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Science – Grade 8
Unit of Study: Genetics
CURRICULUM OVERVIEW
Third Grading Period – Weeks 1 - 3 (13 - 15 days)
Big Idea
Unit Rationale
Inherited traits are determined by the genetic material that is passed from parent to
offspring. Through the use of a Punnett square, predictions about possible outcomes of
various genetic combinations can be made. Inherited traits are different than those that
result from interactions with the environment, such as the flower color of a hydrangea
plant. Changes can also occur throughout generations because of environmental
conditions. This is a process known as natural selection.
TEKS
Concepts
8.11 The student knows that traits of species can change
through generations and that the instructions for traits are
contained in the genetic material of the organisms.
(A) identify that change in environmental conditions can
affect the survival of individuals and of species
(B) distinguish between inherited traits and other
characteristics that result from interactions with the
environment
TEKS Specificity - Intended Outcome
” I CAN” statements highlighted in yellow should be displayed for students.
I can:






(C) make predictions about possible outcomes of various
genetic combinations of inherited characteristics
8.2 The student uses scientific inquiry methods during field
and laboratory investigations.
(B) collect data by observing and measuring
(C) organize, analyze, make inferences, and predict
trends from direct and indirect evidence
Skills
(D) communicate valid conclusions
(E) construct graphs, tables, maps, and charts using
tools including computers to organize, examine, and
evaluate data
Students know that traits of species can change throughout generations because of
changes in environmental conditions which can affect the survival of individuals and of
species. Characteristics of an organism which result from interactions with the
environment are different than traits that are inherited. Genetic combinations that
determine inherited traits can be made by the use of a Punnett square.
I can:







identify that changes in environmental conditions can affect the survival of individuals and species
(8.11A)
describe the steps of natural selection and provide an example of it (8.11A)
distinguish between inherited traits and those influenced by the environment (8.11B)
identify environmental factors that can affect the phenotype of an organism (8.11B)
define learned behavior and give an example (8.11B)
use a Punnett square to make predictions about possible outcomes of various genetic combinations
(8.11C)
collect data about possible genetic combinations using Punnett squares (8.2B)
organize, analyze, make inferences, and predict trends from direct and indirect evidence (8.2C)
communicate valid conclusions about how environmental conditions that can affect the survival of
individuals and species (8.2D)
communicate valid conclusions about the difference between inherited traits and those influence by the
environment (8.2D)
communicate valid conclusions about various genetic combinations using a Punnett square (8.2D)
construct graphs, tables, and charts to organize information (8.2E)
use models and identify their limitations (8.3C)
8.3 The student uses critical thinking and scientific problem
solving to make informed decisions.
(C) represent the natural world using models and identify
their limitations
(D) connect Grade 8 science concepts with the history of
science and contributions of scientists
SAISD © 2008-09 – Third Grading Period
Science Grade 8
Page 1 of 31
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 TAKS eligible knowledge and skills are identified as Power Standards.
Evidence of Learning
1.
2.
Using their prior knowledge, students imagine two animal parents that have different genetic traits and identify three characteristics, such as fur color, height, and paw
size. Students assign a trait, such as short or tall, for that characteristic in each parent and choose one trait as dominant and the other as recessive. Students use a
Punnett square to determine the possible genotypes and phenotypes for the first generation offspring with at least 80% accuracy.
Using information gathered through the internet and library resources, students create a poster that demonstrates how the appearance of organisms can be affected by
light, temperature, and pH with at least 80% accuracy.
SAISD © 2008-09 – Third Grading Period
Science Grade 8
Page 2 of 31
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 TAKS eligible knowledge and skills are identified as Power Standards.
Science – Grade 8
Unit of Study: Genetics
CURRICULUM GUIDE
Weeks 1 & 2 - Lesson 1 - Heredity (8 days)
Essential Questions



Essential Pre-requisite Skills
The student can:
 identify cells as structures containing genetic material (6.11B)
 interpret the role of genes in inheritance (6.11C)
 distinguish between dominant and recessive traits and recognize that inherited traits
of an individual are contained in genetic material (7.10C)
Where do people get their traits?
How are traits passed from one generation to the next?
How can you predict possible outcomes of genetic combinations?
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
So students can…
Engage

Facilitate as students perform Start-Up Activity (Fingerprint Your Friends) on p. 251. Ask students: Do any
two people have exactly the same fingerprints? Explain.
(8.2B, C, D & 8.11C)
 Journaling In their science journal, students collect their fingerprints
and record their observations of what patterns they
observe. They should compare their fingerprints with
those of their classmates. In their science journal, record
observations, analysis, and conclusions.
(8.2B, C, D & 8.11C)
5E Model of Instruction (link)

TE - Traits (p. 252): Lead a class discussion about traits. Have the students list examples of traits that
"run in families" and that could be passed down through genes. (8.11C)
 THINK-INK-PAIR-SHARE
Students think about and record information in their
science journal. Discuss with their learning partners.
Debrief with class. (8.11C)

Reinforce specific vocabulary pertinent to the learning (see box below)
(8.11C)
 Marzano's Six Steps to Effective Vocabulary
Instruction (link)
(8.11C)
Explore
 Have students perform Quick Lab (Take Your Chances) on p. 253. Ask students: (1) Can two guinea pigs
with brown fur have an offspring with white fur? Explain. (2) How does this activity model how traits are
passed from one generation to the next? (8.2B, C, D, E; 8.3C & 8.11C)

Square Dancing (link) (Dana Center - Science Toolkit: TEKS Based Activities): Facilitate as students learn
how to use Punnett squares to predict genotypes and phenotypes of offspring from given parents.
(8.2B, C, D & 8.11C)

Monitor as students distinguish between dominant and recessive traits as well as make predictions about
possible outcomes of various genetic combinations of inherited characteristics by performing the activity
Genetics with a Smile (link).
(8.2B, C, D, E & 8.11C)
SAISD © 2008-09 – Third Grading Period
Science Grade 8
 Students work in pairs to perform activity recording the
data, analysis, and conclusions in their science journal.
(8.2B, C, D, E; 8.3C & 8.11C)
 Students perform activity answering questions
throughout activity in order to understand the process of
using Punnett squares. (8.2B, C, D & 8.11C)
 Students complete the activity Genetics with a Smile to
distinguish between dominant and recessive traits as
well as make predictions about possible outcomes of
various genetic combinations of inherited characteristics.
Page 3 of 31
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 TAKS eligible knowledge and skills are identified as Power Standards.
Students compare their completed smiley faces with
other classmates and answer questions.
(8.2B, C, D, E & 8.11C)
Explain

Monitor as students read Chapter 10 - Section 1 (p. 252 - 258). Ask students:
(1) How are traits pass from one generation to the next?
(2) How did Mendel prove this?
(3) How can you predict possible outcomes of genetic combinations?
(8.11C)

Reinforce A Stroke of Brilliance (p. 254 - 255)

Reinforce Spotlight On…Making a Punnett Square (p. 254) as well show the following power point for
review: Using a Punnett Square (link)

 Reading Comprehension Process (link)
(8.11C)
 Cornell Note Taking (link)
(8.11C)
Showing the following video clip (8.11C):
Predicting Genetic Traits (link)
Elaborate

TE Apply - Curly Eared Cats (p. 255): Give the students the following information - A curly eared cat,
mated with a cat that had normal ears. If half the kittens had the genotype Cc and curly ears and the other
half had the genotype cc and normal ears, which was the allele for curly ears? What were the parents'
genotypes? (Hint: Use a Punnett square to fill in the genotypes f the offspring, and then work backward).
(8.2B, C, D, E; 8.3C & 8.11C)
 Students create a Punnett square in their science journal
in order to determine the parents' genotypes of a curly
eared cat and a cat with normal ears.
(8.2B, C, D, E; 8.3C & 8.11C)

Have students investigate the passing of traits from parent to offspring through the following website:
How are traits passed from parent to offspring? (link)
(8.2B, C, D & 8.11C)
 THINK-INK-PAIR-SHARE
Students think about and record information in their
science journal. Discuss with their learning partners.
Debrief with class. (8.2B, C, D & 8.11C)

Suggested Worksheets (8.11C)
Reinforcement Worksheet 10 - What Should I Punnett?
Texas Directed Reading Workbook: Worksheet 10 Section 1
 Suggested Homework for Concept Reinforcement
(8.11C)
Evaluate
 Monitor as students perform activity Monster Genetics (link).
(8.2B, C, D, E & 8.11C)
SAISD © 2008-09 – Third Grading Period
 Students complete the activity Monster Genetics and
record information on worksheets provided.
(8.2B, C, D, E & 8.11C)
Science Grade 8
Page 4 of 31
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 TAKS eligible knowledge and skills are identified as Power Standards.

