of many other species. But changes to Earth’s environments can have different impacts (negative and positive) for different living things. Typically, as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise. (teacher choice) Individual work: Formative Assessments Vocabulary foldable Directive Reading worksheets Exit Slips appearance, composition, and structure of Earth’s systems as well as the rates at which they change. The consequences of increases in human populations and consumption of natural resources are described by science, but science does not make the decisions for the actions society takes.] Literacy Integration/Math Connections: RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. (08-ESS3-2),(08-ESS3-4) RST.6-8.7 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). (08-ESS3-2) WHST.6-8.1 Write arguments focused on discipline content. (08-ESS3-4) WHST.6-8.7 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. (08-ESS3-3) WHST.6-8.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. (08-ESS3-3) WHST.6-8.9 Draw evidence from informational texts to support analysis, reflection, and research. (08-ESS3-4) MP.2 Reason abstractly and quantitatively. (08-ESS3-2) 6.RP.A.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. (08-ESS3-3),(08ESS3-4) 7.RP.A.2 Recognize and represent proportional relationships between quantities. (08-ESS3-3),(08-ESS3-4) 6.EE.B.6 Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. (08-ESS3-2),(08-ESS3-3),(08ESS3-4) 7.EE.B.4 Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. (08-ESS3-2),(08-ESS3-3),(08-ESS3-4) Engineering Design: 4th Quarter Unit 6: Matter and Energy in Organisms and Ecosystems 08LS2-4 Essential Questions: How and why do organisms interact with their environment and what are the effects of these interactions? Interdependence Relationships in Ecosystems 08-LS2-5 What happens to ecosystems when the environment changes? How do organisms interact in groups so as to benefit individuals? Time Frame: April 11-May 16, 2016 Priority Standards Supporting Standards Learning Targets: 08-LS2-4 Recognize patterns Construct an argument supported of empirical by empirical evidence that changes evidence that to physical or biological influence components of an ecosystem affect population change. populations. [Clarification Statement: Emphasis is on Understand physical and recognizing patterns in data and biological components of making warranted inferences about an ecosystem. changes in populations, and on evaluating empirical evidence Evaluate empirical supporting arguments about changes evidence to make to ecosystems.] logical inferences based on data and patterns. 08-LS2-5 Evaluate competing design Evaluate how solutions for maintaining physical and/or biodiversity and ecosystem biological services.* components affect [Clarification Statement: Examples the population of an of ecosystem services could include Overview of Learning Progressions (How will students learn it?) Books and Materials resources needed LS2—ECOSYSTEMS: INTERACTIONS, Brain Pop: ENERGY, AND DYNAMICS: How and why do organisms interact with their environment Education Portal on and what are the effects of these interactions? youtube Ecosystems are complex, interactive systems that include both biological communities United Streaming (biotic) and physical (abiotic) components of Video: the environment. As with individual organisms, a hierarchal structure exists; groups of the same Technology organisms (species) form populations, different populations interact to form communities, Websites communities live within an ecosystem, and all of the ecosystems on Earth make up the Textbooks biosphere. Organisms grow, reproduce, and perpetuate their species by obtaining necessary Labs resources through interdependent relationships with other organisms and the physical Probes environment. These same interactions can facilitate or restrain growth and enhance or PRETEST limit the size of populations, maintaining the balance between available resources and those Daily Bell Ringer who consume them. These interactions can also water purification, nutrient recycling, and prevention of soil erosion. Examples of design solution constraints could include scientific, economic, and social considerations.] ecosystem. Make logical inferences based on data and patterns to predict population changes in an ecosystem. Construct an argument supported by empirical evidence of how physical and/or biological components affect the population of an ecosystem. I can identify scientific, economic, and social consideration of competing design solution. Recognize examples of ecosystem services. Evaluate and compare data regarding competing design solutions for maintaining biodiversity and ecosystem services change both biotic and abiotic characteristics of the environment. Like individual organisms, ecosystems are sustained by the continuous flow of energy, originating primarily from the sun, and the recycling of matter and nutrients within the system. Ecosystems are dynamic, experiencing shifts in population composition and abundance and changes in the physical environment over time, which ultimately affects the stability and resilience of the entire system. LS2.C: ECOSYSTEM DYNAMICS, FUNCTIONING, AND RESILIENCE: What happens to ecosystems when the environment changes? Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any physical or biological component of an ecosystem can lead to shifts in all of its populations. Biodiversity describes the variety of species found in Earth’s terrestrial and oceanic ecosystems. The completeness or integrity of an ecosystem’s biodiversity is often used as a measure of its health. LS2.D: SOCIAL INTERACTIONS AND GROUP BEHAVIOR: How do organisms interact in groups so as to benefit individuals? Groups may form because of genetic relatedness, physical proximity, or other recognition mechanisms (which may be species specific). They engage in a variety of signaling behaviors to maintain the group’s integrity or to warn of threats. Groups often dissolve if they no longer function to meet individuals’ needs, if dominant members lose their place, or if other key members are removed from the group through death, predation, or exclusion by other Question Demonstration (teacher choice) Individual work: Formative Assessments Vocabulary foldable Directive Reading worksheets Exit Slips members. ETS1.B: Developing Possible Solutions There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. (Secondary to 08-LS2-5) Literacy Integration/Math Connections: RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. (08-LS2-4) RI.8.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. (08-LS2-4) WHST.6-8.1 Write arguments to support claims with clear reasons and relevant evidence. (08-LS2-4) WHST.6-8.9 Draw evidence from informational texts to support analysis, reflection, and research. (08-LS2-4) Engineering Design: MS-ET1.B Developing Possible Solutions There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. (Secondary to 08-LS2-5)