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Authors: Halina Mirecki, Beth Wenzel, Sharon Becker, and Cindy Wilbur
[Science 8] Curriculum Map (June 2011)
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Farmington Public Schools
Curriculum Map
for
Grade 8 General Science
Subject/Department: Science
Grade: 8
Date: June 2011
Course Purpose
By taking middle school science, students will be equipped to pose questions and acquire critical thinking and reasoning skills in order to make
evidence-based decisions. In order to become scientifically literate citizens of the 21st century, students will develop an understanding of the discipline
of science through collaborative explorations of a variety of life sciences phenomena. In grades 6-8, students engage in the study of the various fields
of science (physics, earth/space science, and life science), applying skills learned to meet the challenges of a rapidly changing world.
This full-year required Science course for all 8th graders at Irving A. Robbins Middle School is a life science course. Students explore how the human
body works and why humans acquire the physical traits that they do. Students will explore life science through collaborative, inquiry-based
investigations and communicate and apply their understandings by performing authentic core experiences. The ultimate outcome of the course is for
students to be able to answer the essential question: “How does the variety of structures and functions in living things ensure the survival of their
species over time?” (How do species adapt to try to ensure their survival? How and why do species vary their structure and function? Why do some
species become extinct and others do not?)
Major Learning Goals & Understandings
Students in eighth grade science will understand how scientific knowledge is created and communicated by investigating factors that affect human body
systems, cellular structure and processes, the inheritance of traits, and theories of evolutionary relationships. Students will begin their investigation of the
human body systems when they first explore how structure and function governs the processes within cells and organisms to regulate and maintain
homeostasis. (ESU #6). Students will continue their investigation when they explore how principles of genetics can be used to predict patterns of inheritance
(ESU #7). Following this, students will analyze the evidence for the evolution of life and compare and contrast the different mechanisms and theories of
evolution. (ESU #7). Finally, their study will culminate with an investigation of how energy flows within an ecosystem, how organisms interact within a
community, and how humans impact ecosystems. (ESU #5). Students will have opportunities to connect their understandings to contemporary global issues that
affect the quality of human life on the planet, such as evaluating the risks and benefits of genetic engineering and exploring food preservation techniques to
prevent food borne illnesses.
Authors: Halina Mirecki, Beth Wenzel, Sharon Becker, and Cindy Wilbur
[Science 8] Curriculum Map (June 2011)
Property of Farmington Public Schools
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Sequence of Units
Unit 1 – Human Body – 10 weeks
a. Levels of Organization of the Human Body
b. Homeostasis
c. Musculoskeletal System
d. Circulatory and Respiratory Systems
e. Digestive System
Unit 2 – Cells – 9 weeks
a. Cell Theory
b. Cell Structure and Function
c. Cell Transport, Cellular Respiration and Photosynthesis
d. Cell Cycle, Mitosis
Unit 3 – Heredity –8 weeks
a. Meiosis
b. DNA structure and function
c. Chromosome Theory
d. Principles of Genetics
e. Patterns of Human Inheritance
f. Advances in Genetic Engineering
Unit 4 – Evolution – 4 weeks
a. Theory of Evolution
b. Natural Selection
c. Evidence for Evolution: Fossils, Homologous Structures, Embryology, and DNA sequencing
Unit 5 – Ecology – 4 weeks
a. Biotic and Abiotic Factors
b. Interactions among Living Things
c. Matter and Energy Flow through Ecosystems
Authors: Halina Mirecki, Beth Wenzel, Sharon Becker, and Cindy Wilbur
[Science 8] Curriculum Map (June 2011)
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Unit 1: Human Body Systems
Length of unit: 50 days
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Essential Questions
How does a body system maintain its balance?
How are body systems interdependent?
How do scientists create new knowledge that impact our lives?
Stage I – Desired Results
Science ESU # 6: Structure and Function: How are organisms structured to ensure efficiency and survival?
Content Standard: #7.2 Many organisms, including humans, have specialized organ systems that interact with each other to maintain dynamic internal balance.
7.2.a. All organisms are composed of one or more cells; each cell carries on life- sustaining functions.
7.2.b. Multi-cellular organisms need specialized structures and systems to perform basic life functions.
Knowledge – Students will:
 Apply the steps of the scientific method to investigate factors that affect the performance of human body systems.
 Explain how the structure and function of multi-cellular organisms (animals) is dependent on the interaction of cells, tissues, organs and organ systems.
 Investigate and explain in writing the basic structure and function of the human skeletal system.
 Differentiate between the structures and range of motion associated with ball and socket and hinge joints and relate these joints to simple machines.
 Identify the three muscle types in connection with movement of skeleton, the diaphragm, and the heart.
 Explain how the components of the human musculo-skeletal system interact to support the body and allow movement.
 Given a diagram of the main parts of the human respiratory system, identify and explain the function of each of the following: nasal cavity, trachea, bronchi,
lungs and diaphragm.
 Given a diagram of the main parts of the human circulatory system and identify and explain the function of each of the following: heart, veins, arteries and
capillaries.
 Given a diagram of the human digestive system identify and explain the function of each of the following: mouth, esophagus, stomach, small and large
intestines and rectum.
 Compare and contrast physical and chemical digestion.
 Describe and explain how the structures of the human digestive, respiratory and circulatory systems function to bring oxygen and nutrients to the cells and
expel waste materials.
 Identify the causes and symptoms of major diseases and disorders of the body systems studied (such as diabetes and appendicitis)
Authors: Halina Mirecki, Beth Wenzel, Sharon Becker and Cindy Wilbur
[Grade 8 Science] Curriculum Map (July 2010)
Property of Farmington Public Schools
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Science ESU#1—Science Inquiry, Literacy, and Numeracy—How is scientific knowledge created and communicated?
Content Standard: #KS.a.—Understand that scientific inquiry is a thoughtful and coordinated attempt to search out, describe, explain and predict natural
phenomena.
Content Standard: # M.a.—Understand that scientific inquiry progresses through a continuous process of questioning, data collection, analysis and
interpretation.
Skills—Students will be able to:
 Form hypotheses and make predictions about factors affecting performance of body systems.
 Design and conduct appropriate types of scientific investigations to answer questions about factors affecting body systems.
 Use appropriate tools and techniques to make observations and gather data in their investigation about factors affecting body systems.
 Identify and present homeostatic relationships using appropriate graphs
 Draw conclusions and identify sources of error on factors affecting heart rate lab.
 Provide explanations to investigated questions about human body systems.
FPS Vision Skills Make connections between new information and prior knowledge to make predictions regarding the human body systems
 Ask questions, act on curiosity and brainstorm ideas regarding factors that affect heart rate
 Establish and adhere to group norms that facilitate effective performance in group inquiry activities.
