8Th Grade Lesson Plans

 

LESSON PLAN

8th grade: week 19

 

 

LESSON NAME – Biological Diversity

Combined Curriculum (Program Studies and Core Content) the DOK level

SC-08-3.4.3

Students will form or justify conclusions as to whether a response is innate or learned using data/evidence on behavioral responses to internal and external stimuli

Behavioral responses to internal changes and external stimuli can be innate or learned. Responses to external stimuli can result from interactions with the organism’s own species or other species, as well as environmental changes.

DOK 3

SC-08-3.4.2

 Students will UNDERSTAND that in the development of multicellular organisms, cells multiply (mitosis) and differentiate to form many specialized cells, tissues and organs. This differentiation is regulated through the expression of different genes. 

 

 

Monday 12/13:

Learning Target/Objective- SC-8-3.4.2

1.)    The students will describe how cells multiply-mitosis.

Essential Questions:

1.)    How do cells multiply?

Vocabulary:

Asexual reproduction, chromosomes, mitosis

 

Anticipatory Set:

 

  • Flashbacks-New procedures (5min)
  • Review-cell information and mitosis/meiosis(5min.)
  • Quiz-mitosis & meiosis (10min)
  • Create a mitosis and meiosis models using clay and guided questions to represent all of the stages (30min)
  • Discussion over models/teacher circulation –formative assessment (5min.)
  • Exit Slip- Describe what happens during prophase?

 

Flashbacks Study Island

Warm up activity Flashbacks

Aligned Instructional Strategies- hands-on activities

 

Formative Assessment Flashbacks, teacher circulation, Q&A discussions, exit slips

 

Modifications- scribe, reader, manipulative, extended time, hands-on activities, cooperative learning groups, modeling and demonstrations with the teacher facilitating the discussion. This will accommodate all learning styles.

Materials: computer, crayons/markers, notebook

 

 

WEEK 17 cont:

LESSON NAME – Biological Diversity

Combined Curriculum (Program Studies and Core Content) the DOK level

SC-08-3.4.2

 Students will UNDERSTAND that in the development of multicellular organisms, cells multiply (mitosis) and differentiate to form many specialized cells, tissues and organs. This differentiation is regulated through the expression of different genes. 

 

Tuesday 12/14:

Learning Target/Objective- SC-8-3.4.2

 

1.) The students will describe how genes are inherited through mitosis and meiosis.

Essential Questions:

1.)    How are traits passed to offspring?

 

Vocabulary:

Mendel, punnet square, Genes, traits, dominant, recessive, homozygous, heterozygous, phenotype, genotype, monohybrid, inherited traits, learned traits

 

Anticipatory Set:

 

  • Flashbacks-New procedures (5min)
  • Intro to heredity (5min.)
  • Note taking-PowerPoint heredity (10min)
  • Activity- practice punnett squares and gene segregation (15min)
  • Investigating genotypic vs. phenotypic ratios in various monohybrid crosses (20min)
  • Review- go over study guide, answer study questions(10min)
  • Exit Slip- List the steps of meiosis?

 

Flashbacks Study Island Forces and Motion

Warm up activity Flashbacks

Aligned Instructional Strategies- note taking, hands-on activities, posters, demonstrations, modeling.

 

Formative Assessment Flashbacks, teacher circulation, Q&A discussions, exit slips, Cooperative learning group presentations, quiz, posters.

 

Modifications- scribe, reader, manipulative, extended time, hands-on activities, cooperative learning groups, modeling and demonstrations with the teacher facilitating the discussion. This will accommodate all learning styles.

Materials: computer, posters, crayons/markers, glue, craft supplies, t-shirt

 

 

 

 

 

 

 

 

WEEK 17 cont:

LESSON NAME – Biological Diversity

Combined Curriculum (Program Studies and Core Content) the DOK level

. SC-08-3.4.2

 Students will UNDERSTAND that in the development of multicellular organisms, cells multiply (mitosis) and differentiate to form many specialized cells, tissues and organs. This differentiation is regulated through the expression of different genes 

Wednesday 12/15:

Learning Target/Objective- SC-8-3.4.2

 

1.)    The students will describe how cells multiply (mitosis) and differentiate to form many specialized cells, tissues and organs..

Essential Questions:

1.)    How do nerves work?

Vocabulary:

Anticipatory Set:

 

  • Flashbacks-New procedures (5min)
  • PowerPoint on the nervous system(10min)
  • Activity- half of the students will read pages 31-35 and answer questions 1-3 on page 36 in blue reading books. While the other half read pgs. 73-79 and answer the questions the teacher has prepared. (15 min.) When the task is finished the halves will trade materials and complete the opposite task. When finished each group will have read and answered questions for each section (15min)
  • Review- go over study guide, answer study questions(10min)
  • Exit Slip- Why do you feel things?

 

Flashbacks Study Island Forces and Motion

Warm up activity Flashbacks

Aligned Instructional Strategies- note taking, hands-on activities, demonstrations

 

Formative Assessment Flashbacks, teacher circulation, Q&A discussions, exit slips.

 

Modifications- scribe, reader, manipulative, extended time, hands-on activities, cooperative learning groups, modeling and demonstrations with the teacher facilitating the discussion. This will accommodate all learning styles.

