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Science - Grade 8
Unit of Study: TAKS
Review, Preparation, & Testing
CURRICULUM OVERVIEW
Fourth Grading Period – Weeks 1 - 4 (17 days)
Enduring Understandings (Big Ideas)
Unit Rationale
Students are expected to meet the standard of 66% (33/50 questions) on the state
administered TAKS test. While most of the TEKS tested are from the 8th grade, 50% of
the test questions are from 6th and/or 7th grade TEKS. A thorough review of the testable
TEKS in the weeks prior to the TAKS will help students meet expectations on this state
assessment.
Students need to be provided a timely review of the testable TEKS from the 6 th, 7th, and
8th grades in order to be prepared for the state administered TAKS test.
Lessons for this Unit
Essential Questions
Guiding Questions
 What are the critical science concepts that will be assessed on the 8th grade
TAKS test?
 What depth of understanding is needed to meet the standard of 66% on the
TAKS test?
 What are the identified campus weaknesses that require extra attention in
preparation for the 8th Grade TAKS Exam?
TEKS (Standards)
TEKS Specificity - Intended Outcome
Strand
Objective 2 6.12A, 6.12.E, 7.5A, 7.10A, 7.10C; 7.12B, 7.12C, 7.12F, 7.13A, 7.13B, 7.14C,
8.11A, 8.11B, 8.11C
” I CAN” statements highlighted in yellow should be displayed for students.
I can:
Objective 3 6.5C, D, 6.6, 6.6B, 6.6C, 8.5A, 8.5B, 8.5C, 8.5D, 8.5E, 8.5F
 Understand the science concepts assessed by the state and meet the expectations
for meeting the recommended standard (66%) for the 8 th grade TAKS test.
Objective 4 6.8A, 6.8C, 6.8D, 6.8E; 6.9C, 7.7C, 8.6A
Objective 5 6.10?B, 6.10D, 7.5B, 7.8A, 7.8B, 7.8C, 8.7A, 8.7B, 8.8A, 8.8B, 8.9B, 8.10A, 8.10B,
8.10C, 8.11D
Strand
TEKS (Standards)
Objective 1 8.1A, 8.2A, 8.2B, 8.2C, 8.2D, 8.2E, 8.3A, 8.3B, 8.3C, 8.3D, 8.4A, 8.4B
SAISD © 2010-2011 – Fourth Grading Period
TEKS Specificity - Intended Outcome
I can:
 Understand the science skills and processes assessed by the state and meet the
expectations for meeting the recommended standard (66%) for the 8 th grade TAKS
test.
Science - Grade 8
Page 1 of 15
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.
ELPS Student Expectations
ELPS Specificity - Intended Outcome
ELPS 1A - use prior knowledge and experiences to understand meaning in English.
ELPS 2C - learn new language structures, expressions, and basic and academic
vocabulary heard during classroom instruction and interactions.
ELPS 3C - share information in cooperative learning interactions.
ELPS 5B - write using newly acquired basic vocabulary and content-based gradelevel vocabulary.





College Readiness Student Expectations
Science Standards:
Various science content strands from the College Readiness Standards.
Use prior experiences to expand upon and to learn academic and social vocabulary
related to the science content and process skills. (1A, 2C)
Express and share opinions, ideas, feelings, and information with others individually
or in small groups using appropriate vocabulary. (3C)
Journal experiences using complete sentences and newly acquired vocabulary. (5B)
Use a variety of strategies to assist in pre-reading activities to gain new vocabulary.
(1A)
Create and use labeled illustrations to enhance learning of key concepts and
vocabulary. (5B)
College Readiness - Intended Outcome

Incorporate the college readiness standards in the review of middle school science
content and process skills.
Evidence of Learning (Summative Assessment)
1.
Given a TAKS released question from a testable middle school TEKS, students answer the question correctly at least 80% of the time.
SAISD © 2010-2011 – Fourth Grading Period
Science - Grade 8
Page 2 of 15
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.
Science - Grade 8
Review & Preparation
Unit of Study: TAKS
CURRICULUM GUIDE
Week 1 - 4 Lesson 1 - TAKS Review (17 days)
Guiding Questions
Essential Pre-requisite Skills

 What are the identified campus weaknesses that require extra attention in
preparation for the 8th Grade TAKS Exam?