 Adapt to perform a variety of roles and responsibilities within lab groups.
 Manage time and organize tasks in carrying out scientific experiments.
 Employ strategic processes to learn from success and failure in reflecting on experimental data.
 Write, speak clearly, and use of a variety of technology tools to enhance communication when presenting data.
 Analyze and evaluate data to draw conclusions about homeostatic relationships.
 Detect patterns and anomalies in data regarding human body systems.
Stage II – Major Summative Assessments
Assessment
Rubric or Grading Criteria
Scientific Method Quiz: Students respond to common content questions about the scientific
method process. (ESU#1, CS KS.a, M.a)
Students will be evaluated on their understanding of the
scientific method process.
Chicken Wing Dissection: Students will be assessed on their understanding of the muscular and
skeletal structure and function of a chicken wing and their ability to make connections to that of
the human body. Students will make these connections while working collaboratively in small
Students demonstrate understanding of the major structures
and functions of the chicken wing and how they work
together. Students record observations and answer analytical
Authors: Halina Mirecki, Beth Wenzel, Sharon Becker and Cindy Wilbur
[Grade 8 Science] Curriculum Map (July 2010)
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groups to explore the muscles and bones of partially cooked chicken wings. (ESU # 6, CS 7.2b)
questions.
Muscular and Skeletal Systems Quiz: Students respond to common content questions
regarding the muscular and skeletal systems.(ESU#6, CS 7.2.b)
Students will be evaluated on their understanding of how the
structure of muscles and bones relate to the functions they
carry out in the human body.
Conceptual Checkpoint Question: Students will make connections between new information
and prior knowledge to respond to the question, “How do body systems work together to
maintain the body’s balance?” Students will revisit this essential question at the beginning,
middle, and end of the unit. (ESU#6, CS 7.2.b)
See IAR collaborative drive for conceptual checkpoint question
and rubric.
Heart Rate Performance Task: Students brainstorm ideas about factors that affect heart rate.
They work collaboratively to create a scientific question, design a fair test and collect data. They
analyze the data and draw conclusions which they communicate to the class.(ESU #1, 6)
See IAR collaborative drive for Heart Rate Performance Task
and Rubric.
Human Body Test: Students respond to common content questions that assess the Essential
Questions of this unit, such as Pick two body systems and describe how the two systems work
together to maintain homeostasis. (ESU # 6, CS 7.2b)
See IAR collaborative drive for common grade-level test to
assess how the body maintains homeostasis and the body
systems are interdependent.
Stage III – Learning Plan
Unit Instructional Overview
Students start the unit by studying the levels of organization in the human body and how the body maintains homeostasis. Through inquiry, students
develop an understanding of how major systems (skeletal, muscular, circulatory, respiratory and digestive systems) in their bodies are organized and are
interdependent. As a part of their studies, they will complete multiple laboratory investigations exploring the relationship between the structure and
function of the major body systems. This is an introductory life science unit which incorporates application of the scientific process. This unit is followed by
the study of cells and cell structure.
Guiding Question, Big
Core Assured Learning Experiences (the major work of the discipline that all
Formative Check for Understanding (identifies
Idea or Major Concept
students will perform during the unit)
student misconceptions & provides feedback for
teachers to adjust instruction; not counted in
student grade) or Self-Reflection
What is the scientific
Seven Steps of the Scientific Method—Students review the seven steps of the
Students are evaluated through teacher
method and how is it
scientific method.
generated quiz.
used to create new
knowledge?
CMT Prompt: Salsa Lab –Students respond to 3 CMT-like prompts relating
Students are evaluated on response to CMT-like
scientific method to data on body temperature.
prompt.
Authors: Halina Mirecki, Beth Wenzel, Sharon Becker and Cindy Wilbur
[Grade 8 Science] Curriculum Map (July 2010)
Property of Farmington Public Schools
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How is the human body
organized?
What is homeostasis and
how does the body
maintain it?
What happens when the
body can’t maintain
homeostasis or handle
stress?
What is the relationship
between muscles and
bones?
Hook – Journal Entry: Students use prior knowledge to draw and label organs
as they think they appear in their bodies. Later they compare this with what
they have learned in this unit.
Students complete an exit card: How is the human
body organized?
Cells of the Body Inquiry—Using microviewers, students observe samples of
various body cells. They record observations and respond to the question:
“How does the structure of cells relate to their functions within the human
body?”
Journal entry: The Cat and Homeostasis. Students explain the connection
between body temperature and behavior of a cat (based on a diagram given) in
relation to its maintenance of homeostasis.
Students are evaluated on their observations and
use of data evidence to support their response to
the guiding question.
Journal Entry – The Cat and Homeostasis - used to
check student understanding of homeostasis.
Stress Story—Students write a story about a stressful situation. The story must
include how the body responds to stress and maintains homeostasis.
Students are evaluated on their use of vocabulary
and level of understanding of homeostasis.
Blood Sugar and Homeostasis: After instruction on graphing, students apply
skills to evaluate data on the blood sugar levels of two different individuals to
determine which person was able to maintain homeostasis in their body and
the effects on the individual who could not (diabetes).
Students are evaluated on their abilities to
analyze data and relate to the concept of
homeostasis.
CMT Prompt: Homeostasis –Students respond to 3 CMT-like prompts relating
scientific method to data on homeostasis.
Students are evaluated on response to CMT-like
prompt.
Muscle Organizer—Using textbook and class discussions, students create a flip
book note organizer on the structures and functions of the major muscle
groups
Feedback given on accuracy of notes
Feedback given on accuracy of notes
Skeletal System Organizer-- Using textbook and class discussions, students
complete a note organizer on the structures and functions of bones, and the
organization of the human skeletal system.
How are the circulatory
and respiratory systems
similar and different in
terms of structure and
function?
Anatomy of a Kick—Teachers lead students through an internet simulation
activity where students observe how various muscles and bones move a leg.
Two Loops Inquiry—Students respond to a pre-lab question: “What is the
pathway of an oxygen molecule through the body starting at the lungs?”
Students then model the pathway of an O2 molecule through the major organs
of the respiratory and circulatory systems.
Authors: Halina Mirecki, Beth Wenzel, Sharon Becker and Cindy Wilbur
[Grade 8 Science] Curriculum Map (July 2010)
Property of Farmington Public Schools
Students use understanding of how muscles and
bones work together to predict the sequence of
movements needed to kick a soccer ball.
Students are evaluated on a post response to the
initial question
Page 7
Video—“Hemo, the Magnificent”
How are they
interrealated?
Study of the Circulatory System—Students complete Venn diagrams, and note
organizers on the structures and functions of the heart, blood vessels, and
components of blood.