Quiz with the following scenario (8.11C):
In rabbits, the allele for black fur, B, is dominant over the allele for white fur, b. suppose two black parents
have four offspring - three black and one white.
(1) What are the genotypes of the parents?
(2) What are the possible genotypes of all four offspring?
(8.11C)
Vocabulary: (Pertinent to the learning – specific)

recessive trait

dominant trait

allele

genotype

phenotype

Punnett square
 Journaling Students create Punnett squares in their science journal
in order to answer the questions. Debrief with class.
(8.11C)
Resources:
Holt Science & Technology
8th grade Textbook
Chapter 10
 Section 1
pp. 252 - 258
Suggested Labs, Investigations, Demonstrations (Textbook):
Fingerprint Your Friends p. 251
Take Your Chances p. 253
Unit 3 Resource Booklet
Reinforcement Worksheet 10 - What Should I Punnett?
Texas Directed Reading Workbook
Worksheet 10 Section 1
Internet Sites
Genetics with a Smile
Using a Punnett Square
How are traits passed from parent to offspring?
Monster Genetics
Video Clips
Predicting Genetic Traits
SAISD © 2008-09 – Third Grading Period
Science Grade 8
Page 5 of 31
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 TAKS eligible knowledge and skills are identified as Power Standards.
Evidence of Learning
Differentiation
Interims/TAKS/Benchmarks
College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College Board/Career/Life
What do you do for students who need additional
support?
 Review the information on p. 254 - Spotlight
on…Making a Punnett Square. Work with
students in completing Punnett Squares for
the following questions:
Mid-section Review # 1 on p. 255
Section Review # 2 & 3 on p. 258
What do you do for students who master the
learning quickly?
 Have students review Mendel's experiments
and create separate Punnett square for each
of the crosses that Mendel performed in his
two sets of experiments. Students should
include the phenotype and genotype of the
parents and offspring. (8.11C)
SAISD © 2008-09 – Third Grading Period
8th grade TAKS Release Test 2006
10 grade TAKS Release Test 2006
Correct Answer: C
Correct Answer: H
Science Grade 8
Page 6 of 31
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 TAKS eligible knowledge and skills are identified as Power Standards.
Science – Grade 8
Unit of Study: Genetics
Weeks 2 & 3 - Lesson 2 - Heredity or Environment? (7 days)
Essential Questions



CURRICULUM GUIDE
Essential Pre-requisite Skills
The student can:

identify changes in traits that can occur over several generations through natural
occurrence and selective breeding (6.11A)

compare traits of organisms of different species that enhance their survival and
reproduction (7.10B)
How can environmental conditions affect the survival of a species?
What is a learned behavior?
What is the difference between an inherited trait and other
characteristics that result from interactions with the environment?
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
So students can…
5E Model of Instruction (link)
Engage
 TE - Which End Is Up? (p. 264): Have students observe two identical plants with one exceptions - one plant
has been placed on its side for several days in order for the stem to grow crooked. Have students record
their observations using words and pictures. Lead students in a discussion that leads them to the conclusion
that plants have genes that "instruct" the shoots to grow up. The shape of the shoots is then influenced by
the environment. The plant that was grown on its side has a crooked stem because of its environment.
(8.2B, C, D & 8.11B)


TE - Natural Selection (p. 259): Place 20 black jelly beans and 20 red jelly beans on a piece of black paper
and call the display Generation 1. Tell students to pretend the candies are fish, and ask which color would
most likely be eaten first by the jelly-bean shark. Then add five black jelly beans, and take away five red
ones. Call this group Generation 2. Ask students: (1) How many fish in this generation might survive the
jelly-bean shark. What happened between Generation 1 and Generation 2 in order for this to occur?
(8.2B, C, D & 8.11A)
Reinforce specific vocabulary pertinent to the learning (see box below)
(8.11A & B)
Explore
 Monitor as students demonstrate natural selection by performing the activity Survival of the Fittest (link)
and/or Natural Selection with Teddy Grahams (link).
(8.2B, C, D, E; 8.3C & 8.11A)
 Monitor as students investigate how characteristics can be influenced by the environment by performing
Quick Lab (Soil Acidity) on p. 266. Refer to Flower Color and pH on p. 266 and lead a discussion on how
the pH of soil can influence the flower color in hydrangea. (8.2B, C, D & 8.11B)
SAISD © 2008-09 – Third Grading Period
Science Grade 8

Journaling In their science journal, students record
observations using word and pictures. Also, include
conclusions based on the class discussion.
(8.2B, C, D & 8.11B)

Journaling In their science journal, students record
observations, analysis, and conclusions.
(8.2B, C, D & 8.11A)

Marzano's Six Steps to Effective Vocabulary
Instruction (link)
(8.11A & B)

Students work in groups of 2 -3 to perform activity.
In their science journal, record data, analysis, and
conclusions. (8.2B, C, D, E; 8.3C & 8.11A)
Students work in groups of 2 -3 to perform activity
recording data and conclusions in their science
journal. (8.2B, C, D & 8.11B)

Page 7 of 31
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 TAKS eligible knowledge and skills are identified as Power Standards.

Snapshot - Dana Center - Science Toolkit: Have students make a two column table. Illustrate inherited traits
of an organism in the first column. In the second column, describe how each inherited trait might be affected
by environmental conditions. (8.2B, C, D, E & 8.11B)
Explain

Monitor as students read Chapter 10 - Section 2 (p. 259 - 263). Ask students:

(1) What is an adaptation?
(2) What are the four basic steps of Darwin's theory of natural selection?
(3) Why is genetic variation within
(4) How can environmental conditions affect the survival of a species? (8.11A)

Reinforce Natural Selection in Four Steps - Figure 11 (p. 260 - 261) & Watching Natural Selection
Happen (p. 262 - 263)

Monitor as students read Chapter 10 - Section 3 (p. 264 - 267). Ask students:
(1) What is a learned behavior?
(2) How can conditions in an environment affect an organism's appearance? (8.11B)

Reinforce the difference between inherited traits, traits that are the result of the environment, and
learned behavior.
Elaborate

Have students investigate how natural selection can be modeled through the following website:
How can natural selection be modeled? (link)
(8.2B, C, D, E & 8.11A, B)

Have students view the following video clip (8.11A & B):
Adaptations (link)
Natural Selection (link)

Suggested Worksheets (8.11A & B)
Critical Thinking Worksheet 10 - The Perfect Parrot
Texas Directed Reading Workbook: Worksheet 10 Sections 2 & 3
Journaling Students create the two column table in their
science journal illustrating inherited traits in the first
column and in the second column, describing how
each inherited trait might be affected by
environmental conditions. (8.2B, C, D, E & 8.11B)

Reading Comprehension Process (link)
(8.11A)

Reading Comprehension Process (link)
(8.11B)

THINK-INK-PAIR-SHARE
Students think about and record information in their
science journal. Discuss with their learning partners.
Debrief with class. (8.2B, C, D, E & 8.11A, B)
3-2-1 Process - Students…
 write 3 things they know
 write 2 questions
 1 paragraph summarizing (8.11A & B)


Evaluate
 TE - Concept Mapping (p. 260): Have students make a concept map that outlines the changes that take
place in a population of squirrels (each of which is black, red, gray, or white) marooned on a treeless island of
black sand that is also home to squirrel-eating foxes. (8.2C, D & 8.11A, B)
SAISD © 2008-09 – Third Grading Period

Science Grade 8

Suggested Homework for Concept
Reinforcement
(8.11A & B)
Journaling Students create a concept map in their science
journal. The concept map should reflect how
environmental conditions can affect the survival of a
species. (8.2C, D & 8.11A, B)
Page 8 of 31
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 TAKS eligible knowledge and skills are identified as Power Standards.