Students should have learned the essentials science concepts assessed on the
8th TAKS test during their science classes in 6th, 7th, and 8th grade.
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
5E Model of Instruction (link)
 Review 8th grade testable TEKS, including those fro grades 6 and 7, based upon
historical areas of weakness.
So students can….
 Read and understand a TAKS formatted question on middle school science concepts
or process skills.
 Answer TAKS formatted question correctly by applying content knowledge and
process skills.
 Answer TAKS formatted questions for the following:
Objective 2 - Biology
Objective 3 - Chemistry
Objective 4 - Physics
Objective 5 - Earth & Space Science
 Apply the tools of science and the scientific approach to investigations as defined in
Objective 1.
 Using hands-on lessons that are focused on the testable concepts.
Content Vocabulary & Academic Vocabulary
 Use the vocabulary words from the middle school (6 - 8) science TEKS.
 Use the verbs in the testable TEKS that describe the level of understanding and
assessment.
Resources
 SAISD Science TAKS Preparation Manual
 TAKS Dailies
 STAR Grant Review Modules
English Proficiency Standards (ELPS)
ELPS Student Expectations
ELPS 1A - use prior knowledge and experiences to understand meaning in English.
ELPS 2C - learn new language structures, expressions, and basic and academic
vocabulary heard during classroom instruction and interactions.
ELPS 3C - share information in cooperative learning interactions.
ELPS 5B - write using newly acquired basic vocabulary and content-based grade-level
vocabulary.
ELPS Stems
 I think ___ means …
 I used the word/phrase ___ to express the idea that …
 I can conclude that …
 The best explanation is…
Evidence of Learning (Summative Assessment)
Formative Mini Assessments
SAISD © 2010-2011 – Fourth Grading Period
TAKS
Science - Grade 8
College-Readiness
Anticipated Skills for SAT/ACT/College Board/Career/Life
Page 3 of 15
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.
Science - Grade 8
Unit of Study:
Week 5 - Testing - (5 days)
TAKS Testing Week
CURRICULUM
GUIDE
Essential Pre-requisite
Skills
Guiding Questions
 Are students prepared for the
8th
 Students should have reviewed all the 6,7,and 8 th grade concepts assessed on the 8th
grade TAKS
Grade Science TAKS?
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
5E Model of Instruction (link)

Administer the 8th Grade Science TAKS
Content Vocabulary
Academic Vocabulary
So students can….

Demonstrate mastery of tested content
Resources
English Proficiency Standards (ELPS)
ELPS Student Expectations
ELPS Stems
Evidence of Learning
Formative Mini Assessments
TAKS
College-Readiness
Anticipated Skills for SAT/ACT/College Board/Career/Life
SAISD © 2010-2011 – Fourth Grading Period
Science - Grade 8
Page 4 of 15
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
Science - Grade 8
Unit of Study: The Cell
CURRICULUM OVERVIEW
Fourth Grading Period – Weeks 6 - 8 (15 days)
Enduring Understandings (Big Ideas)
Understanding cell composition and function is fundamental to all of the biological
sciences because all living things are made of cells.
Unit Rationale
In order for students to understand living organisms, they must first understand how the
cell is a complex system which consists of various organelles performing key functions.
Lessons for this Unit
Lesson 1: Plant & Animal Cells
Lesson 2: Homeostasis, Diffusion and Osmosis
Essential Questions
 What evidence supports the statement, “Plants and animals are made from the
same ingredients?"
 How do cells maintain homeostasis?
TEKS (Standards)
Strand
Biology (4) Science Concepts.
The student knows that cells are the basic structures of all living things with
specialized parts that perform specific functions and that viruses are different from
cells. The student is expected to:
(A) compare and contrast prokaryotic and eukaryotic cells
(B) investigate and explain cellular processes, including homeostasis, energy
conversions, transport of molecules, and synthesis of new molecules
Biology (5) Science Concepts.
The student knows how an organism grows and the importance of cell differentiation.
The student is expected to:
(B) examine specialized cells, including roots, stems, and leaves of plants; and animal
cells such as blood, muscle, and epithelium.
Guiding Questions



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What are the main components of the cell theory?
How animal cells and plant are cells the same and how do they differ?
How do cells maintain homeostasis?
What is the key difference between osmosis and diffusion?