Study of the Respiratory System—Students complete note organizers and
diagrams on the structure and function of the lungs and the pathway of oxygen
and carbon dioxide through the respiratory system
How do the circulatory,
respiratory and digestive
systems work together?
Digestive System Storyboard—Students create a 6-9 panel illustrated
storyboard depicting the journey of food through the major organs of the
digestive system.
Students are evaluated through teacher
generated quiz on the circulatory and respiratory
systems including an essay question: How do the
circulatory and respiratory systems work together
to move oxygen through the body?
Students will be evaluated on their description of
digestion of food and absorption of nutrients.
Unit 2: Cells
Length of unit: 45 days
Essential Questions
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What does it mean to be “living”?
How is a cell’s structure specialized for its function? How do cells carry out the necessary functions for life?
How do scientists create new knowledge that impact our lives?
Stage I – Desired Results
ESU # 6: Structure and Function: How are organisms structured to ensure efficiency and survival?
Content Standards: # 7.2 - Many organisms, including humans, have specialized organ systems that interact with each other to maintain dynamic internal
balance.
7.2.a. All organisms are composed of one or more cells; each cell carries on life- sustaining functions.
Knowledge – Students will:
 Explain the components of the Cell Theory.
 Illustrate and describe the basic structures of an animal cell, including nucleus, cytoplasm, mitochondria and cell membrane, and how they function to
support life.
Authors: Halina Mirecki, Beth Wenzel, Sharon Becker and Cindy Wilbur
[Grade 8 Science] Curriculum Map (July 2010)
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Compare and contrast the structure and functions of bacteria, plant and animal cells.
Compare and contrast living organisms that are single celled with multicellular organisms.
Discuss biochemical processes including transport, photosynthesis and cell respiration.
Describe the Cell Cycle and the process of mitosis.
Explain the interconnection between structure and function for organelles and cells.
Science ESU#1—Science Inquiry, Literacy, and Numeracy—How is scientific knowledge created and communicated?
CS#KS.a.—Understand that scientific inquiry is a thoughtful and coordinated attempt to search out, describe, explain and predict natural phenomena.
CS# M.a.—Understand that scientific inquiry progresses through a continuous process of questioning, data collection, analysis and interpretation.
CS# M.b.—Understand that scientific inquiry requires the sharing of findings and ideas for critical review by colleagues and other scientists.
Skills—Students will be able to:
 Form hypotheses and make predictions about what cell structures they will see in different types of cells.
 Design and conduct appropriate types of scientific investigations to answer the questions: why are cells so small, and how does amount of light affect
the rate of photosynthesis?
 Use computers and microscopes to make observations and gather data about cells and cell structure.
 Identify and present relationships between variables in appropriate graphs on cell size and photosynthesis.
 Draw conclusions and identify sources of error in their experiment on photosynthesis rate.
 Provide explanations to the investigated questions:
Which organelles will I see in my cheek cells?
Why don’t my cells have chloroplasts or a cell wall?
Why are cells so small?
What factors affect photosynthesis rate?
 Read, interpret and examine the credibility of scientific claims on the Cell Theory.
FPS Vision Skills Make connections between new information and prior knowledge to make connections between structure and function of cells
 Establish and adhere to group norms that facilitate effective performance in group inquiry activities
 Adapt to perform a variety of roles and responsibilities within lab groups
 Manage time and organize tasks in carrying out scientific experiments
 Employ strategic processes to learn from success and failure in reflecting on experimental data
 Analyze and evaluate data to draw conclusions about cell functions and photosynthetic relationships
 Detect patterns and anomalies in data regarding various cell types
Authors: Halina Mirecki, Beth Wenzel, Sharon Becker and Cindy Wilbur
[Grade 8 Science] Curriculum Map (July 2010)
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Stage II – Major Summative Assessments
Assessment
Rubric or Grading Criteria
Cheek and Onion Cells Inquiry Lab: Students make and stain slides of onion cells and their own
cheek cells to examine the structures of organelles and compare and contrast plant and
animal cells. (ESU # 6, CS 7.2a)
See IAR collaborative drive for “cheek and onion cells” lab and
rubric
Inquiry Lab: Why are cells so small?: Students work collaboratively to design a fair test and
collect data for this scientific question. They analyze the data and draw conclusions, then
connect to prior knowledge and text readings to respond to the question, “Why are cells so
small?”(ESU #1, 6 CS 7.2a)
See IAR collaborative drive for “why are cells so small?” lab
and rubric
Cell Structure and Function Quiz (chapter 1): A common quiz administered to all 8th grade
students at the end of chapter 1 instruction that assess student understanding of cell
structure and cell theory. (ESU # 6, CS 7.2a)
See IAR collaborative drive for chapter 1 quiz
Photosynthesis Rate Lab: Students work collaboratively to design a fair test and collect data for See IAR collaborative drive for photosynthesis lab and rubric
the question, “How does intensity of light affect the rate of photosynthesis?” . They analyze
the data and draw conclusions, then connect to prior knowledge and text readings to respond
to the question, “How does intensity of light affect the rate of photosynthesis?”(ESU #1, 6 CS
7.2a)
Cells Unit Test: A common test administered to all 8th grade students that assess the Unit
Essential Questions. (ESU # 6, CS 7.2a)
See IAR collaborative drive for Cell Unit Test
Stage III – Learning Plan
Unit Instructional Overview
This unit begins with a study of the Cell Theory and how to use the microscope. Through inquiry-based activities, students study structure and function of
cells. They draw and label cell diagrams of slides that have been prepared for them. As they improve their skills, they make and stain their own slides –
including a slide of their own cells! They compare and contrast the differences between plant, animal, and bacterial cells. They investigate several cell
processes, including membrane transport, photosynthesis and respiration. This unit follows the Human Body Unit and is followed by the Genetics Unit.
Guiding Question, Big
Idea or Major Concept
Core Assured Learning Experiences (the major work of the discipline that all
students will perform during the unit)
Authors: Halina Mirecki, Beth Wenzel, Sharon Becker and Cindy Wilbur
[Grade 8 Science] Curriculum Map (July 2010)
Property of Farmington Public Schools
Formative Check for Understanding (identifies
student misconceptions & provides feedback for
Page 10
What does it mean for
something to be alive?
“Is it living?” Inquiry- Students are presented with several specimens and are
asked to determine if the item is living or nonliving or was once but is no longer
alive. Through collaborative investigation, students develop an operational
definition of “living” and categorize the items based on their understanding.
Groups then present their results/findings, which leads to a class discussion on
a common definition of living and understanding that the smallest form of life is
a cell.
teachers to adjust instruction; not counted in
student grade) or Self-Reflection
Teacher listens and guides students through self
reflection of responses from inquiry activity.
