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8Th Grade - Grading Period 3 Overview Name_________________________________________________________________________ 8th Grade - Grading Period 3 Overview Ohio's New Learning Standards Diversity of species occurs through gradual processes over many generations. Fossil records provide evidence that changes have occurred in number and types of species.(8.LS.1) Reproduction is necessary for the continuation of every species.(8.LS.2) The characteristics of an organism are a result of inherited traits received from parent(s)(8.LS.3) Forces between objects act when the objects are in direct contact or when they are not touching. (8.PS.1) There are different types of potential energy. (8.PS.3) d Clear Learning Targets "I can" 1. ____ explain how diversity can result from sexual reproduction. 2. ____ describe how variations may allow for survival when the environment changes. 3. ____ use data and evidence from geologic and fossil records to infer what the environment was like at the time of deposition. 4. ____ explain that every organism alive today comes from a long line of ancestors who reproduced successfully every generation. 5. ____ describe reproduction as the transfer of genetic information from one generation to the next. 6. ____ predict the probability of traits that can occur with mixing of genes from two individuals (sexual reproduction). 7. ____ use a model to represent the transfer of genes from one individual to the next generation (asexual reproduction). 8. ____compare the characteristics of asexual and sexual reproduction. (identical v. unique offspring; low energy expenditure v. high energy expenditure; short amount of time v. longer gestation, etc.) 9. ____ compare meiosis and mitosis, their phases and purposes. 10. ____ explain how traits are passed from one generation to the next 11. ____ identify the difference between dominant and recessive traits 12. ____ demonstrate the Mendelian Law of Segregation 13. ____ demonstrate the Mendelian Law of Independent Assortment 14. ____ analyze Family Histories to Identify Inherited Genetic Disorders 15. ____ identify forces that act at a distance, such as gravity, magnetism, and electrical. 16. ____ describe some of the properties of magnets and some of the basic behaviors of magnetic forces 17. ____ use a field model to explain the effects of forces that act at a distance. 18. ____ generate an electric current by passing a conductive wire through a magnetic field and quantify electric current, using a galvanometer or multimeter. 19. ____ demonstrate that the Earth has a magnetic field. 20. ____ explain that objects and particles have stored energy due to their position from a reference point and this energy has the potential to cause motion. 21. ____ explain that a field originates at a source and radiates away from that source decreasing in strength. 22. ____ demonstrate how electrons transfer electrical and magnetic (electromagnetic) energy through waves. 23. ____ plan, design, construct and implement an electromagnetic system to solve a real-world problem. 24. ____ explore and investigate different types of potential energy Name_________________________________________________________________________ 8th Grade - Grading Period 3 Overview Essential Vocabulary/Concepts 8.LS.1 8.LS.3 8.PS.1 • Diversity • Alleles • Attraction • Fossil Record • Co-dominance • Conductor • Variations • Dominant Allele • Earth's magnetic field • Traits • Fertilization • Electrical current • Geologic and Fossil Records • Genes • Electromagnetic (energy, • Extinction • Genetics field, wave, induction) • Genotype • Field model 8.LS.2 • Heredity • Galvanometer • Asexual Reproduction • Heterozygous (hybrid) • Generator • Bacteria • Homozygous (purebred) • Insulator • Chromosome • Hybrid • Ions • Clone • Offspring • Magnetic field (lines) • Female • Phenotype • Magnetic poles • Fertilization • Probability • Multimeter • Gamete • Punnett Square • Negative charge • Genetic Modification (GM) • Recessive Allele • Negative pole • M ale • Trait • Positive charge • Media Bias • Positive pole • Meiosis • Repulsion • Mitosis • Sexual Reproduction • Zygote 8th Grade Science Unit: Diversity of Living Things Unit Snapshot Topic: Species and Reproduction Grade Level: 8 Duration: 9 days Summary The following activities engage students in exploring the diversity of living things related to changes over time, survival, and extinction. The geologic and fossil records will be explored in order to infer past environments and the survival of species based on inherited traits. Clear Learning Targets "I can"statements ____ explain how diversity can result from sexual reproduction. ____ describe how variations may allow for survival when the environment changes. ____ use data and evidence from geologic and fossil records to infer what the environment was like at the time of deposition. Activity Highlights and Suggested Timeframe Engagement: Students will tie previous knowledge of the Earth's layers to fossils and their role in explaining what the environment of the Earth was like while they were Days 1-2 alive through a study of Ohio's state fossil - Isotelus (trilobite). Students will also explore a variety of fossil specimens and the environments from which they originated. Exploration: Students will use the internet-based activity "Life Has a History" to Day 3 explore the diversity of life on Earth and explain how environments and living things have changed overtime. Explanation: Students will understand that sexual reproduction is the reason for diversity among a species through the use of an online simulation. Additionally, students will study the Peppered Moths of the 1800's to explain how throughout Days 4-5 Earth's history, populations of living organisms have changed when the environment changes and the individual organisms of that species do not have the traits necessary to survive and reproduce in the changed environment possibly resulting in extinction. Elaboration: Students will use a reference diagram of fossil foraminifera with paleo- water-depth assignments to interpret the water depth of a particular area of Days 6-7 California during the geologic past. This data can be applied to the petroleum industry by looking for potential reservoir rock and source rock. Evaluation: Formative and summative assessments are used to focus on and assess student knowledge and growth to gain evidence of student learning or progress Day 8 throughout the unit, and to become aware of students misconceptions related to diversity and on-going and changes over time. A teacher-created short cycle assessment will be administered at the end of the unit to assess all learning targets (Day 8)) Extension/Intervention: Based on the results of the short-cycle assessment, facilitate Day 9 extension and/or intervention activities. 1 LESSON PLANS NEW LEARNING STANDARDS: Primary 8.LS.1 Diversity of species occurs through gradual processes over many generations. Fossil records provide evidence that changes have occurred in number and types of species. Fossils provide important evidence of how life and environmental conditions have changed. Changes in environmental conditions can affect how beneficial a trait will be for the survival and reproductive success of an organism or an entire species. Throughout Earth's history, extinction of a species has occurred when the environment changes and the individual organisms of that species do not have the traits necessary to survive and reproduce in the changed environment. Most species (approximately 99 percent) that have lived on Earth are now extinct. Note: Population genetics and the ability to use statistical mathematics to predict changes in a gene pool are reserved for grade 10. Related 8.LS.2 Reproduction is necessary for the continuation of every species. 8.LS.3 The characteristics of an organism are a result of inherited traits received from parent(s). SCIENTIFIC INQUIRY and APPLICATION PRACTICES: During the years of grades K-12, all students must use the following scientific inquiry and application practices with appropriate laboratory safety techniques to construct their knowledge and understanding in all science content areas: • Asking questions (for science) and defining problems (for engineering) that guide scientific investigations • Developing descriptions, models, explanations and predictions. • Planning and carrying out investigations • Constructing explanations (for science) and designing solutions (for engineering)that conclude scientific investigations • Using appropriate mathematics, tools, and techniques to gather data/information, and analyze and interpret data • Engaging in argument from evidence • Obtaining, evaluating, and communicating scientific procedures and explanations *These practices are a combination of ODE Science Inquiry and Application and Frame-work for K-12 Science Education Scientific and Engineering Practices COMMON CORE STATE STANDARDS for LITERACY in SCIENCE: CCSS.ELA-Literacy.RST.6-8.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. CCSS.ELA-Literacy.RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks CCSS.ELA-Literacy.RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). *For more information: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf 2 STUDENT KNOWLEDGE: Prior
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