Quiz with the following as possible questions (8.11A & B):
(1) Who was Charles Darwin?
(2) What are the four steps involved in natural selection as proposed by Darwin?
(3) Why did the darker moths survive and reproduce more than the lighter moths in the 1850s?
(4) What are three environmental factors that can affect the appearance of an organism?
(5) Is the change in fur color of the Arctic fox an example of a genetic trait, an environmental response, or
both? Explain.
Vocabulary: (Pertinent to the learning – specific)

population

natural selection

adaptation

learned behavior

Journaling Have students record their answers in their science
journal. Debrief with class. (8.11A & B)
Resources:
Holt Science & Technology
8th grade Textbook
Chapter 10
 Sections 2 & 3
pp. 259 - 267
Suggested Labs, Investigations, Demonstrations (Textbook):
TE - Which End Is Up?(p. 264
TE - Natural Selection p. 259
Soil Acidity p. 266
Unit 3 Resource Booklet
Critical Thinking Worksheet 10 - The Perfect Parrot
Texas Directed Reading Workbook
Worksheet 10 Sections 2 & 3
Internet Sites
Survival of the Fittest
Natural Selection with Teddy Grahams
How can natural selection be modeled?
Video Clips
Adaptations
Natural Selection
SAISD © 2008-09 – Third Grading Period
Science Grade 8
Page 9 of 31
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 TAKS eligible knowledge and skills are identified as Power Standards.
Evidence of Learning
Differentiation
Interims/TAKS/Benchmarks
College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College Board/Career/Life
What do you do for students who need additional
support?
 Have students read The Lorax by Dr. Seuss.
Have students identify changes that have
occurred in home or school environments.
Have students identify how these changes have
impacted the survival of a selected species.
What do you do for students who master the learning
quickly?
 Have students discuss how the rapidly
expanding human population has caused some
species to become extinct either from habitat
destruction or over hunting and debate the
following question: If people are as much a part
of the environment as trees and birds, are
people's actions just another natural process?
Correct Answer: F
!Correct Answer: H
Correct Answer C
8th grade TAKS Release Test 2006
Correct Answer: J
10th grade TAKS Release Test 2006
SAISD © 2008-09 – Third Grading Period
Science Grade 8
Page 10 of 31
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 TAKS eligible knowledge and skills are identified as Power Standards.
Science – Grade 8
Unit of Study: Human Body Interactions
CURRICULUM OVERVIEW
Third Grading Period – Weeks 4 - 6 (13 - 15 days)
Big Idea
Unit Rationale
Different interactions occur between systems of the human organism, including how the
circulatory systems carry nutrients and wastes to and from other organ systems, how
the digestive system supplies other organ systems with nutrients, and the relationship
between the central nervous system and the peripheral nervous system. The human
organism also has feedback mechanisms that help it maintain equilibrium, such as, the
mechanisms which helps control blood flow, the amount of water the body has in it, and
body temperature.
TEKS
TEKS Specificity - Intended Outcome
8.6 The student knows that interdependence occurs among
living systems.
(A) describe interactions among systems in the human
organism
Concepts
(B) identify feedback mechanisms that maintain
equilibrium of systems such as body temperature, turgor
pressure, and chemical reactions
SAISD © 2008-09 – Third Grading Period
Students know that interdependence occurs among systems found in the human
organism. For example, the circulatory systems carry nutrients and wastes to and from
other systems and the digestive system supply other organ systems with nutrients. The
human body also has feedback mechanisms that maintain equilibrium of the systems.
For example, the mechanism that controls blood flow and hormone equilibrium.
” I CAN” statements highlighted in yellow should be displayed for students.
I can:











describe interactions among the circulatory, respiratory, digestive, urinary, nervous, and endocrine
systems in the human organism (8.6A)
identify feedback mechanisms that help to maintain equilibrium of the body systems (8.6B)
describe how the circulatory systems carry nutrients and wastes to and from other organ systems
(8.6A)
explain how feedback mechanisms help control blood flow (8.6B)
describe the relationship between the respiratory system and the cardiovascular system (8.6A)
explain how the digestive system supplies your other organ systems with nutrients (8.6A)
identify the relationship between the urinary and circulatory systems (8.6A)
explain how the body controls the amount of water in it (8.6B)
describe the feedback mechanism that controls body temperature (8.6B)
explain how the endocrine system communicates with other systems (8.6A)
describe how feedback mechanisms control hormone equilibrium (8.6B)
Science Grade 8
Page 11 of 31
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 TAKS eligible knowledge and skills are identified as Power Standards.
8.2 The student uses scientific inquiry methods during field
and laboratory investigations.
(B) collect data by observing and measuring
(C) organize, analyze, make inferences, and predict
trends from direct and indirect evidence
(D) communicate valid conclusions
Skills
(E) construct graphs, tables, maps, and charts using
tools including computers to organize, examine, and
evaluate data
I can:







collect data about how long it takes for the brain to send a message to the arm's muscle (8.2B)
organize, analyze, make inferences, and predict trends about body system interactions (8.2C)
communicate about body system interactions and feedback mechanisms that maintain equilibrium
(8.2D)
construct graphs, tables, and charts in order to organize, examine, and evaluate information (8.2E)
represent interactions of body systems using models (8.3C
identify the limitations of using models (8.3C)
use tools to perform dissections in order to observe body system of organisms (8.4A)
8.3 The student uses critical thinking and scientific problem
solving to make informed decisions.
(C) represent the natural world using models and identify
their limitations
8.4 The student knows how to use a variety of tools and
methods to conduct science inquiry.
(A) collect, record, and analyze information using tools
including beakers, Petri dishes, meter sticks, graduated
cylinders, weather instruments, not plates, dissecting
equipment, test tubes, safety goggles, spring scales,
balances, microscopes, telescopes, thermometers,
calculators, field equipment, computers, computer
probes, water test kits, and timing devices
Evidence of Learning
1.
2.
Using information gathered from the textbook and other resources, students create an illustrated guide for the digestive, urinary, and circulatory systems including
information such as a diagram of the locations of the structures, information of the functions of those structures and an explanation of how the systems interact with each
other with at 80% accuracy.
Providing pairs of students with an interaction that occurs among systems of the human organism, students identify which systems are interacting to perform the function
with at least 80% accuracy.
SAISD © 2008-09 – Third Grading Period
Science Grade 8
Page 12 of 31
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 TAKS eligible knowledge and skills are identified as Power Standards.
Science – Grade 8
Unit of Study: Human Body Interactions
CURRICULUM GUIDE
Weeks 4 & 5 - Lesson 1 - System Interactions (8 days)
Essential Questions