Materials: computer, posters, crayons/markers

 

 

 

 

 

 

WEEK 17 cont:

LESSON NAME – Biological Diversity

Combined Curriculum (Program Studies and Core Content) the DOK level

SC-08-3.4.3

Students will form or justify conclusions as to whether a response is innate or learned using data/evidence on behavioral responses to internal and external stimuli

Behavioral responses to internal changes and external stimuli can be innate or learned. Responses to external stimuli can result from interactions with the organism’s own species or other species, as well as environmental changes.

DOK 3

Thursday 12/16:

Learning Target/Objective- SC-8-3.4.3

 

1.)    The students will describe how cells differentiate to specialize for a specific function.

Essential Questions:

1.)    How do cells know what to do?

Vocabulary:

Tissues, organs, organ systems

Anticipatory Set:

 

  • Flashbacks-New procedures (5min)
  • Review-heredity (5min.)
  • Note taking-PowerPoint on organs, tissues and organ systems (10min)
  • Lab- virtual lab dissecting frogs (30-40min)
  • Exit Slip- How does cells, organs and organ systems work together to allow our bodies to function?

 

Flashbacks Study Island Forces and Motion

Warm up activity Flashbacks

Aligned Instructional Strategies- note taking, reading activity, hands on activity

 

Formative Assessment Flashbacks, teacher circulation, Q&A discussions, exit slips, Cooperative learning group presentations, quiz, posters (project).

 

Modifications- scribe, reader, manipulative, extended time, hands-on activities, cooperative learning groups, modeling and demonstrations with the teacher facilitating the discussion. This will accommodate all learning styles.

Materials: computer, posters, crayons/markers, books

 

 

 

 

 

 

WEEK 17 cont:

LESSON NAME – Biological Diversity

Combined Curriculum (Program Studies and Core Content) the DOK level

SC-08-3.4.2

 Students will UNDERSTAND that in the development of multicellular organisms, cells multiply (mitosis) and differentiate to form many specialized cells, tissues and organs. This differentiation is regulated through the expression of different. 

Friday 12/17:

Learning Target/Objective- SC-8-3.4.2

 

1.)    The students will identify body systems and their functions.

Essential Questions:

1.)    Can you identify individual body systems?

 

Anticipatory Set:

 

  • Flashbacks-New procedures (5min)
  • Common assessment
  • Students will enjoy a holiday celebration after the test and will make content related Christmas ornaments.

 

Flashbacks Study Island Forces and Motion

Warm up activity Flashbacks

Aligned Instructional Strategies- lab-hands-on activities

 

Formative Assessment Flashbacks, teacher circulation, Q&A discussions, exit slip

 

Modifications- scribe, reader, manipulative, extended time, hands-on activities, cooperative learning groups, modeling and demonstrations with the teacher facilitating the discussion. This will accommodate all learning styles.

Materials: computer

 

 

LESSON PLAN

8th grade: week 18

 

 

LESSON NAME – Biological Diversity

Combined Curriculum (Program Studies and Core Content) the DOK level

SC-08-3.4.3

Students will form or justify conclusions as to whether a response is innate or learned using data/evidence on behavioral responses to internal and external stimuli

Behavioral responses to internal changes and external stimuli can be innate or learned. Responses to external stimuli can result from interactions with the organism’s own species or other species, as well as environmental changes.

DOK 3

SC-08-3.4.2

 Students will UNDERSTAND that in the development of multicellular organisms, cells multiply (mitosis) and differentiate to form many specialized cells, tissues and organs. This differentiation is regulated through the expression of different genes. 

 

 

Monday 12/06:

Learning Target/Objective- SC-8-3.4.2

1.)    The students will describe how cells multiply-mitosis.

Essential Questions:

1.)    How do cells multiply?

Vocabulary:

Asexual reproduction, chromosomes, mitosis

 

Anticipatory Set:

 

  • Flashbacks-New procedures (5min)
  • Review-cell information (5min.)
  • Guided notes-interactive PowerPoint on asexual reproduction (15min)
  •  Activity- recognize the steps in mitosis and arrange the pieces in the correct order (5-10min)
  • Create a mitosis flip chart that represents all of the stages (15min)
  • Discussion over charts –formative assessment (5min.)
  • Exit Slip- Name one example of asexual reproduction?

 

Flashbacks Study Island

Warm up activity Flashbacks

Aligned Instructional Strategies- note taking, hands-on activities

 

Formative Assessment Flashbacks, teacher circulation, Q&A discussions, exit slips

 

Modifications- scribe, reader, manipulative, extended time, hands-on activities, cooperative learning groups, modeling and demonstrations with the teacher facilitating the discussion. This will accommodate all learning styles.

Materials: computer, crayons/markers, notebook

 

 

WEEK 17 cont:

LESSON NAME – Biological Diversity

Combined Curriculum (Program Studies and Core Content) the DOK level

SC-08-3.4.2

 Students will UNDERSTAND that in the development of multicellular organisms, cells multiply (mitosis) and differentiate to form many specialized cells, tissues and organs. This differentiation is regulated through the expression of different genes. 

 

Tuesday 12/7:

Learning Target/Objective- SC-8-3.4.2

 

1.) The students will describe how genes are inherited through meiosis by sexual reproduction.

Essential Questions:

1.)    How are traits passed to offspring?