TEKS Specificity - Intended Outcome
” I CAN” statements highlighted in yellow should be displayed for students.
I can:
 Identify and describe the levels of organization found in multicellular organisms:
cells, tissues, organs, and organ systems.
 Distinguish between a prokaryotic and eukaryotic cell .
 Describe the central principles in cell theory.
 Describe the structure and function of basic cell types and organelles.
 Compare and contrast plant and animal cells.
 Explain the importance of the surface area to volume ratio as a factor limiting cell
size.
 Investigate and identify cellular processes including homeostasis and
permeability.
Biology (10) Science Concepts.
The student knows that biological systems are composed of multiple levels. The
student is expected to:
(C) analyze the levels of organization in biological systems and relate the levels to
each other and to the whole system
SAISD © 2010-2011 – Fourth Grading Period
Science - Grade 8
Page 5 of 15
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
Strand
TEKS (Standards)
Scientific Investigation & Reasoning
8.1 The student, for at least 40% of instructional time, conducts laboratory and field
investigations following safety procedures and environmentally appropriate and
ethical practices.
8.2 The student uses scientific inquiry methods during laboratory and field
investigations.
8.3 The student uses critical thinking, scientific reasoning, and problem solving to
make informed decisions and knows the contributions of relevant scientists.
8.4 The student knows how to use a variety of tools and safety equipment to conduct
science inquiry.
TEKS Specificity - Intended Outcome
I can:
 Know and use safe practices and safety equipment during investigations. (8.1A;
8.4B)
 Plan, design, and implement comparative, experimental, or descriptive
investigations by making observations, asking well-defined questions, and using
appropriate equipment. (8.2A, B)
 Use appropriate tools to collect and record qualitative and quantitative data and
information. (8.2C; 8.4A)
 Construct tables and graphs to organize data. (8.2D)
 Analyze data to formulate reasonable explanations and communicate valid
conclusions. (8.2E)
ELPS Student Expectations
ELPS Specificity - Intended Outcome
ELPS 1A - use prior knowledge and experiences to understand meanings in English.
ELPS2C - learn new language structures, expressions, and basic and academic
vocabulary heard during classroom instruction and interactions.
ELPS 3E - share information in cooperative learning interactions.
ELPS 4D - use pre-reading supports such as graphic organizers, illustrations, and
pretaught topic-related vocabulary and other prereading activities to enhance
comprehension of written text.
ELPS 5B - write using newly acquired basic vocabulary and content-based gradelevel vocabulary.
 Use prior knowledge and experiences to understand the difference between plant
and animal cells as well as cellular processes. (!A)
 Learn basic and academic vocabulary related to cell organelles and cellular
processes. (2C)
 Share information in cooperative learning interactions. (3E)
 Use graphic organizers and illustrations to enhance comprehension related to cells
and cellular processes. (4D)
 Write about cell organelles and cellular processes using newly acquired vocabulary
and content-based grade-level vocabulary. (5B)
College Readiness Student Expectations
Science Standards
I - E2: Use essential vocabulary of the discipline being studied.
VI - A1: Know that although all cells share basic features, cells differentiate to carry
out specialized functions.
VI - A3: Describe the structure and function of major sub-cellular organelles.
VI - A6: Know the structure of membranes and how this relates to permeability.
College Readiness - Intended Outcome
 Define and use a set of technical terms correctly and in context for the discipline
studied.
 Recognize and describe major features that distinguish plant and animal cells.
 Describe or recognize the appearance or structure of ribosomes, cytoplasmic
membrane, chromosomes, cell wall, lysosomes, vacuoles, Golgi apparatus,
chloroplast, mitochondria, and endoplasmic reticulum, and describe important
functions of cells.
 Describe and explain the processes of osmosis and diffusion, and explain how the
structure of plasma membranes permits and influences these events.
Evidence of Learning (Summative Assessment)
1. Given materials and equipment, students design a cell poster analogy depicting the roles and functions of organelles with at least 80% accuracy.
2.
Given pond water and onion slices, students prepare wet mount slides, view in the microscopes, and identify various parts and organisms with at least 80% accuracy.
SAISD © 2010-2011 – Fourth Grading Period
Science - Grade 8
Page 6 of 15
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
Science - Grade 8
Unit of Study: The Cell
CURRICULUM GUIDE
Weeks 6 & 7 - Lesson 1 - Plant & Animal Cells (7 days)
Guiding Questions
Essential Pre-requisite Skills
 What are the main components of the cell theory?