Life Processes Activity—Students view short video clip on characteristics of
living things.
Students will complete an organizer summarizing
life processes.
How does the structure
of a cell relate to the
functions it performs?
Conceptual Checkpoint Question-Students will make connections between
new information and prior knowledge to answer the question, “How does the
structure of a cell relate to the functions it performs?” Students will revisit this
guiding question at the beginning, middle, and end of the unit. The final
response will be formally assessed
See IAR collaborative drive for conceptual
checkpoint question rubric
How do microscopes help
scientists discover and
learn about cells?
Microscope Inquiry – Students study the parts of the microscope through the
use of diagrams and a microscope (hands on) inquiry that familiarizes them
with the various parts and their functions. Students also examine the letter “a”
cut from a piece of newsprint to see how the image is turned upside down and
backwards.
Students will be evaluated on their responses to
questions on a microscope quiz, including
response to the guiding question, How has the
development of microscopes help scientists
discover and learn about cells?
Cell Inquiry Stations – Students look at prepared slides of cells from different
organisms to compare and contrast structures that they find. They also look at
cells from different sized organisms to see if there is a relationship between
organism size and cell size.
See IAR collaborative drive for “cell inquiry” lab.
Students are evaluated on their collection of data
and use of evidence to support findings
Bacteria Beware (Science CMT-STS Activity): -Students research factors that
bacteria and other cells need for survival and relate this to food preservation
See IAR collaborative drive for “bacteria beware”
activity and scoring rubric. Students are
What are characteristics
of cells?
What is bacteria? Is all
bacteria bad? What
conditions allow for
Authors: Halina Mirecki, Beth Wenzel, Sharon Becker and Cindy Wilbur
[Grade 8 Science] Curriculum Map (July 2010)
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bacteria to develop?
techniques that reduce the chance of contracting food-borne illnesses. They
respond, and create creative solutions, to the prompt: You are hosting a party,
describe methods you would employ to reduce the spread of bacteria.
evaluated on their responses to CMT-like prompt.
How do cells carry out
life processes? What are
the structures and
functions of organelles?
Cell Organelle Activities—Students participate in various activities to learn the
structure and function of the major cell organelles. Activities include “mystery
organelle investigation,” “Cell City” modeling activity, comparing cell functions
to life processes, and comparing organelles to the human body organs.
Students are evaluated on their responses on the
cell organelle quiz and common chapter 1 quiz.
What do cells in animals.
plants, and bacteria have
in common?
What is the structure and
function of a membrane?
How do cells obtain
materials necessary to
carry out life processes?
What is the difference
between active and
passive transport?
Cells Venn Diagram—Students complete a three circle Venn diagram
comparing and contrasting the structures of plant, animal, and bacterial cells.
Chemical Structure in Cells Exploration—Students complete a journal entry
reviewing the terms, “atom, element, compound, mixture.” They then connect
these terms to the chemicals that cells need for survival.
Cell Membrane Demo and Discussion- Students observe a teacher led
demonstration of various produce (lettuce, celery, potato, raisins) in freshwater
and saltwater and students respond to guiding questions.
Cell Membrane Exploration-Students (with teacher and text assistance) draw
representations of methods of cell membrane transport (diffusion, osmosis,
and active transport).
Authors: Halina Mirecki, Beth Wenzel, Sharon Becker and Cindy Wilbur
[Grade 8 Science] Curriculum Map (July 2010)
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What is photosynthesis
and how do plants
engage in it?
How do cells produce
energy that is necessary
for life processes?
Photosynthesis Hook-Students respond to a formative probe-what is food for
plants?
Cell Respiration Hook - Students blow into a test tube containing bromothymol
blue to see the chemical change (blue to green to yellow) as they exhale carbon
dioxide. If available place an aquatic plant in the yellow solution and wait for a
few days for the color to return to blue.
How are photosynthesis
and respiration related?
Students self reflect on their understanding of
photosynthesis and cell respiration hooks by
writing and sharing Journal entries.
Students are evaluated on their responses to
questions on the Cell Unit Test and
Photosynthesis Lab
Photosynthesis and Cell Respiration Exploration-Students observe various
diagrams demonstrating the processes of photosynthesis and cell respiration,
as well as the relationship between the two processes. Students use graphic
organizers to compare and contrast the processes of photosynthesis and
respiration.
Can cells live forever or
do they have a life cycle?
How do cells reproduce?
Cell Cycle Investigation-Using graphic organizers, manipulatives and prepared
slides of cells students investigate the stages of the Cell Cycle and mitosis. If
time and scheduling allow – there is a Genetics Web Lab on the IAR Public Drive
that bring students to various web sites that review the Cell Cycle and mitosis.
Authors: Halina Mirecki, Beth Wenzel, Sharon Becker and Cindy Wilbur
[Grade 8 Science] Curriculum Map (July 2010)
Property of Farmington Public Schools
Students are evaluated on their responses to
questions on the Cell Unit Test
Page 13
Unit 3: [Heredity]
Length of unit: 40 days
Essential Questions
• How are traits passed from parent to offspring?
 How can scientists predict inheritance patterns?
• What are the ethical implications of genetic engineering?
 How do scientists create new knowledge that impacts our lives?
Stage I – Desired Results
[Science] ESU#7 –Heredity and Evolution: What processes are responsible for life’s unity and diversity?
Content Standard: 8.2 - Reproduction is a characteristic of living systems and it is essential for the continuation of every species.
8.2a. Heredity is the passage of genetic information from one generation to another.
8.2b. Some of the characteristics of an organism are inherited and some result from interactions with the environment.
Science ESU#11-Science Technology in Society: How do science and technology affect the quality of our lives?
Content Standard: Similarities in the chemical and structural properties of DNA in all living organisms allow the transfer of genes from one organism to
another.
8.4b. The principles of genetics and cellular chemistry can be used to produce new foods and medicines in biotechnological processes
Knowledge – Students should understand that:
 All the cells in a multicellular organism result from a single fertilized egg cell, through a process of continuous cell divisions (mitosis). Instructions for how an
organism develops are stored in DNA molecules which are part of the chromosomes inside the cell nucleus.
 The chromosomes occur in matching pairs, and each cell in a multicellular organism contains the number of chromosomes that are typical of that species.
For example, cells in human beings contain 23 pairs of chromosomes; 46 in all.
 Most multicellular organisms reproduce by sexual reproduction, in which new cells are produced by the combination of two germ cells (gametes). During
meiosis, matching chromosomes in each pair separate from each other so that each germ cell contains only half of the chromosomes of the original cell.