 

Vocabulary:

Sexual reproduction, gametes, zygote, sperm, egg, diploid, haploid, meiosis, fertilization

Anticipatory Set:

 

  • Flashbacks-New procedures (5min)
  • Quiz-mitosis (5min.)
  • Note taking-PowerPoint meiosis (10min)
  • Activity- Draw and label with descriptions-the steps of meiosis (15min)
  • Alternating groups on graffiti wall during activity time (5min per group)
  • Exit Slip- List the steps of meiosis?

 

Flashbacks Study Island Forces and Motion

Warm up activity Flashbacks

Aligned Instructional Strategies- note taking, hands-on activities, posters, demonstrations, modeling.

 

Formative Assessment Flashbacks, teacher circulation, Q&A discussions, exit slips, Cooperative learning group presentations, quiz, posters.

 

Modifications- scribe, reader, manipulative, extended time, hands-on activities, cooperative learning groups, modeling and demonstrations with the teacher facilitating the discussion. This will accommodate all learning styles.

Materials: computer, posters, crayons/markers, glue, craft supplies, t-shirt

 

 

 

 

 

 

 

 

WEEK 17 cont:

LESSON NAME – Biological Diversity

Combined Curriculum (Program Studies and Core Content) the DOK level

. SC-08-3.4.2

 Students will UNDERSTAND that in the development of multicellular organisms, cells multiply (mitosis) and differentiate to form many specialized cells, tissues and organs. This differentiation is regulated through the expression of different genes 

Wednesday 12/8:

Learning Target/Objective- SC-8-3.4.2

 

1.)    The students will describe how genes pass information through heredity.

Essential Questions:

1.)    How do genes work?

Vocabulary:

Genes, traits, dominant, recessive, homozygous, heterozygous, phenotype, genotype, monohybrid, inherited traits, learned traits

Anticipatory Set:

 

  • Flashbacks-New procedures (5min)
  • Review-mitosis and meiosis (5min.)
  • Note taking- PowerPoint on heredity(15min)
  • Activity- Investigating genotypic vs. phenotypic ratios in various monohybrid crosses (20min)
  • Alternating groups on graffiti wall during activity (5min per group)
  • Exit Slip- Why do you look the way you look?

 

Flashbacks Study Island Forces and Motion

Warm up activity Flashbacks

Aligned Instructional Strategies- note taking, hands-on activities, demonstrations

 

Formative Assessment Flashbacks, teacher circulation, Q&A discussions, exit slips.

 

Modifications- scribe, reader, manipulative, extended time, hands-on activities, cooperative learning groups, modeling and demonstrations with the teacher facilitating the discussion. This will accommodate all learning styles.

Materials: computer, posters, crayons/markers

 

 

 

 

 

 

WEEK 17 cont:

LESSON NAME – Biological Diversity

Combined Curriculum (Program Studies and Core Content) the DOK level

SC-08-3.4.3

Students will form or justify conclusions as to whether a response is innate or learned using data/evidence on behavioral responses to internal and external stimuli

Behavioral responses to internal changes and external stimuli can be innate or learned. Responses to external stimuli can result from interactions with the organism’s own species or other species, as well as environmental changes.

DOK 3

Thursday 12/9:

Learning Target/Objective- SC-8-3.4.3

 

1.)    The students will describe how cells differentiate to specialize for a specific function.

Essential Questions:

1.)    How do cells know what to do?

Vocabulary:

Tissues, organs, organ systems

Anticipatory Set:

 

  • Flashbacks-New procedures (5min)
  • Review-heredity (5min.)
  • Note taking-PowerPoint on organs, tissues and organ systems (10min)
  • Activity- half of the students will read pages 31-35 and answer questions 1-3 on page 36 in blue reading books. While the other half read pgs. 73-79 and answer the questions the teacher has prepared. (15 min.) When the task is finished the halves will trade materials and complete the opposite task. When finished each group will have read and answered questions for each section (15min)
  • Alternating groups on graffiti wall during project time (5min per group if wall is not complete)
  • Exit Slip- How does cells, organs and organ systems work together to allow our bodies to function?

 

Flashbacks Study Island Forces and Motion

Warm up activity Flashbacks

Aligned Instructional Strategies- note taking, reading activity, hands on activity

 

Formative Assessment Flashbacks, teacher circulation, Q&A discussions, exit slips, Cooperative learning group presentations, quiz, posters (project).

 

Modifications- scribe, reader, manipulative, extended time, hands-on activities, cooperative learning groups, modeling and demonstrations with the teacher facilitating the discussion. This will accommodate all learning styles.

Materials: computer, posters, crayons/markers, books

 

 

 

 

 

 

WEEK 17 cont:

LESSON NAME – Biological Diversity

Combined Curriculum (Program Studies and Core Content) the DOK level

SC-08-3.4.2

 Students will UNDERSTAND that in the development of multicellular organisms, cells multiply (mitosis) and differentiate to form many specialized cells, tissues and organs. This differentiation is regulated through the expression of different. 

Friday 12/10:

Learning Target/Objective- SC-8-3.4.2

 

1.)    The students will identify body systems and their functions.

Essential Questions:

1.)    Can you identify individual body systems?

 

Anticipatory Set:

 

  • Flashbacks-New procedures (5min)
  • Interactive lab (in computer lab)- dissecting virtual frogs and identify their organs and body systems (50 min)
  • Exit Slip- Where is the stomach?