 How are animal cells and plant cells the same?
 How are animal cells and plant cells different?
 What evidence supports the statement, “Plants and animals are made from
the same ingredients?"
The student can:
 Understand that all organisms are composed of one or more cells. (6.12A)
 Differentiate between structure and function in plant and animal cells. (7.12D)
 Recognize that according to cell theory all organisms are composed of cells and
cells carry on similar functions. (7.12F)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
5E Model of Instruction (link)
Engage
 Have student order a list of familiar items from smallest to largest (link) Then,
facilitate as students place the biology terms- cell, tissue, organ, organ system,
and organism in order of increasing complexity (link) and provide and example.
Instruct students to include a non-linguistic representation for each example
written.
 Inform students that they will begin a biology unit starting with the simplest unit the cell.
 Reinforce specific vocabulary pertinent to the learning (see box below)
Explore
 Monitor as students practice using the microscope at several stations using the
following: Microscope Observations (link). Be sure to demonstrate proper use of
microscope.
 Teacher Notes: Region 20 has great specimens for microscope activities.
 Using the Pro-scope (STAR technology), prepare a wet mount from a student’s
cheek cell and onion skin cells. Discuss step by step procedure in preparing a
wet-mount. Use procedure described in Human Cheek Cell and Onion Cells
(link). Have students sketch the images shown on the screen. Ask students for
function of structures seen.
 Facilitate as students distinguish between an animal cell and plant cell.
Animal Cell (link) & Plant Cell (link).
Explain
 Facilitate Cell slideshow (link)
Differentiation (Additional Support):
 Use modified KWL organizers to review what the students know, what they have
learned and what they still need to learn.
 Have students write an acrostic poem (link) to demonstrate knowledge about cells
So students can….
Rank order terms based on size then complexity using both linguistic and nonlinguistic representation. For the biology terms they should compare the
different examples associated with each term and discuss relationships they may
notice.
Marzano's Six Steps to Effective Vocabulary Instruction (link)
Rotation Stations
Work in groups of 2 - 3 to perform lab collecting, analyzing and recording all
findings on data table provide.
Journaling In their science journal write descriptions of wet mount procedure and review
proper use of a microscope. Also, include a sketch of a human cheek cell and
onion cell..
Journaling Color code an animal cell and plant cell, comparing and contrasting structures.
Create a vocabulary foldable to identify structures found in cells and the
functions of the cell organelles.
Create a short poem to demonstrate knowledge about cells.
SAISD © 2010-2011 – Fourth Grading Period
Science - Grade 8
Page 7 of 15
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
 Monitor as students review cells with various games and web activities:
Cell Millionaire (link)
Cell Jeopardy (link)
Cell Battleship (link)
Cell Hangman (link)
Elaborate
 Have students create a Cell Analogy Project (link) . Discuss meaning of analogy
and provide examples. Facilitate in-depth discussion with the class over structure
and function of the different organelles found in the cells.
 Have students complete a Cell Venn Diagram (link) to compare plant and animal
cells.
 Students review key vocabulary using a Word Chop (link) activity.
Differentiation (Mastery):
 Have students look at various types of cells muscle cells, red blood cells,
amoebas etc. Have them explain why they believe that the cells have different
shapes and what those differences may indicate.
Evaluate
 Give a short exam on cell parts and functions (link).
 Review the game of Taboo (link) with students. A term is placed at the top of the
card and five taboo words are below. The student pairs off with another student
and gives clues for the top term. None of the “taboo word can be used as clues.
Note this will takes time to create. Once cards are made allow students to work in
pairs to review organelles and functions.
 Review the guiding and essential questions for this lesson.
Content Vocabulary
 cell
 cell membrane
 cell wall
 cytoplasm
 organelle
 nucleus
 eukaryote
 prokaryote
 cell wall
 chloroplast
 mitochondria
 vacuole
 ribosome
 golgi apparatus
 lysosome
 endoplasmic reticulum
Academic Vocabulary
 compare
 contrast
 illustrate
 analogy
Review their knowledge of cells using various games and web activities.
Projects for Concept Reinforcement
Record their answers in their science journal. Debrief with class.