 Mitosis and meiosis are similar processes in that they both result in the separation of existing cells into new ones. They differ in that the germ cells produced
during meiosis have only one copy of each chromosome. When two germ cells unite during fertilization, the resulting zygote has two copies of each
chromosome, one from each parent, ensuring maternal and paternal genetic contribution.
 Meiosis and gamete formation takes place in the reproductive organs; testes in males produce the sperm and ovaries in females produce the eggs.
 A segment of DNA that holds the information for a specific trait is called a gene. Each chromosome in a pair carries the same genes in the same place, but
Authors: Halina Mirecki, Beth Wenzel, Sharon Becker and Cindy Wilbur
[Grade 8 Science] Curriculum Map (July 2010)
Property of Farmington Public Schools
Page 14
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there are different versions of each gene.
Gender in humans is a trait determined by genes carried by a special pair of chromosomes identified as “X” and “Y”. Female gametes have only an “X”
chromosome; male gametes can have either an “X” or a “Y”. The sperm that fertilizes the egg determines the sex of the offspring: a zygote containing two X
chromosomes will develop into a female and a zygote containing X and Y chromosomes will develop into a male.
Most human traits are inherited from parents, but some are the result of environmental conditions. For example, eating and exercising habits may affect the
body mass and shape of individuals in the same family.
Describe the structure, location and function of chromosomes, genes and DNA and how they relate to each other in the living cell.
Illustrate and chart the purpose, cell type (somatic and germ) and resulting chromosome count during cell division in mitosis and meiosis.
Demonstrate the relationship of corresponding genes on pairs of chromosomes to traits inherited by offspring by creating and analyzing Punnett squares and
pedigrees.
Describe in writing the role of the germ cells in the formation of the human zygote and its resulting 23 pairs of chromosomes, the 23rd of which determines
gender and the other 22 of which determine the characteristics of that offspring
Describe how the genetic information of organisms can be altered to make them produce new materials
Explain the risks and benefits of altering the genetic composition and cell products of existing organisms
Science ESU#1—Science Inquiry, Literacy, and Numeracy—How is scientific knowledge created and communicated?
Content Standard#KS.a.—Understand that scientific inquiry is a thoughtful and coordinated attempt to search out, describe, explain and predict natural
phenomena.
Content Standard#M.a.—Understand that scientific inquiry progresses through a continuous process of questioning, data collection, analysis and
interpretation.
Content Standard# M.b.—Understand that scientific inquiry requires the sharing of findings and ideas for critical review by colleagues and other scientists.
Skills—Students will be able to:
 Construct and evaluate the effectiveness of models, such as Punnett squares and pedigree charts
 Form hypotheses and make predictions on patterns of inheritance
 Use appropriate techniques to make observations and gather data using Punnett squares and pedigrees
 Draw conclusions to genetic problems and questions
 Provide explanations to investigated genetic problems or questions
 Read, interpret and examine genetic research and discuss the credibility of scientific claims
FPS Vision Skills Make connections between new information and prior knowledge to make predictions regarding inheritance patterns.
 Ask questions, act on curiosity and brainstorm ideas regarding ethical issues surrounding genetic engineering.
 Establish and adhere to group norms that facilitate effective performance in group inquiry activities.
Authors: Halina Mirecki, Beth Wenzel, Sharon Becker and Cindy Wilbur
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Adapt to perform a variety of roles and responsibilities within collaborative groups.
Manage time and organize tasks in carrying out collaborative group work.
Write, speak clearly, and use of a variety of technology tools to enhance communication when presenting data.
Analyze and evaluate data to draw conclusions about inheritance patterns.
Stage II – Major Summative Assessments
Assessment
Mendelian Genetics Quiz: Students respond to common content questions about the 6
Principles of Genetics and Punnett Squares. (ESU #7: 8.2a)
“Creature Feature” Genetics Assessment: Students create and choose traits for a “creature
family”. They describe phenotypes and genotypes of the parents, then follow inheritance
patterns to create and analyze Punnett squares and use probability to determine the traits of
the “creature” offspring. Students communicate and orally present their results through a
poster presentation.(ESU# 1: KSa, Ma, Mb, ESU #7: 8.2a, 8.2b)
GM Foods CAPT Prompt: Students investigate the process of DNA manipulation in various
organisms and research the risks and benefits of genetically modified foods. Students use their
research to take a stance on the issue: Should foods that are genetically modified have
mandatory labeling for consumers? (ESU# 1: Ma, Mb, ESU #11: 8.4b)
Conceptual Checkpoint Question: Students will make connections between new information
and prior knowledge to answer the question,” How are traits passed from parent to offspring?”.
Students will revisit this guiding question at the beginning, middle, and end of the unit. The
final response will be formally assessed. (ESU #7: 8.2a, 8.2b)
Genetics Case Study Assessment: Students take on the role of a genetic counselor to evaluate
various pieces of genetic data to assess the trait anomalies within a family. Students use
genetic tools to present their lines of evidence and communicate explanations of inheritance
patterns through a written report to the “family”.
(ESU# 1: KSa, Ma, Mb, ESU #7: 8.2a, 8.2b, ESU#11 8.4b)
Authors: Halina Mirecki, Beth Wenzel, Sharon Becker and Cindy Wilbur
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Rubric or Grading Criteria
Students will be evaluated on their understanding of
Mendelian Genetics.
See Creature Feature Assessment Task and Rubric
See GM Foods CAPT Assessment and Rubric
See common scoring rubric
See Genetic Case Study Task and Rubric
Page 16
Stage III – Learning Plan
Unit Instructional Overview
This unit begins with students observing their own traits, which leads students to question why they have the traits that they do. They investigate the
question and discover they can predict inheritance patterns by understanding the structure and function/role of DNA, chromosomes, and genes in
inheritance. They also discover that genetic research is a new field of science with new discoveries and they conclude the unit by discussing current and
future ethical issues of genetic engineering and manipulation. This unit follows the unit on basic cell structure that introduces the nucleus as the organelle
that houses the genetic information, and this unit is followed by a unit on evolution and the role of genetics in evolution by natural selection.
Guiding Question, Big
Idea or Major Concept
Core Assured Learning Experiences (the major work of the discipline that all
students will perform during the unit)
What are traits?
How Unique Are You?-Hook-Students observe and identify traits that are
inherited and discuss traits the difference between inherited traits and
acquired traits(ESU# 1: KSa, Ma, ESU #7: 8.2a, 8.2b)
How are traits inherited?
How can scientists
predict inheritance
patterns?
How does the structure
of DNA lead to the
inheritance of traits?
What is meiosis and how
does it lead to the
inheritance of traits?
Formative Check for Understanding (identifies
student misconceptions & provides feedback for
teachers to adjust instruction; not counted in
student grade) or Self-Reflection
Students evaluate their own traits and discuss
how their traits are inherited.