 

Flashbacks Study Island Forces and Motion

Warm up activity Flashbacks

Aligned Instructional Strategies- lab-hands-on activities

 

Formative Assessment Flashbacks, teacher circulation, Q&A discussions, exit slip

 

Modifications- scribe, reader, manipulative, extended time, hands-on activities, cooperative learning groups, modeling and demonstrations with the teacher facilitating the discussion. This will accommodate all learning styles.

Materials: computer

 

 

LESSON

LESSON PLAN

8th grade: week 18

 

 

LESSON NAME – Biological Diversity

Combined Curriculum (Program Studies and Core Content) the DOK level

SC-08-3.4.3

Students will form or justify conclusions as to whether a response is innate or learned using data/evidence on behavioral responses to internal and external stimuli

Behavioral responses to internal changes and external stimuli can be innate or learned. Responses to external stimuli can result from interactions with the organism’s own species or other species, as well as environmental changes.

DOK 3

SC-08-3.4.2

 Students will UNDERSTAND that in the development of multicellular organisms, cells multiply (mitosis) and differentiate to form many specialized cells, tissues and organs. This differentiation is regulated through the expression of different genes.

 

 

Monday 12/06:

Learning Target/Objective- SC-8-3.4.2

1.)    The students will describe how cells multiply-mitosis.

Essential Questions:

1.)    How do cells multiply?

Vocabulary:

Asexual reproduction, chromosomes, mitosis

 

Anticipatory Set:

 

  • Flashbacks-New procedures (5min)
  • Review-cell information (5min.)
  • Guided notes-interactive PowerPoint on asexual reproduction (15min)
  •  Activity- recognize the steps in mitosis and arrange the pieces in the correct order (5-10min)
  • Create a mitosis flip chart that represents all of the stages (15min)
  • Discussion over charts –formative assessment (5min.)
  • Exit Slip- Name one example of asexual reproduction?

 

Flashbacks Study Island

Warm up activity Flashbacks

Aligned Instructional Strategies- note taking, hands-on activities

 

Formative Assessment Flashbacks, teacher circulation, Q&A discussions, exit slips

 

Modifications- scribe, reader, manipulative, extended time, hands-on activities, cooperative learning groups, modeling and demonstrations with the teacher facilitating the discussion. This will accommodate all learning styles.

Materials: computer, crayons/markers, notebook

 

 

WEEK 17 cont:

LESSON NAME – Biological Diversity

Combined Curriculum (Program Studies and Core Content) the DOK level

SC-08-3.4.2

 Students will UNDERSTAND that in the development of multicellular organisms, cells multiply (mitosis) and differentiate to form many specialized cells, tissues and organs. This differentiation is regulated through the expression of different genes.

 

Tuesday 12/7:

Learning Target/Objective- SC-8-3.4.2

 

1.) The students will describe how genes are inherited through meiosis by sexual reproduction.

Essential Questions:

1.)    How are traits passed to offspring?

 

Vocabulary:

Sexual reproduction, gametes, zygote, sperm, egg, diploid, haploid, meiosis, fertilization

Anticipatory Set:

 

  • Flashbacks-New procedures (5min)
  • Quiz-mitosis (5min.)
  • Note taking-PowerPoint meiosis (10min)
  • Activity- Draw and label with descriptions-the steps of meiosis (15min)
  • Alternating groups on graffiti wall during activity time (5min per group)
  • Exit Slip- List the steps of meiosis?

 

Flashbacks Study Island Forces and Motion

Warm up activity Flashbacks

Aligned Instructional Strategies- note taking, hands-on activities, posters, demonstrations, modeling.

 

Formative Assessment Flashbacks, teacher circulation, Q&A discussions, exit slips, Cooperative learning group presentations, quiz, posters.

 

Modifications- scribe, reader, manipulative, extended time, hands-on activities, cooperative learning groups, modeling and demonstrations with the teacher facilitating the discussion. This will accommodate all learning styles.

Materials: computer, posters, crayons/markers, glue, craft supplies, t-shirt

 

 

 

 

 

 

 

 

WEEK 17 cont:

LESSON NAME – Biological Diversity

Combined Curriculum (Program Studies and Core Content) the DOK level

. SC-08-3.4.2

 Students will UNDERSTAND that in the development of multicellular organisms, cells multiply (mitosis) and differentiate to form many specialized cells, tissues and organs. This differentiation is regulated through the expression of different genes

Wednesday 12/8:

Learning Target/Objective- SC-8-3.4.2

 

1.)    The students will describe how genes pass information through heredity.

Essential Questions:

1.)    How do genes work?

Vocabulary:

Genes, traits, dominant, recessive, homozygous, heterozygous, phenotype, genotype, monohybrid, inherited traits, learned traits

Anticipatory Set:

 

  • Flashbacks-New procedures (5min)
  • Review-mitosis and meiosis (5min.)
  • Note taking- PowerPoint on heredity(15min)
  • Activity- Investigating genotypic vs. phenotypic ratios in various monohybrid crosses (20min)
  • Alternating groups on graffiti wall during activity (5min per group)
  • Exit Slip- Why do you look the way you look?

 

Flashbacks Study Island Forces and Motion

Warm up activity Flashbacks

Aligned Instructional Strategies- note taking, hands-on activities, demonstrations

 

Formative Assessment Flashbacks, teacher circulation, Q&A discussions, exit slips.

 

Modifications- scribe, reader, manipulative, extended time, hands-on activities, cooperative learning groups, modeling and demonstrations with the teacher facilitating the discussion. This will accommodate all learning styles.