Pair with another student to review cell organelles and their function using the
game Taboo.
Answer the guiding and essential questions in their science journal.
Resources
Internet Sites
Access Excellence
Biology Corner
Science Class-net
SAISD © 2010-2011 – Fourth Grading Period
Science - Grade 8
Page 8 of 15
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
English Proficiency Standards (ELPS)
ELPS Student Expectations
ELPS 1A - use prior knowledge and experiences to understand meanings in English.
ELPS2C - learn new language structures, expressions, and basic and academic
vocabulary heard during classroom instruction and interactions.
ELPS 3E - share information in cooperative learning interactions.
ELPS 4D - use pre-reading supports such as graphic organizers, illustrations, and
pretaught topic-related vocabulary and other prereading activities to enhance
comprehension of written text.
ELPS 5B - write using newly acquired basic vocabulary and content-based gradelevel vocabulary.
ELPS Stems
 I learned…
 A new word/phase I heard was…
 What I know about ___ is …
 I think ___ means…
 ___ describes ___.
Evidence of Learning (Summative Assessment)
Formative Mini Assessments
TAKS
Which of these is a characteristic of body cells that
require large amounts of energy?
A
B
C
D
They have a large number of mitochondria.
They have a supplementary Y chromosome.
They have a two-layer membrane.
They have a storage area for albumin proteins.
Answer A
College-Readiness
Anticipated Skills for SAT/ACT/College Board/Career/Life
College Readiness Objectives Addressed:
Science Standards
I - E2: Use essential vocabulary of the discipline being
studied.
VI - A1: Know that although all cells share basic
features, cell differentiate to carry out
specialized functions.
VI - A3: Describe the structure and function of major
sub-cellular organelles.
VI - A6: Know the structure of membranes and how this
relates to permeability.
SAISD © 2010-2011 – Fourth Grading Period
Science - Grade 8
Page 9 of 15
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
Science - Grade 8
Unit of Study: The Cell
CURRICULUM GUIDE
Weeks 7 & 8 - Lesson 2 – Homeostasis, Diffusion and Osmosis (7 days)
Guiding Questions
Essential Pre-requisite Skills
 What are different ways molecules are able to pass through the cell membrane?
 What is the key difference between osmosis and diffusion?
 How do cells maintain homeostasis?
The student can:
 Understand that all organisms are composed of one or more cells. (6.12A)
 Differentiate between structure and function in plant and animal cells. (7.12D)
 Recognize that according to cell theory all organisms are composed of cells and
cells carry on similar functions. (7.12F)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
5E Model of Instruction (link)
Engage
 Ask (1) Why can't cells continue to grow larger and larger to become giant cells, like
a blob?
(2) Why are most cells, whether from an elephant or an earthworm, microscopic
in size?
(3) What happens when a cell grows larger and what causes it to divide into two
smaller cells rather than growing infinitely larger?
 Tell students that they will perform a 'hands-on' activity that simulates the
changing relationship of Surface Areas -to- Volume for a growing cell. (In Explore
section of curriculum guide).
 Students will note the importance of cell size when maintaining homeostasis. Here
are a few easy quick demos to introduce this topic Cell Membrane Surface Area
Demos (link)
Explore
 Students will create a cubic model of the cell to demonstrate the surface area to
volume ratio. Have students complete a Modeling Limits to Cell Size and
Modeling Surface Area to Volume Ratio activity (link)
 Have students demonstrate osmosis by performing the following investigation
Gummy Bear Diffusion (link). Discuss the types of transport through the cell
membrane. Ask students to explain how this may be similar to the engagement
activity. Have students begin to predict possible outcomes. Ask students to define
the following in their own words: osmosis, diffusion, permeability.
Explain
 Monitor as students write a summary of their understanding of osmosis and
diffusion. Have students include a topic sentence, three key points and a
conclusion sentence. Students must include key vocabulary terms.
Differentiation (Additional Support):
 Have student create a foldable that defines and illustrates cell homeostasis,
permeability, diffusion and osmosis.
So students can….
THINK-PAIR-SHARE (link)
Think about and record information in their science journal. Discuss with their
learning partner. Debrief with class.
Journaling Record observations in their science journal. Write a reflection on their learning
experiences and the importance of cell size when maintaining homeostasis.