6 Principles of Genetics Activity: Students research how Gregor Mendel
applied the scientific method to discover how traits are inherited. Teacher will
follow up the activity with a class discussion of the 6 principles of genetics using
an illustrated article of Mendel’s work(ESU# 1: Ma, Mb, ESU #7: 8.2a)
Pre Assessment Prompt: Students will make
connections between new information and prior
knowledge to pre-answer the question,” How are
traits passed from parent to offspring?”
Punnett Square Practice-Students learn, practice, and create various types of
Punnett Square problems (for single allele, multiple alleles, and sex-linked
traits). (ESU# 1: KSa, Ma, ESU #7: 8.2a, 8.2b)
Entrance/Exit Quizzes: Punnett Square problems
and Pedigree Problems
Pedigree Practice- Students learn, practice, and create various types of pedigree
problems. Students also create and analyze pedigrees on their own. (ESU# 1:
KSa, Ma, ESU #7: 8.2a, 8.2b,)
DNA modeling- Students manipulate nitrogen base puzzle pieces and create a
class size DNA model. (ESU# 1: KSa, Ma, ESU #7: 8.2a)
Quiz on DNA structure and process of Meiosis
(see collaborative drive)
Meiosis Exploration-Students represent chromosomes with genetic traits and
walk through the process of meiosis-- show the multiplication and division of
chromosomes to produce cells with half the number of chromosomes(ESU #7:
8.2a)
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How can DNA be
engineered for practical
purposes?
Genetic Disorder and Engineering Exploration: Students research various
genetic disorders and current advances in genetics.(ESU# 1: KSa, Ma, Mb, ESU
#7: 8.2a, 8.2b)
What are the ethical
implications of genetic
engineering?
GATTACA Video-STS connection: Students watch the movie and use science
knowledge to explain various scenes in the movie. Students discuss ethical
issues around genetic engineering(ESU# 1: KSa, Ma, Mb, ESU #7: 8.2a, 8.2b,
ESU#11 8.4b)
After viewing the GATTACA video, students reflect
on the ethical implications of genetic engineering
on society through an essay prompt, “If you could
pre-select the genes of your child to eliminate
genetic disorders and select desired traits, would
you?”
Unit 4: Evolution
Length of unit: 20 days

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Essential Questions
How do physical and behavioral adaptations help a population be successful in their environment?
What is the significance between an organism’s structure and the survival of its species?
How do scientists discover new knowledge?
Stage I – Desired Results
ESU # 7: Heredity and Evolution: What processes are responsible for life’s unity and diversity?
Content Standards: 8.2 — Reproduction is a characteristic of living systems and it is essential for the continuation of every species.
8.2.a Heredity is the passage of genetic information from one generation to another.
8.2.b Some of the characteristics of an organism are inherited and some result from interactions with the environment.
10.5a Evolution and biodiversity are the result of genetic changes that occur over time in constantly changing environments.
Knowledge – Students will:
 Living organisms must reproduce to continue the existence of their species. Through reproduction new individuals which resemble their parents are
formed. All the organisms alive today arose from preexisting organisms.
 Mutations and recombination of genes create genetic variability in populations.
 Changes in the environment may result in the selection of organisms that are better able to survive and reproduce.
 Explain how the processes of genetic mutation and natural selection are related to the evolution of species.
 Explain how the current theory of evolution provides a scientific explanation for fossil records of ancient life forms.
 Describe how structural and behavioral adaptations increase the chances for organisms to survive in their environments.
Science ESU#1—Science Inquiry, Literacy, and Numeracy—How is scientific knowledge created and communicated?
Authors: Halina Mirecki, Beth Wenzel, Sharon Becker and Cindy Wilbur
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Content Standard#KS.a.—Understand that scientific inquiry is a thoughtful and coordinated attempt to search out, describe, explain and predict natural
phenomena.
Content Standard# M.a.—Understand that scientific inquiry progresses through a continuous process of questioning, data collection, analysis and
interpretation.
Content Standard# M.b.—Understand that scientific inquiry requires the sharing of findings and ideas for critical review by colleagues and other scientists.
Skills—Students will be able to:
 Construct, and evaluate the effectiveness of evolution timelines and geologic timelines
 Form hypotheses and make predictions on how organisms change over time
 Distinguish between various types of evidence, including direct and indirect evidence, to support the theory of evolution by natural selection
 Recognize and use appropriate techniques to make observations of the natural world and gather data
 Identify and present relationships between variables in appropriate graphs
 Analyze various types of evidence, such as fossil records, DNA sequences, and homologous structures, to draw conclusions about the evolutionary
relationship of organisms
 Provide explanations to investigated evolutionary problems or questions
 Read, interpret and examine the credibility of scientific claims made by evolutionary biologists, such as Darwin and Lamarck.
FPS Vision Skills Make connections between new information and prior knowledge to make predictions regarding theories of natural selection.
 Ask questions, act on curiosity and brainstorm ideas regarding evidence for evolution.
 Establish and adhere to group norms that facilitate effective performance in group inquiry activities.
 Adapt to perform a variety of roles and responsibilities within collaborative groups.
 Employ strategic processes to learn from success and failure in reflecting on evidence for natural selection.
 Write, speak clearly, and use of a variety of technology tools to enhance communication when presenting data.
Authors: Halina Mirecki, Beth Wenzel, Sharon Becker and Cindy Wilbur
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Stage II – Major Summative Assessments
Assessment
Darwin’s Voyage Quiz: Students respond to critical thinking questions regarding Darwin’s
discoveries that led to his theory of evolution by natural selection. (ESU#1: KSa, Ma, ESU# 7:
8.2b, 10.5a)
Conceptual Checkpoint Question: Students will make connections between new information
and prior knowledge to answer the question,” Why do giraffes have long necks?” Students
will revisit this guiding question at the beginning, middle, and end of the unit. The final
response will be formally assessed
Bean Muncher Investigation: Students investigate the process of natural selection by modeling
the beak variation of “bean muncher birds” trying to survive and reproduce. Students observe
and answer critical thinking questions about population changes (ESU#1: KSa, Ma, ESU# 7:
8.2a, 8.2b, 10.5a).
Evolution Unit Test: Students respond to common content questions and essays(ESU#1: KSa,
Ma, Mb, ESU# 7: 8.2a, 8.2b, 10.5a)
Rubric or Grading Criteria
Students will be evaluated on their understanding of the
theory of evolution by natural selection.
See common scoring rubric.
See Bean Muncher Investigation: Students are evaluated on
their level of understanding of how variation within
populations allows organisms to survive and evolve.
Students are evaluated on level of understanding to how
species change over time and what evidence scientists use to
support the theory of evolution by natural selection.