Materials: computer, posters, crayons/markers

 

 

 

 

 

 

WEEK 17 cont:

LESSON NAME – Biological Diversity

Combined Curriculum (Program Studies and Core Content) the DOK level

SC-08-3.4.3

Students will form or justify conclusions as to whether a response is innate or learned using data/evidence on behavioral responses to internal and external stimuli

Behavioral responses to internal changes and external stimuli can be innate or learned. Responses to external stimuli can result from interactions with the organism’s own species or other species, as well as environmental changes.

DOK 3

Thursday 12/9:

Learning Target/Objective- SC-8-3.4.3

 

1.)    The students will describe how cells differentiate to specialize for a specific function.

Essential Questions:

1.)    How do cells know what to do?

Vocabulary:

Tissues, organs, organ systems

Anticipatory Set:

 

  • Flashbacks-New procedures (5min)
  • Review-heredity (5min.)
  • Note taking-PowerPoint on organs, tissues and organ systems (10min)
  • Activity- half of the students will read pages 31-35 and answer questions 1-3 on page 36 in blue reading books. While the other half read pgs. 73-79 and answer the questions the teacher has prepared. (15 min.) When the task is finished the halves will trade materials and complete the opposite task. When finished each group will have read and answered questions for each section (15min)
  • Alternating groups on graffiti wall during project time (5min per group if wall is not complete)
  • Exit Slip- How does cells, organs and organ systems work together to allow our bodies to function?

 

Flashbacks Study Island Forces and Motion

Warm up activity Flashbacks

Aligned Instructional Strategies- note taking, reading activity, hands on activity

 

Formative Assessment Flashbacks, teacher circulation, Q&A discussions, exit slips, Cooperative learning group presentations, quiz, posters (project).

 

Modifications- scribe, reader, manipulative, extended time, hands-on activities, cooperative learning groups, modeling and demonstrations with the teacher facilitating the discussion. This will accommodate all learning styles.

Materials: computer, posters, crayons/markers, books

 

 

 

 

 

 

WEEK 17 cont:

LESSON NAME – Biological Diversity

Combined Curriculum (Program Studies and Core Content) the DOK level

SC-08-3.4.2

 Students will UNDERSTAND that in the development of multicellular organisms, cells multiply (mitosis) and differentiate to form many specialized cells, tissues and organs. This differentiation is regulated through the expression of different.

Friday 12/10:

Learning Target/Objective- SC-8-3.4.2

 

1.)    The students will identify body systems and their functions.

Essential Questions:

1.)    Can you identify individual body systems?

 

Anticipatory Set:

 

  • Flashbacks-New procedures (5min)
  • Interactive lab (in computer lab)- dissecting virtual frogs and identify their organs and body systems (50 min)
  • Exit Slip- Where is the stomach?

 

Flashbacks Study Island Forces and Motion

Warm up activity Flashbacks

Aligned Instructional Strategies- lab-hands-on activities

 

Formative Assessment Flashbacks, teacher circulation, Q&A discussions, exit slip

 

Modifications- scribe, reader, manipulative, extended time, hands-on activities, cooperative learning groups, modeling and demonstrations with the teacher facilitating the discussion. This will accommodate all learning styles.

Materials: computer

 

 

PLAN

8th grade: week 17

 

 

LESSON NAME – Biological Diversity

Combined Curriculum (Program Studies and Core Content) the DOK level

 

SC-08-3.4.1

Students will EXPLAIN the relationship between structure and function of the cell components using a variety of representations.

 

Observations of cells and analysis of cell representations point out that cells have particular structures that underlie their function. Every cell is surrounded by a membrane that separates it from the outside world. Inside the cell is a concentrated mixture of thousands of different molecules that form a variety of specialized structures. These structures carry out specific cell functions.

DOK 3

Monday 11/29:

Learning Target/Objective- SC-8-3.4.1

1.)    The students will create a cellular representation and point out the particular structures inside the cell.

Essential Questions:

1.)    What are cells made of?

 

Anticipatory Set:

 

  • Flashbacks-New procedures (5min)
  • Review-cell information (5min.)
  • Quiz- cell components (20min)
  • Peer Assessment (10min)
  • Introduction to cell project-organize groups; discuss resources, grading and procedures. Project will require time in 2-3 class periods (10min)
  • Exit Slip- Which type of cell has chloroplast?

 

Flashbacks Study Island Forces and Motion

Warm up activity Flashbacks

Aligned Instructional Strategies- Project will include: Cooperative learning groups, note taking, hands-on activities, posters, student teaching, demonstrations, modeling.

 

Formative Assessment Flashbacks, teacher circulation, Q&A discussions, exit slips, Cooperative learning group presentations, quiz, posters (project).

 

Modifications- scribe, reader, manipulative, extended time, hands-on activities, cooperative learning groups, modeling and demonstrations with the teacher facilitating the discussion. This will accommodate all learning styles.

Materials: computer, posters, crayons/markers, glue, craft supplies, t-shirt

 

 

WEEK 17 cont:

LESSON NAME – Biological Diversity

Combined Curriculum (Program Studies and Core Content) the DOK level

SC-08-3.4.1

Students will EXPLAIN the relationship between structure and function of the cell components using a variety of representations.