How does the circulatory system carry nutrients and wastes to and from
other organ systems?
How does the feedback mechanism help control blood flow?
What is the relationship between the respiratory system and the
cardiovascular system?
How does the digestive system supply the other organ systems with
nutrients?
What is the relationship between the urinary system and the circulatory
system?
How does your body control the amount of water in it?
Essential Pre-requisite Skills
The student can:

differentiate between structure and function (6.10A)

identify how structure complements function at different levels of organization (6.10C)

..identify responses in organisms to internal and external stimuli (6.12A & B)

identify the systems of the human organism and describe their functions (7.9A)

describe how organisms maintain stable internal conditions while living in changing
external environments (7.9B)

analyze changes in organisms that may result from internal stimuli (7.11A)

identify responses in organisms to external stimuli (7.11B)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
So students can…
5E Model of Instruction (link)
Engage

Matching Game: Have students match the body systems to their function (handout - link). Also, have
students match the structures to the appropriate body system.
*Note: this activity is to review the body systems and their functions. Once the students can correctly
identify the body systems and their functions, they should be able to infer how the systems interact with
one another. (8.2D & 8.6A)
 THINK-INK-PAIR-SHARE
Students think about and record information in their
science journal. Discuss with their learning partners.
Debrief with class. (8.2D & 8.6A)

Show the students the following video clip (8.6A):
Human Body System Introduction (link)
 3-2-1 Process - Students…
 write 3 things they know
 write 2 questions
 1 paragraph summarizing
(8.6A)

Reinforce specific vocabulary pertinent to the learning (see box below)
(8.6A & B)
 Marzano's Six Steps to Effective Vocabulary
Instruction (link)
(8.6A & B)
Explore
 Monitor as students perform Skill Builder Lab (A Worm Body) on p. 676 - 677. Ask students: (1) What
organ systems did you observe in the earthworm? (2) How do the body systems found in the earthworm
compare to the systems found in a human organism? (8.2B, C, D; 8.4A & 8.6A)
*Note: this activity is to help the students focus on the different body systems and how they work together.
You may use earthworms or frogs; both can be ordered through Region 20 living science center.
SAISD © 2008-09 – Third Grading Period
Science Grade 8
 Students work in groups of 2 - 3 to perform dissection.
Students should draw a diagram with labels of their
observations and answer questions.
(8.2B, C, D; 8.4A & 8.6A)
Page 13 of 31
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 TAKS eligible knowledge and skills are identified as Power Standards.

TE - Blood Relay (p. 316): Divide the class into five teams for a relay race in which the students model
how blood flows through the heart and body. Ask students: (1) How does this model how the circulatory
system carry nutrients and wastes to and from other organ systems? (2) What are the limitations of this
model? (8.2B, C, D; 8.3C & 8.6A, B)
*Note: discuss with students how this models how when blood travels through the body it carries oxygen,
nutrients, and water to the cells of the body.


Monitor as students perform Quick Lab (Break It Up!) on p. 325. Ask students: (1) What part of digestion
is represented by breaking the hard candy? (2) How does chewing your food help the process of
digestion? (8.2B, C, D; 8.3C & 8.6A)
*Note: discuss with students the difference between chemical and mechanical digestion. Also, discuss
how the digestive system supplies other organ systems with nutrients.
 Students work with a partner to perform activity recording
data, analysis, and conclusions in their science journal.
(8.2B, C, D; 8.3C & 8.6A)

Have students use Figure 26 (p. 332) as a reference to create a diagram of the kidney and trace the path of
blood into, through, and out of the kidney. Ask students:
(1) How does the kidney filter blood?
(2) Why is this process important?
(3) How does the urinary system interact with the circulatory system?
(8.2B, C, D; 8.3C & 8.6A, B)
 Journaling In their science journal, students create a diagram of the
kidney and trace the path of blood into, through and out
of it. Also, summarize the process how the urinary
system interacts with the circulatory system.
(8.2B, C, D; 8.3C & 8.6A, B)
Explain

Monitor as students read Chapter 12 - Section 1 (p. 312 - 319). Ask students:
(1) How does the circulatory system carry nutrients and wastes to and from other organ systems?
(2) How does the feedback mechanism help control blood flow?
(3) What is the relationship between lymph and blood? (8.6A & B)

Reinforce Figure 6 - The Flow of Blood Through the Heart (p. 314) & Figure 9 - The Flow of Blood
Through the Body (p. 316)

Reinforce Figure 10 - Body Temperature Feedback Mechanism (p. 317). Also, refer to TE - Body
Temperature Regulation (p. 317) and discuss with students.

Have students view the following video clip:
Circulatory System & Blood (link)
Lymphatic System (link)







Journaling In their science journal, students summarize and draw
conclusions what they found out about the circulatory
system by performing activity.
 Reading Comprehension Process (link)
(8.6A & B)
Monitor as students read Chapter 12 - Section 2 (p. 320 - 323). Ask students: (1) How does the air flow
through the respiratory system? (2) What is the relationship between the respiratory system and the
cardiovascular system? (8.6A)
Reinforce Figure 15 - The Role of Blood in Respiration (p. 322).
Have students view the following video clip:
Respiratory System (link)
 Reading Comprehension Process (link)
(8.6A)
Monitor as students read Chapter 12 - Section 3 (p. 324 - 330). Ask students:
(1) What happens to the food that you eat when it gets to the stomach?
(2) How is the digestive system related to the endocrine system?
(3) How does the digestive system supply the other organ systems with nutrients? (8.6A)
Reinforce The Journey of a Sandwich (p. 325)
Monitor as students read Chapter 12 - Section 4 (p. 331 - 333). Ask students: (1) What is the relationship
between the urinary system and the circulatory system? (2) How does your body control the amount of
water in it? (8.6A & B)
Reinforce Water In, Water Out (p. 332)
 Reading Comprehension Process (link)
(8.6A)
SAISD © 2008-09 – Third Grading Period
Science Grade 8
 Reading Comprehension Process (link)
(8.6A & B)
Page 14 of 31
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 TAKS eligible knowledge and skills are identified as Power Standards.

Have students view the following video clip:
Urinary System (link)
Elaborate

Have students create an owner's guide for the systems studied in this lesson - circulatory, respiratory,
digestive, and urinary. The guide should include information about the structures of the system, a diagram
of the location of these body structures, the function of each structure, and how the different systems
interact with one another. Students may also include disorders that affect the different systems.
(8.2D & 8.6A, B)

 Suggested Homework for Concept Reinforcement
(8.6A & B)
Suggested Worksheets (8.6A & B):
Reinforcement Worksheet 12 - Colors of the Heart
Reinforcement Worksheet 12 - Annie Apple's Amazing Adventure
Critical Thinking Worksheet 12 - Frankenstein's Food
Texas Directed Reading Workbook: Worksheet 12 Sections 1, ,2, 3, & 4
Evaluate

Give pairs of students an interaction (link) and have students identify which systems are interacting to
perform the function. (8.2B, C, D & 8.6A, B)