Stage III – Learning Plan
Unit Instructional Overview
In this unit, students explore the theory of evolution by natural selection, as well as examine and discuss various types of evidence scientists use to support
evolutionary relationships. This unit follows the heredity unit, in which students link their understanding of genetics to the principles of evolution. Students
will then take their understanding of evolution by natural selection to study how organisms survive and adapt to environmental pressures in next unit on
ecology.
Guiding Question, Big
Idea or Major Concept
Core Assured Learning Experiences (the major work of the discipline that all
students will perform during the unit)
How did Darwin’s
observations lead to his
theory of evolution by
natural selection?
IAR Island: Survival of the Fittest-Hook: Students simulate a species
undergoing environmental changes that result in trait shifting within the
species over time.(ESU#1: Mb, ESU# 7: 8.2b, 10.5a)
How does natural
selection lead to
evolution?
Darwin’s Voyage and the Scientific Method Notes: Students read and examine
the observations and conclusions of Darwin during his voyage. (ESU#1: KSa, Ma,
Mb, ESU# 7: 10.5a)
Steps of Natural Selection Notes: Students read, examine, and discuss the
components of the natural selection process (overproduction, competition,
adaptation) (ESU# 7: 8.2a, 8.2b, 10.5a). Use finch beaks as a model for process
Authors: Halina Mirecki, Beth Wenzel, Sharon Becker and Cindy Wilbur
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Formative Check for Understanding (identifies
student misconceptions & provides feedback for
teachers to adjust instruction; not counted in
student grade) or Self-Reflection
Conceptual Checkpoint Question: Students will
make connections between new information and
prior knowledge to answer the question,” Why do
giraffes have long necks?”
Darwin’s Voyage Quiz
Students are assessed both through Darwin’s
Voyage Quiz and reflection questions from Bean
Muncher Lab.
Page 20
of natural selection.
How do scientists infer
evolutionary
relationships among
organisms?
What evidence do
scientists use to support
the theory of evolution?
Handspan Variations Activity: Students measure their handspan and create a
class graph to explore the bell curve of trait variations.
Homologous Structure Inquiry: Students are presented with diagrams of arm
bones of various organisms. Students examine, explore and discuss similarities
and differences of the bone structures and functions and relate the structure
and function to relationships of the organisms(ESU#1: KSa, Ma, Mb, ESU# 7:
8.2a, 8.2b, 10.5a)
Reflections during class discussion.
Evolution of the Horse Inquiry: Students use fossil evidence and the geological
time scale to explore and discuss how the horse evolved by natural selection
into the modern day horse. (ESU#1: KSa, Ma, Mb, ESU# 7: 8.2a, 8.2b, 10.5a)
Students discuss findings in collaborative groups
then individually respond to a focused prompt
question, “How does the evolution of the horse
support theories of natural selection?”
Students will be assessed on responses to
Homologous Structure Inquiry Activity (see
collaborative drive)
Unit 5: [Ecology]
Length of unit: 20 days
Essential Questions
• How do matter and energy flow through ecosystems?
• What energy role do organisms play in an ecosystem?
• What role do you play in an ecosystem?
Stage I – Desired Results
[Science] ESU # 5: Matter and Energy in Ecosystems – How do matter and energy flow through ecosystems?
Content Standards: An ecosystem is composed of all the populations that are living in a certain space and the physical factors with which they interact
6.2.a. Populations in ecosystems are affected by biotic factors, such as other populations, and abiotic factors, such as soil and water supply.
6.2.b. Populations in ecosystems can be categorized as producers, consumers and decomposers of organic matter.
ESU#11: Science and Technology in Society-How do science and technology affect the quality of our lives?
Content Standard: Living organisms have the capability of producing populations of unlimited size, but the environment can support only a limited number of
individuals from each species.
10.6 Humans modify ecosystems as a result of rapid population growth, use of technology and consumption of resources.
Authors: Halina Mirecki, Beth Wenzel, Sharon Becker and Cindy Wilbur
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Knowledge – Students will know:
 Ecosystems can be categorized into abiotic and biotic components. Abiotic components include nonliving things such as soil, minerals, climate, water,
sunlight, and wind. Biotic components include all living things.
 Interactions among biotic and abiotic factors support the flow of energy and cycling of materials in ecosystems. For example , air temperature,
availability of water and amount of wind influence the growth of certain species of plants in an area, plant species provide food for animal populations,
and plants and animals cycle oxygen and carbon dioxide.
 Plants are a source of energy (food) and nutrients for animals that consume them. Energy passed to consumers that eat plants came indirectly from the
sun as a result of photosynthesis. Some animals consume plants, and other animals consume animals that eat plants in predato r-prey relationships.
 Consumers are adapted for eating different foods: herbivores are consumers that eat only plants; carnivores are consumers that eat only animals;
omnivores are consumers that eat both plants and animals.
 Decomposers (mainly bacteria and fungi) consume dead plants and animals and break down the organic materials, thus returning nutrients to the
environment for reuse by other organisms.
 Plants and animals within an ecosystem interact in various ways as they compete for limited resources. Relationships among o rganisms can be
beneficial or harmful to one or both organisms.
 Food chains are models that show how materials and energy are transferred from producers to different levels of consumers in an ecosystem. The
basis of every food chain is the energy stored in green plants.
 Food webs are models that show the complex variety of energy sources available to most consumers in an ecosystem.
 An energy pyramid is a model that shows the use of energy in an ecosystem. A large number of producers and primary consumers support a smaller
number of higher-level consumers due to the consumption and loss of energy at each consumer level.
 Populations of species within an ecosystem are affected by the availability of resources such as food, water, living space, o r mates. Populations can be
reduced or increased by environmental changes caused by nature (for example, droughts, forest fires or disease) and by humans (climate change, land
development or overhunting).
 Predator-prey relationships help to maintain a balanced ecosystem. Increases or decreases in prey populations result in corresponding increases or
decreases in predator populations. Predators limit the size of prey populations, increasing the variety of species that can l ive in an area. Fluctuations
over time in populations of interacting species can be represented in graphs.
 All organisms cause changes in the environment where they live. Some of the changes caused by organisms can be helpful to the ecosystem and others
can damage the ecosystem.
 Analyze and interpret how biotic and abiotic factors interact within a given ecosystem.
 Defend the statement, “The sun is the main source of energy on Earth.”
 Compare and contrast how energy and matter flow in a Connecticut ecosystem emphasizing the interactions among producers, consumers and
decomposers.
 Identify local examples of predator-prey relationships and justify the impact of each type of population on the other.
 Create and interpret graphs that illustrate the fluctuation of populations over time.
 Distinguish a food chain from a food web and identify local examples of each.