 

Observations of cells and analysis of cell representations point out that cells have particular structures that underlie their function. Every cell is surrounded by a membrane that separates it from the outside world. Inside the cell is a concentrated mixture of thousands of different molecules that form a variety of specialized structures. These structures carry out specific cell functions.

DOK 3

Tuesday 11/30:

Learning Target/Objective- SC-8-3.4.1

 

1.) The students will create a cellular representation and point out the particular structures inside the cell.

Essential Questions:

1.)    Why are cells surrounded by a membrane?

Anticipatory Set:

 

  • Flashbacks-New procedures (5min)
  • Review-cell information (5min.)
  • Pair Share Activity- Compare animal cell components to your school (15min)
  • Alternating groups on graffiti wall during project time (5min per group)
  • Project (30min)
  • Exit Slip- Which type of cell has a membrane?

 

Flashbacks Study Island Forces and Motion

Warm up activity Flashbacks

Aligned Instructional Strategies- Project will include: Cooperative learning groups, note taking, hands-on activities, posters, student teaching, demonstrations, modeling.

 

Formative Assessment Flashbacks, teacher circulation, Q&A discussions, exit slips, Cooperative learning group presentations, quiz, posters (project).

 

Modifications- scribe, reader, manipulative, extended time, hands-on activities, cooperative learning groups, modeling and demonstrations with the teacher facilitating the discussion. This will accommodate all learning styles.

Materials: computer, posters, crayons/markers, glue, craft supplies, t-shirt

 

 

 

 

 

 

 

 

WEEK 17 cont:

LESSON NAME – Biological Diversity

Combined Curriculum (Program Studies and Core Content) the DOK level

SC-08-3.4.1

Students will EXPLAIN the relationship between structure and function of the cell components using a variety of representations.

 

Observations of cells and analysis of cell representations point out that cells have particular structures that underlie their function. Every cell is surrounded by a membrane that separates it from the outside world. Inside the cell is a concentrated mixture of thousands of different molecules that form a variety of specialized structures. These structures carry out specific cell functions.

DOK 3

Wednesday  12/1:

Learning Target/Objective- SC-8-3.4.1

 

1.)    The students will create a cellular representation and point out the particular structures inside the cell.

Essential Questions:

1.)    Why are cells surrounded by a membrane?

Anticipatory Set:

 

  • Flashbacks-New procedures (5min)
  • Review-cell information (5min.)
  • Pair Share Activity- Compare plant cell components to your city (15min)
  • Alternating groups on graffiti wall during project time (5min per group)
  • Project (30min)
  • Exit Slip- Which type of cell has a cell wall?

 

Flashbacks Study Island Forces and Motion

Warm up activity Flashbacks

Aligned Instructional Strategies- Project will include: Cooperative learning groups, note taking, hands-on activities, posters, student teaching, demonstrations, modeling.

 

Formative Assessment Flashbacks, teacher circulation, Q&A discussions, exit slips, Cooperative learning group presentations, quiz, posters (project).

 

Modifications- scribe, reader, manipulative, extended time, hands-on activities, cooperative learning groups, modeling and demonstrations with the teacher facilitating the discussion. This will accommodate all learning styles.

Materials: computer, posters, crayons/markers, glue, craft supplies, t-shirt

 

 

 

 

 

 

WEEK 17 cont:

LESSON NAME – Biological Diversity

Combined Curriculum (Program Studies and Core Content) the DOK level

SC-08-3.4.1

Students will EXPLAIN the relationship between structure and function of the cell components using a variety of representations.

 

Observations of cells and analysis of cell representations point out that cells have particular structures that underlie their function. Every cell is surrounded by a membrane that separates it from the outside world. Inside the cell is a concentrated mixture of thousands of different molecules that form a variety of specialized structures. These structures carry out specific cell functions.

DOK 3

Thursday 12/2:

Learning Target/Objective- SC-8-3.4.1

 

1.)    The students will create a cellular representation and point out the particular structures inside the cell.

Essential Questions:

1.)    What is the purpose the cell membrane and cell wall?

Anticipatory Set:

 

  • Flashbacks-New procedures (5min)
  • Review-cell information (5min.)
  • Alternating groups on graffiti wall during project time (5min per group if wall is not complete)
  • Project (20min)
  • Project presentations (remaining time and beginning of next class period)
  • Exit Slip- By what means do cells “eat”?

 

Flashbacks Study Island Forces and Motion

Warm up activity Flashbacks

Aligned Instructional Strategies- Project will include: Cooperative learning groups, note taking, hands-on activities, posters, student teaching, demonstrations, modeling.

 

Formative Assessment Flashbacks, teacher circulation, Q&A discussions, exit slips, Cooperative learning group presentations, quiz, posters (project).

 

Modifications- scribe, reader, manipulative, extended time, hands-on activities, cooperative learning groups, modeling and demonstrations with the teacher facilitating the discussion. This will accommodate all learning styles.

Materials: computer, posters, crayons/markers, glue, craft supplies, t-shirt

 

 

 

 

 

 

WEEK 17 cont:

LESSON NAME – Biological Diversity

Combined Curriculum (Program Studies and Core Content) the DOK level

SC-08-3.4.1

Students will EXPLAIN the relationship between structure and function of the cell components using a variety of representations.

 

Observations of cells and analysis of cell representations point out that cells have particular structures that underlie their function. Every cell is surrounded by a membrane that separates it from the outside world. Inside the cell is a concentrated mixture of thousands of different molecules that form a variety of specialized structures. These structures carry out specific cell functions.