Quiz with the following as possible questions (8.6A & B):
(1) How is the lymphatic system a circulatory system?
(2) How does the lymphatic system interact with the cardiovascular system?
(3) How is the function of the respiratory system related to the function of the cardiovascular system?
(4) How does your cardiovascular system obtain the nutrients that it brings to your cells?
(5) Why do the all of the other organ systems rely on the digestive system?
(6) How does the urinary system interact with the circulatory system?
SAISD © 2008-09 – Third Grading Period
 Students create an owner's guide for the circulatory
system, respiratory system, digestive system, and urinary
system. The guide should include the structures, a
diagram of the location of structures, the function of each
structure, and how the different systems interact with one
another. (8.2D & 8.6A, B)
Science Grade 8
 THINK-INK-PAIR-SHARE
Students think about and record information in their
science journal. Discuss with their learning partners.
Debrief with class. (8.2B, C, D & 8.6A, B)
 Journaling Have students record their answers in their science
journal. Debrief with class. (8.6A & B)
Page 15 of 31
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 TAKS eligible knowledge and skills are identified as Power Standards.
Vocabulary: (Pertinent to the learning – specific)

cardiovascular system

blood

lymphatic system

lymph

respiratory system

digestive system

small intestine

large intestine

urinary system

kidney

urine

urinary bladder
Resources:
Holt Science & Technology
8th grade Textbook
Chapter 12
 Sections 1, 2, 3, & 4
pp. 312 - 333
Suggested Labs, Investigations, Demonstrations (Textbook):
A Worm Body p. 676 - 677
TE - Blood Relay p. 316
Break It Up! p. 325
Unit 4 Resource Booklet
Reinforcement Worksheet 12 - Colors of the Heart
Reinforcement Worksheet 12 - Annie Apple's Amazing Adventure
Critical Thinking Worksheet 12 - Frankenstein's Food
Texas Directed Reading Workbook
Worksheet 12 Sections 1, ,2, 3, & 4
Internet Sites
Cardiovascular & Lymphatic System
Digestive System
Urinary System
The Human Body
Video Clips
Human Body System Introduction
Circulatory System & Blood
Lymphatic System
Respiratory System
Urinary System
SAISD © 2008-09 – Third Grading Period
Science Grade 8
Page 16 of 31
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 TAKS eligible knowledge and skills are identified as Power Standards.
Evidence of Learning
Differentiation
What do you do for students who need additional
support?
 Have students observe a model or illustration
of the digestive tract and illustrate the path
food takes when being digested. Discuss with
students the interaction that takes place
between the digestive system and other
systems in the body. (8.6A & B)
 Have students design a model demonstrating
how the respiratory and cardiovascular
systems work together and have students
construct a model demonstrating how the
respiratory and cardiovascular systems work
together. Prepare a brief summary to present
with the model. (8.6A & B)
Interims/TAKS/Benchmarks
College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College Board/Career/Life
8th grade TAKS Release 2006
Correct Answer: J
What do you do for students who master the
learning quickly?
 Have students research via the library and on
line resources the following questions:
(1) When a person is not feeling well,
sometimes a doctor will examine
samples of the person's blood to see how
many white blood cells are present. Why
might this information be useful?
(2) A soda company advertises that its
caffeinated drink quenches your thirst.
Do you think the company's claim is
valid?
(8.6A & B)
10th grade TAKS Release Test 2006
Correct Answer: B
SAISD © 2008-09 – Third Grading Period
Science Grade 8
Page 17 of 31
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 TAKS eligible knowledge and skills are identified as Power Standards.
Science – Grade 8
Unit of Study: Human Body Interactions
Weeks 5 & 6 - Lesson 2 - Communication & Control (7 days)
Essential Questions





How does the central nervous system relate to the peripheral nervous
system?
How does feedback mechanisms help control body temperature?
How does the endocrine system communicate with other systems?
How do feedback mechanisms control hormone equilibrium?
Why is it important that the body has feedback mechanisms in order to
maintain equilibrium?
CURRICULUM GUIDE
Essential Pre-requisite Skills
The student can:

differentiate between structure and function (6.10A)

identify how structure complements function at different levels of organization (6.10C)

identify responses in organisms to internal and external stimuli (6.12A & B)

identify the systems of the human organism and describe their functions (7.9A)

describe how organisms maintain stable internal conditions while living in changing
external environments (7.9B)

analyze changes in organisms that may result from internal stimuli (7.11A)

identify responses in organisms to external stimuli (7.11B)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
So students can…
5E Model of Instruction (link)

Students work in groups of 2 -3 to perform activity.
In their science journal, students create a table to
record data, analysis the data and draw conclusions.
(8.2B, C, D, E & 8.6A; B)
Engage
 Monitor as students perform Start Up Activity (Act Fast!) on p. 343. Ask students: (1) Why would one hand
might react faster than the other? (2) Why would one person's reaction time possibly be different than
another person's? (8.2B, C, D, E & 8.6A; B)

Ask students to list as many different functions of the brain as they can. Lead students in a discussion on
how the brain coordinates these many different activities. (8.6A& B)

Journaling In their science journal, students list as many
different functions of the brain as they can. After a
class discussion have students summarize how the
brain coordinates these many different activities.
(8.6A& B)

Reinforce specific vocabulary pertinent to the learning (see box below)
(8.6A & B)

Marzano's Six Steps to Effective Vocabulary
Instruction (link)
(8.6A & B)

Students work in pairs to perform activity. In their
science, students record data, analysis, and
conclusions. (8.2B, C, D & 8.6A & B)

Students work in groups of 3 to perform activity. In
their science journal, students record data, analysis,
and conclusions. (8.2B, C, D, E & 8.6A, B)
Explore
 Facilitate as students perform activity Amazing Learning (link). (8.2B, C, D & 8.6A & B)
*Note: printable mazes that can be used for this activity can be found at the following link All Kids Network (link)

Monitor as students perform Skill Builder Lab (You've Gotta Lotta Nerve) on p. 360 - 361. Ask students:
(1) Were you able to feel cold, hot and pressure in all the same areas of the back of the hand? Why or why
not? (2) How would this experiment be similar or different if you mapped an area of your forearm? the back
of your neck? the palm of your hand? (3) What conclusions can you make from this activity?
(8.2B, C, D, E & 8.6A, B)
SAISD © 2008-09 – Third Grading Period
Science Grade 8
Page 18 of 31
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 TAKS eligible knowledge and skills are identified as Power Standards.

TE - Fight or Flight (p. 357): After reading the scenario presented in the paragraph, have students write a
paragraph describing a time when they had a fight-or-flight experience. The students should use the
following terms in their story: hormones, fight-or-flight, and epinephrine. (8.2D & 8.6A, B)
Explain

Monitor as students read Chapter 13 - Section 1 (p. 344 - 349). Ask students: (1) How do the neurons in the
nervous system work together? (2) How does the central nervous system relate to the peripheral nervous
system? (8.6A & B)

Reinforce Two Systems Within a System (p. 344) & The Peripheral Nervous System (p. 345 - 346)

Show the students the following video clip (8.6A & B):
Nervous System (link)
 Monitor as students read Chapter 13 - Section 2 (p. 350 - 355). Ask students: (1) What are three sensations
that receptors in the skin can detect? (2) How does the skin help the body maintain homeostasis? (3) How
does feedback mechanisms help control body temperature? (8.6A & B)
 Reinforce Sense of Touch (p. 350) & Getting the Message (p. 351)



Monitor as students read Chapter 13 - Section 3 (p. 356 - 359). Ask students: (1) How does the endocrine
system communicate with other systems? (2) How do feedback mechanisms control hormone equilibrium?
(3) What feedback mechanism uses insulin to maintain equilibrium within the endocrine system? (8.6A & B)
Reinforce Chemical Messengers (p. 356) & Figure 15 - The Endocrine Glands (p. 357)
Reinforce Controlling the Controls (p. 358) & Figure 16 - Glucose Control Feedback Mechanism (p. 358)
Elaborate

TE - Owner's Guide (p. 349): Have students develop an owner's guide for their central nervous system.
The guide should include information about the various components of the central nervous system and a
diagram showing component's locations in the body. (8.2B, C, D & 8.6A, B)

Journaling Students write a paragraph describing a time when
they had a fight-or-flight experience in their science
journal. (8.2D & 8.6A, B)

Reading Comprehension Process (link)
(8.6A & B)

Reading Comprehension Process (link)
(8.6A & B)

Reading Comprehension Process (link)
(8.6A & B)

Students create an owner's guide for their central
nervous system. The guide should include
information about the components of the central
nervous system and a diagram showing
component's locations in the body.
(8.2B, C, D & 8.6A, B)