 Predict what will happen to a population based upon current trends (fires, disease, overhunting, development) and defend the prediction.
 Explain how changes in population density is affected by emigration, immigration, birth rate and death rate, relating these factors to the exponential
growth of human populations.
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Science ESU#1—Science Inquiry, Literacy, and Numeracy—How is scientific knowledge created and communicated?
CS#KS.a.—Understand that scientific inquiry is a thoughtful and coordinated attempt to search out, describe, explain and predict natural phenomena.
CS# M.a.—Understand that scientific inquiry progresses through a continuous process of questioning, data collection, analysis and interpretation.
Skills—Students will be able to:
 Construct and evaluate models of food chains, food webs, and energy pyramids
 Form hypotheses and make predictions on what causes changes in population density
 Design and conduct appropriate types of scientific investigations to answer different ecological questions and problems
 Use appropriate techniques to make observations and gather data on populations
 Identify and present relationships between variables in appropriate ecological relationship graphs
 Analyze population graphs and draw conclusions on changes in population size
 Provide explanations to ecological problems or environmental questions
FPS Vision Skills Make connections between new information and prior knowledge to make predictions regarding ecological relationships
 Ask questions, act on curiosity and brainstorm ideas regarding factors that affect ecosystems
 Establish and adhere to group norms that facilitate effective performance in group inquiry activities.
 Adapt to perform a variety of roles and responsibilities within collaborative groups.
 Employ strategic processes to learn from success and failure in reflecting on experimental data of predator/prey relationships.
 Write, speak clearly, and use of a variety of technology tools to enhance communication when presenting data.
 Analyze and evaluate data to draw conclusions about ecological relationships.
 Detect patterns and anomalies in data regarding predator/prey relationships.
Stage II – Major Summative Assessments
Assessment
Conceptual Checkpoint Question: Students will make connections between new information
and prior knowledge to answer the question ,”What role(s) do you play in your environment?”
Students will revisit this guiding question at the beginning, middle, and end of the unit. The final
response will be formally assessed. (ESU#5: 6.2a, 6.2b, ESU#11: 10.6)
Hare and Lynx Analysis: Students will analyze population data and discuss factors that affect
population density over time. Students communicate results through a written analysis. (ESU#1:
Ma, ESU#5: 6.2a, 6.2b, ESU#11: 10.6)
Authors: Halina Mirecki, Beth Wenzel, Sharon Becker and Cindy Wilbur
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Rubric or Grading Criteria
Common scoring rubric
See Hare and Lynx Task and Rubric: Students are evaluated on
their interpretation of predator/prey relationships, using data
support from graphs and data tables.
Page 23
Ecology Unit Test: Students respond to unit content through common test questions and
essays. (ESU#1: KSa, Ma, ESU#5: 6.2a, 6.2b, ESU#11: 10.6)
Students are evaluated on level of understanding to the
energy role of organisms within ecosystems and their
place/role in ecosystems and environmental issues.
Stage III – Learning Plan
Unit Instructional Overview
Students complete their 8th grade study of life science through an investigation of how energy and matter flow through ecosystems, with an emphasis on
Connecticut forest and pond habitats. Students use their prior knowledge of genetics and evolution to investigate how organism survive in their
environments through the relationships that one type of population can have with other populations to discover that all living things are interdependent.
The unit concludes with how humans, including themselves, impact environments both positively and negatively.
Guiding Question, Big
Core Assured Learning Experiences (the major work of the discipline that all
Formative Check for Understanding (identifies
Idea or Major Concept
students will perform during the unit)
student misconceptions & provides feedback for
teachers to adjust instruction; not counted in
student grade) or Self-Reflection
How do ecologists study
Conceptual Checkpoint Question: Students will make connections between
Students evaluated on their responses to the
populations?
new information and prior knowledge to answer the question,”What role(s) do checkpoint question.
you play in your environment?” (ESU#5: 6.2a, 6.2b)
What are the different
types of interactions
among living things?
What factors affect
population density?
Ant Population Lab: Students discuss methods for determining population size
of an ant population in small groups. Students describe a method for
determining population density and defend their chosen method. Students
share their ideas with the class and the class discusses the most appropriate
way to sample the ant population. (ESU#1: Ma, ESU#5: 6.2a)
Camouflage Butterflies Activity: Students research the concept of animal
camouflage. They then create their own butterfly camouflage to hide in the
classroom. Following this, they simulate predator/prey relationships by
counting how many butterflies they can find.
Ant Exit Quiz: Students complete a group exit
quiz on the ant population and reflect upon their
responses as an introduction to the following
class lesson.
Galapagos Island Analysis: Students read, examine, and discuss the types of
relationships described in a journal entry of an ecologist on the Galapagos
Islands. Students discuss ideas in small groups and in whole class setting.
(ESU#1:Ma, ESU#5: 6.2b, ESU#11: 10.6)
Oh Deer Game-Hook-Students role play interactions of deer with habitat needs,
predator-prey relationships, and human influences. Students collect data to
create a graph and analyze population data. Students also discuss factors that
affect population density. (ESU#5: 6.2a, 6.2b)
Students self reflect through sharing and
discussion of how organisms interact in
ecosystems.
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Students respond to reflection questions after
completing the activity.
Students are evaluated on their responses to
open ended discussion questions on how
populations change over time and what factors
affect population density.
Page 24
What energy role do
organisms play in an
ecosystem?
What is the source of all
energy for most
ecosystems?
How is the movement of
matter through an
ecosystem different from
the movement of energy
through an ecosystem
Moose and Wolf Analysis: Students analyze population data and draw
conclusions as to factors that cause the population data trends and patterns.
Students discuss response to guided questions, then create a group written
analysis. (ESU#1: KSa, Ma, ESU#5: 6.2a, 6.2b)
Food Web Activity: Students create a class size food web. Students are given
the role of various organisms within a pond or forest ecosystem and determine
their energy relationship to other classmates/organisms. Students
demonstrate their relationship by connecting to each organism they have a
relationship with a string, thus creating a class size food web. (ESU#1: KSa,
ESU#5: 6.2a, 6.2b)
Students are evaluated on written responses that
demonstrate the ability to recognize patterns in
population data and discuss factors that affect the
change in population size.
Students self reflect through observation and
class discussion of how organisms use other
organisms for food and energy.
Cycles of Matter Notes: Students read articles on and examine diagrams of the
oxygen/carbon cycle, water cycle, and nitrogen cycle. Students discuss the
movement of matter through ecosystems and compare it to the movement of
energy in ecosystems. (ESU#5: 6.2a)
Students self reflect during group and class
discussions on how matter is recycled through
ecosystems and energy is “used up” in
ecosystems.
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Page 25