Work in groups of 2 - 3, to complete investigation with assigned roles in each
group.
Journaling Record observations in their science journal and record answers to the
questions.
Journaling Write a summary of osmosis and diffusion.
SAISD © 2010-2011 – Fourth Grading Period
Science - Grade 8
Page 10 of 15
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
 Have students perform an activity to demonstrate diffusion using food coloring
(link) or one using cornstarch and iodine (link)
Workings in groups of 2 - 3, complete investigation of diffusion and write a
learning reflection in their science journal.
Differentiation (Mastery):
 Have students research via the internet and other resources the effects if a cell
was unable to maintain homeostasis.
Evaluate
 Have students create a graphic organizer that describes cell homeostasis,
permeability, diffusion and osmosis. Descriptions should be in the students' own
words and encourage imagery to accompany each term.
 Review the guiding and essential questions for this lesson.
Content Vocabulary
 homeostasis
 permeability
 active transport
 passive transport
 diffusion
 osmosis
Academic Vocabulary
 disperse
 ratio
Journaling Create a graphic organizer in their science journal that describes cell
homeostasis, permeability, diffusion, and osmosis
Answer the guiding and essential questions in their science journal.
Resources
Internet Sources
Access Excellence
Biology Corner
Science Class-net
English Proficiency Standards (ELPS)
ELPS Student Expectations
ELPS 1A - use prior knowledge and experiences to understand meanings in English.
ELPS2C - learn new language structures, expressions, and basic and academic
vocabulary heard during classroom instruction and interactions.
ELPS 3E - share information in cooperative learning interactions.
ELPS 4D - use pre-reading supports such as graphic organizers, illustrations, and
pretaught topic-related vocabulary and other prereading activities to
enhance comprehension of written text.
ELPS 5B - write using newly acquired basic vocabulary and content-based gradelevel vocabulary
ELPS Stems
 I learned…
 A new word/phase I heard was…
 What I know about ___ is …
 I think ___ means…
 ___ describes ___.
Evidence of Learning (Summative Assessment)
Formative Mini Assessments
TAKS
When a sea urchin egg is removed from the ocean and
placed in freshwater, the egg swells and bursts. Which of
these causes water to enter the egg?
A
B
C
D
Coagulation
Sodium pump
Active transport
Osmosis
College-Readiness
Anticipated Skills for SAT/ACT/College Board/Career/Life
College Readiness Objectives Addressed:
Science Standards
I - E2:
Use essential vocabulary of the discipline being
studied.
VI - A6: Know the structure of membranes and how this
relates to permeability.
Answer D
SAISD © 2010-2011 – Fourth Grading Period
Science - Grade 8
Page 11 of 15
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
Science - Grade 8
Unit of Study:
Bacteria and Viruses
CURRICULUM OVERVIEW
Fourth Grading Period – Weeks 8 & 9 (7 days)
Enduring Understandings (Big Ideas)
The world teams with bacteria and viruses. They are in the soil, in streams, in oceans,
and in and on animals and plants. They can live in a wide variety of environments
ranging from the bottom of the ocean to the top of the highest mountain. Most bacteria
are harmless, and without them, life on Earth could not exist. They are essential
components of the global ecosystem as decomposers. Viruses, on the other hand, are
mostly harmful. They exist only to invade cells and reproduce themselves, usually
destroying the host cell in the process
Essential Questions
Strand
 How do bacterial and viruses affect our daily lives?
Unit Rationale
Students need to understand bacteria and viruses because they are so prevalent.
Students must study and understand the relations ships that are formed between
bacteria, viruses, the environment, and human interactions in order to better
understand the world around them.
Lessons for this Unit
Lesson 1: Bacteria and Viruses
Guiding Questions
 What are the characteristics of bacteria and viruses?
 What role do bacteria and viruses play in terms of human health?
 What are the beneficial uses of bacterial?
TEKS (Standards)
TEKS Specificity - Intended Outcome
Biology (4) Science Concepts.
The student knows that cells are the basic structures of all living things with
specialized parts that perform specific functions and that viruses are different from
cells. The student is expected to:
(C) compare the structures of viruses to cells, describe viral reproduction, and
describe the role of viruses in causing diseases such as human immunodeficiency
virus (HIV) and influenza.
” I CAN” statements highlighted in yellow should be displayed for students.