TE - Creative Writing (p. 359): Have students write a fictional story abut a new hormone that controls a
function not discussed in this lesson. For example, a hormone that controls a person's ability to tell jokes.
Students should describe the feedback control of the hormone and should describe the conditions caused by
overproduction and underproduction of the fictional hormone. (8.2B, C, D & 8.6A, B)

Journaling Students write a fictional story about a new hormone
that controls a person's function in their science
journal. Students should be creative and
informative. (8.2B, C, D & 8.6A, B)

Suggested Worksheets (8.6A & B)
Reinforcement Worksheet 13 - This System is Just "Two'x Nervous!
Reinforcement Worksheet 13 - No More Fuzzy Lines
Reinforcement Worksheet 13 - Every Gland Lends a Hand
Critical Thinking Worksheet 13 - Dear Dr. Doolittle
Texas Directed Reading Workbook: Worksheet 13 Sections 1, 2, & 3

Suggested Homework for Concept
Reinforcement
(8.6A & B)
SAISD © 2008-09 – Third Grading Period
Science Grade 8
Page 19 of 31
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 TAKS eligible knowledge and skills are identified as Power Standards.
Evaluate

Quiz with the following as possible questions (8.6A & B):
(1) How does the central nervous system relate to the peripheral nervous system?
(2) How does the central nervous system help the body maintain homeostasis?
(3) How is body temperature controlled by a feedback mechanism?
(4) How does the endocrine system communicate with other systems?
(5) What is a feedback mechanism that uses insulin to maintain equilibrium within the endocrine system?
Vocabulary: (Pertinent to the learning – specific)

central nervous system

peripheral nervous system

neuron

impulse

integumentary system

reflex

feedback mechanism

endocrine system

gland

hormone
 Journaling Have students record their answers in their science
journal. Debrief with class. (8.6A & B)
Resources:
Holt Science & Technology
8th grade Textbook
Chapter 13
 Sections 1, 2, & 3
pp. 344 - 359
Suggested Labs, Investigations, Demonstrations (Textbook):
Act Fast! p. 343
You've Gotta Lotta Nerve p. 360 - 361
Unit 4 Resource Booklet
Reinforcement Worksheet 13 - This System is Just "Two'x Nervous!
Reinforcement Worksheet 13 - No More Fuzzy Lines
Reinforcement Worksheet 13 - Every Gland Lends a Hand
Critical Thinking Worksheet 13 - Dear Dr. Doolittle
Texas Directed Reading Workbook
Worksheet 13 Sections 1, 2, & 3
Internet Sites
Amazing Learning
All Kids Network
Video Clips
Nervous System
SAISD © 2008-09 – Third Grading Period
Science Grade 8
Page 20 of 31
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 TAKS eligible knowledge and skills are identified as Power Standards.
Evidence of Learning
Differentiation
What do you do for students who need additional
support?
 Have students work in pairs to trace the outline
of one student's body on butcher paper and fill
in the outline, using different colors for each of
the nervous systems. Models should include
the brain and the spinal cord (the central
nervous system) and sensory and motor
neurons throughout the body (the peripheral
nervous system). (8.6A & B)

Interims/TAKS/Benchmarks
College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College Board/Career/Life
Shivering is the body's response to A extreme thirst
B lack of sleep
C loss of cellular nutrition
D reduced body temperature
8th grade District Interim Test 2006
Correct Answer: D
Have students form a circle and hold hands.
Explain how each person in the circle represents
a neuron. Every left hand represents a dendrite,
every body represents a cell body, and every
right hand represents an axon. Initiate a nerve
impulse by gently squeezing the hand of the
student to the right. Have students pass the
nerve impulse to the person to their right by
gently squeezing his or her hand and have them
call out "dendrite," "cell body," and "axon" as the
impulse is passed along the circle. Discuss with
students how this models the peripheral nervous
system and how the peripheral nervous system
relates to the central nervous system.
(8.6A & B)
11th grade TAKS Release Test 2006
Correct Answer: G
What do you do for students who master the learning
quickly?
 Have students use the library and on-line
resources to research one of the following
phenomena: dreaming, sleepwalking, or
daydreaming. Students should prepare a group
presentation using various multimedia
techniques, such as posters, songs, skits, etc.
(8.6A & B)
SAISD © 2008-09 – Third Grading Period
Science Grade 8
Page 21 of 31
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 TAKS eligible knowledge and skills are identified as Power Standards.
Science – Grade 8
Unit of Study: Astronomy
CURRICULUM OVERVIEW
Third Grading Period – Weeks 7 - 8 (8 - 10 days)
Big Idea
Unit Rationale
There are different historical scientific theories of the origin of the universe including the
big band theory which is supported by universal expansion. Since distances in the
universe are so vast, a light year is the unit of measurement. A light year is equal to the
distance that light travels through space in 1 year. Within the universe, there are
various types of galaxies including spiral, elliptical, and irregular. Each galaxy has
unique characteristics, but all galaxies are made up of a large group of stars. Stars can
be classified according to color, composition, temperature, and absolute magnitude
(brightness). The H-R diagram is a graph showing the relationship between a star's
surface temperature and its absolute magnitude and also shows how a star changes
over time - its life cycle.
TEKS
Students know the characteristics of objects found in the universe including stars and
galaxies. Students know the types, content, and the origin of galaxies. Students can
describe the characteristics of stars, such as temperature, color, and absolute
magnitude (brightness) as well as explain their life cycle. Students can describe
historical scientific theories of the origin of the universe and knows that a light year is the
unit of measurement to describe distances in the universe.
TEKS Specificity - Intended Outcome
8.13 The student knows characteristics of the universe.
” I CAN” statements highlighted in yellow should be displayed for students.
(A) describe characteristics of the universe such as stars
and galaxies
(B) explain the use of light years to describe distances in
the universe
Concepts
(C) research and describe historically scientific theories
of the origin of the universe
SAISD © 2008-09 – Third Grading Period
I can:






describe the types of galaxies and their characteristics (8.13A)
describe characteristics of stars including color, composition, temperature, and absolute magnitude
(8.13A)
use the H-R diagram to show the relationship between a star's surface temperature and absolute
magnitude (8.13A)
explain the use of light year as a unit of measurement (8.13B)
describe historically scientific theories of the origin of the universe (8.13C)
describe the big bang theory and explain evidence used to support it (8.13C)
Science Grade 8
Page 22 of 31
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 TAKS eligible knowledge and skills are identified as Power Standards.
8.2 The student uses scientific inquiry methods during field
and laboratory investigations.
(B) collect data by observing and measuring
(C) organize, analyze, make inferences, and predict
trends from direct and indirect evidence
(D) communicate valid conclusions
Skills
(E) construct graphs, tables, maps, and charts using
tools including computers to organize, examine, and
evaluate data
I can:








collect data about objects found in the universe by observing and measuring (8.2B)
make inferences about the origin of the universe (8.2C)
organize and analyze information about galaxies and stars (8.2C)
communicate valid conclusions about objects found in the universe (8.2D)
organize information about objects found in the universe using graphs, table, and charts (8.2E)
use models to represent objects found in the universe and identify their limitations (8.3C)
connect concepts of the universe with the contributions of early astronomers (8.3E)
describe historical scientific theories of the origin of the universe (8.3E)
8.3 The student uses critical thinking and scientific problem
solving to make informed decisions.
(C) represent the natural world using models and identify
their limitations
(E) connect Grade 8 science concepts with the history of
science and contributions of scientists
Evidence of Learning
1.
2.
Using information gathered from the textbook and other resources, students create an illustrated timeline that describes the contributions of early astronomers and their
concepts of the universe with at least 80% accuracy.
Using information gathered from the textbook and other resources, students create a graphic that illustrates the life cycle of stars with at least 80% accuracy.
SAISD © 2008-09 – Third Grading Period
Science Grade 8
Page 23 of 31
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 TAKS eligible knowledge and skills are identified as Power Standards.
Science – Grade 8
Unit of Study: Astronomy
CURRICULUM GUIDE
Week 7 - Lesson 1 - The Universe (5 days)
Essential Questions