DOK 3

Friday 12/3:

Learning Target/Objective- SC-8-3.4.1

 

1.)    The students will describe the differences between asexual and sexual reproduction.

Essential Questions:

1.)    How do cells reproduce?

Vocabulary:

Asexual reproduction

Mitosis

Budding

Regeneration

Parthenogenesis

Fragmentation

Sexual reproduction

Meiosis

 

Anticipatory Set:

 

  • Flashbacks-New procedures (5min)
  • Finish presentations (hopefully no more than 15 min)
  • Introduction to cellular reproduction KWL chart (10min)
  • Watch a short interactive video on types of asexual reproduction (10min)
  • Complete the vocabulary and apply what you know questions on the guided note sheet (10 min)
  • Exit Slip- What is fragmentation?

 

Flashbacks Study Island Forces and Motion

Warm up activity Flashbacks

Aligned Instructional Strategies- Project will include: Cooperative learning groups, note taking, hands-on activities, posters, student teaching, demonstrations, modeling.

 

Formative Assessment Flashbacks, teacher circulation, Q&A discussions, exit slips, Cooperative learning group presentations, quiz, posters (project).

 

Modifications- scribe, reader, manipulative, extended time, hands-on activities, cooperative learning groups, modeling and demonstrations with the teacher facilitating the discussion. This will accommodate all learning styles.

Materials: computer, posters, crayons/markers, glue, craft supplies, t-shirt, video, manipulative- guided notes

 

 

LESSON PLAN

8th grade: week 16

 

 

LESSON NAME – Biological Diversity

Combined Curriculum (Program Studies and Core Content) the DOK level

 

SC-08-3.4.1

Students will EXPLAIN the relationship between structure and function of the cell components using a variety of representations.

 

Observations of cells and analysis of cell representations point out that cells have particular structures that underlie their function. Every cell is surrounded by a membrane that separates it from the outside world. Inside the cell is a concentrated mixture of thousands of different molecules that form a variety of specialized structures. These structures carry out specific cell functions.

DOK 3

 

 

 

Learning Target/Objective- SC-8-3.4.1

 

1.)    The students will create a cellular representation and point out the particular structures inside the cell.

 

 

 

Anticipatory Set:

Monday 11/21: The students will be on a field Trip all day. 

 

 

 

Tuesday 11/22: The students will enter the classroom and retrieve their working folders. They will sit in their assigned seats and begin the flashbacks 5min. After the flashbacks, the teacher will review some key points from the previous lesson. The teacher will ask guided questions to check for understanding 5min. The students will take a quiz over cells 15min. The students will begin a project that will last 2 class periods. The students will be paired up and choose one of the three main types of cells that we have studied this week. They can choose to make a 3-D cell; create a cell t-shirt (parents must provide the shirt; or,  they will design and create a brochure for taking a tour through that type of cell. They will indicate all of the “stops” the tour will make and indicate why that feature of the cell is important and its responsibility or “job” in the cell. The students will be encouraged to be as creative as possible and to really try to “sell” their tour to the tourists. When the brochures are complete the students will present their brochure to the class. 50min.  

 Exit Slip- Which type of cell has chloroplast?

 

Flashbacks Study Island Forces and Motion

Warm up activity Flashbacks

Essential Questions:

1.)    What do cells do?

 

Aligned Instructional Strategies- Cooperative learning groups, note taking, hands-on activities, posters, student teaching, demonstrations, modeling and real world connections and PowerPoint.

 

Formative Assessment Flashbacks, teacher circulation, Q&A discussions, exit slips, Cooperative learning group presentations, quizzes, posters.

 

Modifications- scribe, reader, manipulative, extended time, hands-on activities, cooperative learning groups, modeling and demonstrations—The team read activity will be done as a classroom, where each student will read a portion of the assignment and then the students will discuss and answer the questions out loud with the teacher facilitating the discussion. This will accommodate all learning styles.

LESSON PLAN

8th grade: week 15

 

 

LESSON NAME -  Biological Systems 

SC-08-3.4.1

Students will EXPLAIN the relationship between structure and function of the cell components using a variety of representations.

 

Observations of cells and analysis of cell representations point out that cells have particular structures that underlie their function. Every cell is surrounded by a membrane that separates it from the outside world. Inside the cell is a concentrated mixture of thousands of different molecules that form a variety of specialized structures. These structures carry out specific cell functions.

DOK 3

 

 

 

Learning Target/Objective- SC-08-2.3.1, SC-08-2.3.3

1.)   The students will describe the two major types of cells- prokaryotes, eukaryotes & bacterial. Sc-8-3.4.1

2.)   The students will describe structure of the cell components of animal cells. SC-08-3.4.1

 

3.)    The students will describe the structure of the cell components of a plant cell.

4.)    The students will describe the structure of the cell components in bacterial cell.

5.)    The students will create a cellular representation and point out the particular structures inside the cell.

 

 

 

Anticipatory Set:

MONDAY: The students will enter the classroom and retrieve their working folders. They will sit in their assigned seats and begin the flashbacks 5min. After the flashbacks, the teacher will introduce the content for the new unit. The teacher will point out the new vocabulary associated with the content.  The teacher will ask guided questions to check for level of prior knowledge. 5min. The students will watch an interactive PowerPoint on cells and their components while they take notes on a guided note sheet supplied by the teacher 30min. The teacher will pause the presentation periodically to formatively assess the students understanding of the material by asking guided questions. The students will begin to create a graffiti wall that will be complete at the end of the section: In small groups the students will write down key information about both prokaryotic and eukaryotic cells and put them together, collage style to begin the wall.20min. Exit slip: What is a eukaryote?