I can:

Compare and contrast viruses and bacteria.

Describe the role of bacteria in maintaining health.

Describe the role of viruses and bacteria in causing diseases.
Biology (11) Science Concepts.
(C) summarize the role of microorganisms in both maintaining and disrupting the
health of both organisms and ecosystems
Strand
TEKS (Standards)
Scientific Investigation & Reasoning
8.1 The student, for at least 40% of instructional time, conducts laboratory and field
investigations following safety procedures and environmentally appropriate and
ethical practices.
8.2 The student uses scientific inquiry methods during laboratory and field
investigations.
8.3 The student uses critical thinking, scientific reasoning, and problem solving to
make informed decisions and knows the contributions of relevant scientists.
8.4 The student knows how to use a variety of tools and safety equipment to conduct
science inquiry.
TEKS Specificity - Intended Outcome
I can:
 Know and use safe practices and safety equipment during investigations. (8.1A;
8.4B)
 Plan, design, and implement comparative, experimental, or descriptive
investigations by making observations, asking well-defined questions, and using
appropriate equipment. (8.2A, B)
 Use appropriate tools to collect and record qualitative and quantitative data and
information. (8.2C; 8.4A)
 Construct tables and graphs to organize data. (8.2D)
 Analyze data to formulate reasonable explanations and communicate valid
conclusions. (8.2E)
SAISD © 2010-2011 – Fourth Grading Period
Science - Grade 8
Page 12 of 15
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
ELPS Student Expectations
ELPS Specificity - Intended Outcome
ELPS 1A - use prior knowledge and experiences to understand meanings in English.
ELPS2C - learn new language structures, expressions, and basic and academic
vocabulary heard during classroom instruction and interactions.
ELPS 3E - share information in cooperative learning interactions.
ELPS 4D - use pre-reading supports such as graphic organizers, illustrations, and
pretaught topic-related vocabulary and other prereading activities to enhance
comprehension of written text.
ELPS 5B - write using newly acquired basic vocabulary and content-based gradelevel vocabulary.
 Use prior knowledge and experiences to understand the difference between bacteria
and viruses. (!A)
 Learn basic and academic vocabulary related to bacteria and virusese. (2C)
 Share information in cooperative learning interactions. (3E)
 Use graphic organizers and illustrations to enhance comprehension related to
bacteria and viruses. (4D)
 Write about bacteria and viruses using newly acquired vocabulary and contentbased grade-level vocabulary. (5B)
College Readiness Student Expectations
Science Standards
I - E2: Use essential vocabulary of the discipline being studied.
VI - A1: Know that although all cells share basic features, cells differentiate to carry
out specialized functions.
VI - A3: Describe the structure and function of major sub-cellular organelles.
College Readiness - Intended Outcome
 Define and use a set of technical terms correctly and in context for the discipline
studied.
 Recognize and describe major features that distinguish plant, animal, and fungal
cells.
Evidence of Learning (Summative Assessment)
1.
2.
3.
Given a disease or health condition, students will be able to identify the causing agent as a bacteria or virus with at least 80% accuracy.
When show images of bacteria and viruses, students will be able to correctly identify which is which with at least 80% accuracy.
Students will be able to describe and illustrate the reproduction methods of viruses and bacteria with at least 80% accuracy.
SAISD © 2010-2011 – Fourth Grading Period
Science - Grade 8
Page 13 of 15
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
Science - Grade 8
Unit of Study: Bacteria & Viruses
CURRICULUM GUIDE
Weeks 8 & 9 - Lesson 1 – Bacteria and Viruses (7 days)
Guiding Questions






Essential Pre-requisite Skills
The student can:
 Understand that all organisms are composed of one or more cells. (6.12A)
 Differentiate between structure and function in plant and animal cells. (7.12D)
 Recognize that according to cell theory all organisms are composed of cells and cells
carry on similar functions. (7.12F)
What are the different types of bacteria?
How do bacteria reproduce
How are bacteria beneficial to the health of humans?
How do viruses differ from bacteria?
What diseases are caused by bacteria and viruses?
How do bacterial and viruses affect our daily lives?
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
5E Model of Instruction (link)
Engage
 Show power point on living or nonliving organisms (link) as students Think-PairShare about which are living and which are nonliving. Students divide images into
groups and identify characteristics they have in common. Allow time for a class
discussion.