Essential Pre-requisite Skills
What are scientific theories of the origin of the universe and who are the
scientists associated with those theories?
What are the strengths and weaknesses of the different theories of the
origin of the universe?
What are the types of galaxies and what are the characteristics of each?
What are the contents of the galaxies?
How do modern day scientists believe the universe was formed?
The student can:
 identify and describe a system that results from the combination of two or more
systems (6.5A)
 describe how the properties of a system are different from the properties of its part
(6.5B)
 identify characteristics of objects in our solar system, including the Sun, planets,
meteorites, comets, asteroids, and moons (6.13A)
 identify and illustrate how the tilt of the Earth on its axis as it rotates and revolves
around he Sun causes changes in seasons and the length of a day (7.13A)
 relate the Earth's movement and the moon's orbit to the observed cyclical phases of
the moon (7.13B)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
So students can…
5E Model of Instruction (link)
 THINK-INK-PAIR-SHARE
Students think about and record information in their
science journal. Discuss with their learning partners.
Debrief with class. (8.13A & C)
Engage
 Pose the following questions to the students (8.13A & C):
(1) What is a galaxy?
(2) According to the big bang theory, how did the universe begin?
(3) Ho do astronomers study space?

 Marzano's Six Steps to Effective Vocabulary
Instruction (link)
(8.13A & C)
Reinforce specific vocabulary pertinent to the learning (see box below)
(8.13A & C)
Explore
 Have students create a timeline of astronomers and their theories of the universe using p. 595 - 596 as
reference. (8.2E & 8.13C)

Show the students the following video clip (8.13A)
Galaxies (link)

Have students create a foldable (link) identifying the characteristics of the three types of galaxies. Use
p. 604 - 605 & Figure 16 as reference. (8.13A)
SAISD © 2008-09 – Third Grading Period
Science Grade 8
o Journaling Students create a timeline of astronomers and their
theories of the universe using p. 595 - 596 as reference.
(8.2E & 8.13C)
 Students create a foldable identifying the characteristics
of the three types of galaxies. (8.13A)
Page 24 of 31
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 TAKS eligible knowledge and skills are identified as Power Standards.

Have students view NASA images of galaxies and develop a galaxy classification scheme. Directions and
images can be found through the UT Austin McDonald's Observatory website - Galactic Inquiry (link) &
Student Worksheets (link)
(8.2B, C, D & 8.13A)

Show the students the following video clip (8.13A & C)
Big Bang (link)

TE Apply - Graphing Expansion (p. 609): Monitor as students investigate universal expansion. Have
students follow the directions in the box, plot the speed on a graph and compare the data. Ask students:
What valid conclusion can you draw from the information you graphed?
(8.2B,C, D, D & 8.13A, C)
Explain

Monitor as students read Chapter 22 - Section 1 (p. 594 - 597). Ask students:
(1) What are most calendars based on?
(2) What are the different theories about the structure of the universe?
(3) What are some strengths and weaknesses of the different theories?
(8.3E & 8.13C)

Reinforce The Who's Who of Early Astronomy (p. 595 - 596) & Modern Astronomy (p. 597)




 Students collect data and plot it on a graph. Students
analysis and draw conclusions based on the data
collected. (8.2B,C, D, D & 8.13A, C)
 Reading Comprehension Process (link)
(8.3E & 8.13C)
Monitor as students read Chapter 22 - Section 3 (p. 604 - 607). Ask students:
(1) What are the different types of galaxies?
(2) What are the characteristics of the different galaxies?
(3) What are the contents of galaxies?
(4) What is the origin of the galaxies?
(8.13A)
Reinforce Types of Galaxies (p. 604 - 605)
 Reading Comprehension Process (link)
(8.13A)
Monitor as students read Chapter 22 - Section 4 (p. 608 - 611). Ask students:
(1) What is one observation that supports the big bang theory?
(2) How does the big bang theory explain the observed expansion of the universe?
(8.13C)
Reinforce The Big Bang Theory (p. 608 - 609)
 Reading Comprehension Process (link)
(8.13C)
Elaborate

Have students write a paragraph on one of the following questions (8.13A & C):
(1) Why was it easier for people in ancient cultures to see celestial objects in the sky than it is for most
people today?
(2) Explain in your own words the big bang theory of the formation of the universe. Describe a strength
and a weakness of the theory.

 Students work in pairs to develop a galaxy classification
scheme based on characteristics observed from images
of different galaxies.
(8.2B, C, D & 8.13A)
Suggested Worksheets (8.13A & C))
Reinforcement Worksheet 22 - Stella Star, Ace Reporter
Reinforcement Worksheet 22 - Galactically Challenged
Critical Thinking Worksheet 22 - Fleabert & the Amazing Watermelon Seed
Texas Directed Reading Workbook: Worksheet 22 Sections 1, 3, & 4
SAISD © 2008-09 – Third Grading Period
Science Grade 8
 Journaling Students research in the library or through on line
resources one of the two questions and writes a
paragraph in their science journal. (8.13A & C)
 Suggested Homework for Concept Reinforcement
(8.13A & C)
Page 25 of 31
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 TAKS eligible knowledge and skills are identified as Power Standards.
Evaluate

Quiz with the following as possible questions (8.13A & C):
(1) What was Copernicus's theory about the structure of the universe?
(2) How did Newton's theories explain why planets orbit the sun and why moons orbit planets?
(3) What is a nebula?
(4) What is the difference between a globular cluster and an open cluster?
(5) Why is looking through a telescope at a distant galaxy like looking back in time?
(6) How do modern day scientists believe the universe was formed?
Vocabulary: (Pertinent to the learning – specific)

universe

astronomy

galaxy

nebula

globular cluster

open cluster

quasar

cosmology

big bang theory
 Journaling Have students record their answers in their science
journal. Debrief with class. (8.13A & C)
Resources:
Holt Science & Technology
8th grade Textbook
Chapter 22
 Sections 1, 3, & 4
pp. 594 - 597; pp. 604 - 611
Unit 7 Resource Booklet
Reinforcement Worksheet 22 - Stella Star, Ace Reporter
Reinforcement Worksheet 22 - Galactically Challenged
Critical Thinking Worksheet 22 - Fleabert & the Amazing Watermelon Seed
Texas Directed Reading Workbook
Worksheet 22 Sections 1, 3, & 4
Internet Sites
Galaxies
Galactic Inquiry
Videos
Galaxies
Big Bang
SAISD © 2008-09 – Third Grading Period
Science Grade 8
Page 26 of 31
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 TAKS eligible knowledge and skills are identified as Power Standards.
Evidence of Learning
Differentiation
Interims/TAKS/Benchmarks
College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College Board/Career/Life
No TAKS Release Items available
What do you do for students who need additional
support.
 Have students collect pictures or draw
pictures that illustrate a theory about the origin
of the universe and create a picture book, a
book without words. (8.13A & C)
What do you do for students who master the
learning quickly?
 Have students work in pairs to research how
astronomy has influenced the development of
mathematics, physics, or philosophy .and
summarize their research. (8.13A & C)

Have students work in groups to research
how different scientists (Ptolemy, Copernicus,
Brahe, Kepler, and Newton) formed their
theory about the universe and role-play a
debate between the scientists. (8.13A & C)
8th grade TAKS Release Test 2006
Correct Answer: J
SAISD © 2008-09 – Third Grading Period
Science Grade 8
Page 27 of 31
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 TAKS eligible knowledge and skills are identified as Power Standards.
Science – Grade 8
Unit of Study: Astronomy
CURRICULUM GUIDE
Week 8 - Lesson 2 - Stars (5 days)
Essential Questions







Essential Pre-requisite Skills
The student can:

identify and describe a system that results from the combination of two or more
systems (6.5A)

describe how the properties of a system are different from the properties of its part
(6.5B)

identify characteristics of objects in our solar system, including the Sun, planets,
meteorites, comets, asteroids, and moons (6.13A)

identify and illustrate how the tilt of the Earth on its axis as it rotates and revolves
around he Sun causes changes in seasons and the length of a day (7.13A)

relate the Earth's movement and the moon's orbit to the observed cyclical phases of
the moon (7.13B)
What is a light-year?
What are the three characteristics of stars?
How are stars classified?
What is the difference between apparent magnitude and absolute
magnitude?
What information does the H-R diagram give?
When using the H-R diagram, what is the relationship between
brightness and temperature?
How are stars different at different stages in their life cycle?
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
So students can…
5E Model of Instruction (link)
Engage
 Pose the following questions to the students (8.13A & C):
(1) How are distances measured in space?
(2) What are stars made of?
(3) How are stars classified?

THINK-INK-PAIR-SHARE
Students think about and record information in their
science journal. Discuss with their learning partner.
Debrief with class. (8.13A & C):

Show and discuss the following power point with the students (8.13A):
Stars (link)


Reinforce specific vocabulary pertinent to the learning (see box below)
(8.13A & B)

Marzano's Six Steps to Effective Vocabulary
Instruction (link)
(8.13A & B)

Students work in groups of 3 -4 to perform.
Students compare and classify stars on common
characteristics and then p
Explore
 Facilitate as students work in small groups to organize stars into different categories based on observations
of color and temperature by performing the activity Star Light, Star Bright: Exploring How Stars are Classified
(link)
*Note: this activity will take advance preparation
(8.2B, C, D, E & 8.13A)
SAISD © 2008-09 – Third Grading Period
Science Grade 8
3-2-1 Process - Students…
 write 3 things they know
 write 2 questions
 1 paragraph summarizing
(8.13A)
Page 28 of 31
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 TAKS eligible knowledge and skills are identified as Power Standards.

Have the class work as a whole group to classify stars using the H-R Diagram by performing the activity What
Types of Stars are in Our Universe (link). Click on the red hyperlinks found on the page you are taken to
when you click on the link What Types of Stars are in Our Universe.
*Note: this activity will take some advance preparation. Also, it is suggested that the H-R Diagram be put on
a large sheet of butcher paper. (8.2B, C, D, E & 8.13A)

Students work as a whole class to plot the stars on
the H-R diagram. Based on class discussions and
observations, students draw conclusion about star
characteristics and the H-R diagram.
(8.2B, C, D, E & 8.13A)
Explain

Show the students the following video clip (8.13B):
Distance & Light Years (link)


Monitor as students read Chapter 23 - Section 1 (p. 622 - 629). Ask students: (1) What is a light-year?
(2) What is the scale of the universe? (8.13A & B)
Reinforce The Size and Scale of the Universe (p. 627 - 629)

Show the students the following video clip (8.13A):
Types of Stars (link)

Monitor as students read Chapter 23 - Section 2 (p. 630 - 636). As students:
(1) What are the three characteristics of stars?
(2) How are stars classified?
(3) What is the difference between apparent magnitude and absolute magnitude?
(8.13A)
Reinforce Composition of Stars (p. 630 - 632); Classifying Stars (p 632) & How Bright Is That Star?
(p. 634)


Show the students the following video clip (8.13A):
Birth of a Star (link)
Death of a Star (link)

Monitor as students read Chapter 23 - Section 3 (p. 637 - 641). Ask students:
(1) What information does the H-R diagram give?
(2) When using the H-R diagram, what is the relationship between brightness and temperature?
(3) How are stars different at different stages in their life cycle?
(8.13A)
Reinforce The H-R Diagram & Figure 16 (p. 638 - 639) & When Stars Get Old (p. 640 - 641)

Elaborate

Have students reinforce their understanding of star life cycles by playing Star Scramble (link).
(8.2C, D & 8.13A)

Suggested Worksheets (8.13A & B))
Reinforcement Worksheet 23 - Diagramming the Stars
Critical Thinking Worksheet 23 - Starry, Starry Night
Texas Directed Reading Workbook: Worksheet 23 Sections 1, 2, & 3
SAISD © 2008-09 – Third Grading Period
Science Grade 8

Reading Comprehension Process (link)
(8.13A & B)

Reading Comprehension Process (link)
(8.13A)

Reading Comprehension Process (link)
(8.13A)

Students play star scramble in groups of 3 - 5.
Students match the correct star stage to the star
stage description.
(8.2C, D & 8.13A)

Suggested Homework for Concept
Reinforcement
(8.13A & B)
Page 29 of 31
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 TAKS eligible knowledge and skills are identified as Power Standards.
Evaluate
 Have students create a concept map based on the vocabulary and concepts found in Chapter 23 - Sections 2
& 3 (p. 630 - 641)
(8.13A)

Journaling Students create concept map of the vocabulary and
concepts found in Chapter 23 - Sections 2 & 3 (p.
630 - 641) in their science journal. (8.13A)
 Journaling Have students record their answers in their science
journal. Debrief with class. (8.13A & B)
Quiz with the following as possible questions (8.13A & B):
(1) What is a light-year?
(2) How does apparent magnitude differ from absolute magnitude?
(3) What are characteristics of stars?
(4) How are stars classified?
(5) What information does the H-R diagram give?
(6) What happens to stars when they get old?
Vocabulary: (Pertinent to the learning – specific)

light-year

apparent magnitude

absolute magnitude

H-R diagram

main sequence

white dwarf

red giant

supernova

neutron star

pulsar

black hole

Resources:
Holt Science & Technology
8th grade Textbook
Chapter 23
 Sections 1, 2, & 3
pp. 622 - 641
Unit 7 Resource Booklet
Reinforcement Worksheet 23 - Diagramming the Stars
Critical Thinking Worksheet 23 - Starry, Starry Night
Texas Directed Reading Workbook
Worksheet 23 Sections 1, 2, & 3
Internet Sites
Star Light, Star Bright: Exploring How Stars are Classified
What Types of Stars are in Our Universe
Star Scramble
Video Clips
Distance & Light Years
Types of Stars
Birth of a Star
Death of a Star
SAISD © 2008-09 – Third Grading Period
Science Grade 8
Page 30 of 31
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 TAKS eligible knowledge and skills are identified as Power Standards.
Evidence of Learning
Differentiation
What do you do for students who need additional
support?
 Have students use reference materials to find
out their universal address and have students
create an address card displaying their universal
address which should include the following:
name, street address, city, state, country,
continent, planet, solar system, galaxy, galaxy
group, galaxy cluster, local super cluster, and
the universe. (8.13A)
What do you do for students who master the learning
quickly?
 Have students work in groups to create a
crossword puzzle using the vocabulary and
concepts related to galaxies and stars and have
students exchange and solve puzzles. (8.13A)
SAISD © 2008-09 – Third Grading Period
Interims/TAKS/Benchmarks
Why does the sun have the greatest apparent
magnitude (brightness) of any celestial object in
the sky?
F
College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College Board/Career/Life
No TAKS Release Items available
It is the largest star in the universe.
G It is the closest star to Earth.
H
It is the hottest star in the universe.
J
It is the oldest star in the universe.
8th
grade District Interim 2006
Correct Answer: G
Science Grade 8
Page 31 of 31
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 TAKS eligible knowledge and skills are identified as Power Standards.