 Show interactive site size of different bacteria and viruses. Discuss with students
the size of bacteria and viruses when compared to other objects.
Explore
 Have students write the questions below in their journal. Have them look for the
answers as you show and discuss the power point Bacteria and Viruses (link)
(1) What are the different shapes of bacteria?
(2) Which is the smaller, a bacteria or viruses?
(3) How do bacteria and viruses reproduce?
(4) Which one do antibiotics kill?
(5) What is good about bacteria and viruses?
(6) How do bacteria and viruses harm us?
 Have students construct a bacteria and virus summary cube (link)
Explain
 Present the general characterizes of bacteria and viruses to include their benefits
and harmful affects. Background content for teacher (link).
*Note: Have some students create a team mind map for bacteria and other
students create a team mind map for viruses. When mind maps are complete,
pair members of the different groups - viruses and bacteria and share information.
Students should include the following in their mind maps:
 Students identify the three basic forms of bacteria
 Students state several examples of beneficial uses of bacteria
 Students list examples of diseases caused by bacteria.
 Students identify the major differences between bacteria and viruses.
 Students describe the reproduction cycle of a virus
So students can….
THINK-PAIR-SHARE (link)
Think about and record information in their science journal. Discuss with their
learning partners as whether which images in the power point were living and
which were not.
Journaling Write a reflection about how the size of bacteria and viruses compare to other
objects.
Journaling take notes and answers questions as the teacher presents the power point.
Construct a summary cubes containing characteristics of bacteria and viruses.
Using the summary cubes, compare/contrast bacteria and viruses using a Venn
Diagram.
Team Mind Map (link)
Draw and label the central image, brainstorm, draw and label main ideas
radiating out of the central image, and finally add details using colors, images,
branches, and key words.
*Note: Have some students do a team mind map for bacteria and other students
do a team mind map for viruses.
SAISD © 2010-2011 – Fourth Grading Period
Science - Grade 8
Page 14 of 15
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.

Students list examples of diseases caused by viruses
Differentiation (Additional Support):
 Have students use a tutorial for a review of bacteria and viruses
Elaborate
 Have students read an article about flesh eating bacteria (link) and complete the
accompanying worksheet.
Read about a harmful effect of a type of bacterial infection and complete
worksheet.
Differentiation (Mastery):
 Have students research and report out on viruses that attack bacteria
Evaluate
 Have students complete a matching activity for bacteria and virus characteristics
(link)
In groups of 3, match terms with definition and characteristics of bacteria and
viruses.
 Have students create and present a visual for bacteria and viruses that identify;
 basic shapes
 method of reproduction
 beneficial uses
 associated diseases
 Review the guiding and essential questions for this lesson.
Content Vocabulary
 bacteria
 virus
 disease
 vaccine
 antibiotic
Academic Vocabulary
 infectious
Work in small groups to create a visual to compare and contrast bacteria and
viruses.
Answer the guiding and essential questions in their science journal.
Resources
Identified Linked Sources
English Proficiency Standards (ELPS)
ELPS Student Expectations
ELPS 1A - use prior knowledge and experiences to understand meanings in English.
ELPS2C - learn new language structures, expressions, and basic and academic
vocabulary heard during classroom instruction and interactions.
ELPS 3E - share information in cooperative learning interactions.
ELPS 4D - use pre-reading supports such as graphic organizers, illustrations, and
pretaught topic-related vocabulary and other prereading activities to enhance
comprehension of written text.
ELPS 5B - write using newly acquired basic vocabulary and content-based gradelevel vocabulary
ELPS Stems
 I ___.
Evidence of Learning (Summative Assessment)
Formative Mini Assessments
TAKS
Which of these does a virus need in order to multiply?
A Chloroplasts from a host cell
B A host cell to provide oxygen for the virus
C New ADP from a host cell
D A host cell to replicate the virus’s DNA
Answer D
College-Readiness
Anticipated Skills for SAT/ACT/College Board/Career/Life
College Readiness Objectives Addressed:
Science Standards
VI - A1: Know that although all cells share basic
features, cells differentiate to carry out
specialized functions.
VI - A3: Describe the structure and function of major
sub-cellular organelles.
SAISD © 2010-2011 – Fourth Grading Period
Science - Grade 8
Page 15 of 15
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.