Vocabulary:

Eukaryotic cell

Prokaryotic cell

 

 

TUESDAY: The students will enter the classroom and retrieve their working folders. They will sit in their assigned seats and begin the flashbacks 5min. After the flashbacks, the teacher will review some key points from the previous lesson. The teacher will ask guided questions to check for understanding 5min. The students will watch an interactive PowerPoint on animal cells and their components while they take notes on a guided note sheet supplied by the teacher 30min. The teacher will pause the presentation periodically to formatively assess the students understanding of the material by asking guided questions. After the presentation the students will draw a picture of an animal cell that includes the major components and their function. The students will add the new information to the graffiti wall 20min. Exit slip: Name one component of an animal cell.

VOCABULARY:

Nucleus

Nucleolus

Endoplasmatic recticulum

Ribosome

Vacuoles

Cytoplasm

Lysosomes

Golgi bodies

Cell membrane

Mitochondria

 

 

WEDNESDAY: The students will enter the classroom and retrieve their working folders. They will sit in their assigned seats and begin the flashbacks 5min. After the flashbacks, the teacher will review some key points from the previous lesson. The teacher will ask guided questions to check for understanding 5min. The students will finish their animal cell if needed 10min. The students will watch an interactive PowerPoint on plant cells and their components while they take notes on a guided note sheet supplied by the teacher 30min. The teacher will pause the presentation periodically to formatively assess the students understanding of the material by asking guided questions. After the presentation the students will add a small section to their drawings that includes the parts of a plant cell and descriptions, which animal cells don’t have. (I will instruct the students to leave room on each side of their cells to include the descriptions of the components from plant and bacterial cells that animal cells don’t have.) 20min. They will add new information to the graffiti wall. Exit slip: Name one component of an animal cell.

VOCABULARY:

            Cell wall

Chlorophyll

Chloroplast

 

 

 

THURSDAY: The students will enter the classroom and retrieve their working folders. They will sit in their assigned seats and begin the flashbacks 5min. After the flashbacks, the teacher will review some key points from the previous lesson. The teacher will ask guided questions to check for understanding 5min. The students will watch an interactive PowerPoint on bacterial cells and their components while they take notes on a guided note sheet supplied by the teacher 30min. The teacher will pause the presentation periodically to formatively assess the students understanding of the material by asking guided questions. After the presentation the students will add a small section to their drawings that includes the parts of a bacterial cell and descriptions, which animal cells don’t have. The students will add the new information to their graffiti wall. 15min. Exit slip- What is a flagella?

VOCABULARY: SC-08-3.4.1

            Nucleiod DNA

            Plasma membrane

            Appendages

            Pili

            Flagella

 

 

Friday: The students will enter the classroom and retrieve their working folders. They will sit in their assigned seats and begin the flashbacks 5min. After the flashbacks, the teacher will review some key points from the previous lesson. The teacher will ask guided questions to check for understanding 5min. The teacher will facilitate a discussion which will initiate the students to create a VINN Diagram of the similarities and differences between the three types of cells. 10min. Write a comparison of the two of the three types of cells and their components and then present their comparison paper to the class 30min. Exit slip: What is a biological system? 

 

 

 

 

Monday 11/21: The students will be on a field Trip all day. 

 

 

 

Tuesday 11/22: The students will enter the classroom and retrieve their working folders. They will sit in their assigned seats and begin the flashbacks 5min. After the flashbacks, the teacher will review some key points from the previous lesson. The teacher will ask guided questions to check for understanding 5min. The students will begin a project that will last 2 class periods. The students will be paired up and choose one of the three main types of cells that we have studied this week. They will design and create a brochure for taking a tour through that type of cell. They will indicate all of the “stops” the tour will make and indicate why that feature of the cell is important and its responsibility or “job” in the cell. The students will be encouraged to be as creative as possible and to really try to “sell” their tour to the tourists. When the brochures are complete the students will present their brochure to the class. 50min.  

 Exit Slip- Which type of cell has chloroplast?

 

 

Monday 12/1: The students will enter the classroom and retrieve their working folders. They will sit in their assigned seats and begin the flashbacks 5min. After the flashbacks, the teacher will review some key points from the previous lesson. The teacher will ask guided questions to check for understanding 5min. The students will begin a project that will last 2 class periods. The students will be paired up and choose one of the three main types of cells that we have studied this week. They will design and create a brochure for taking a tour through that type of cell. They will indicate all of the “stops” the tour will make and indicate why that feature of the cell is important and its responsibility or “job” in the cell. The students will be encouraged to be as creative as possible and to really try to “sell” their tour to the tourists. When the brochures are complete the students will present their brochure to the class. 50min.  

 Exit Slip- Which type of cell has chloroplast?

 

 

Flashbacks Study Island Forces and Motion

Warm up activity Flashbacks

Essential Questions:

1.)    What are the major types of cells?

2.)    What is an animal cell?

3.)    What is a plant cells?

4.)    How are plant cells different than animal cells?

5.)    How are bacterial cells different than plant and animal cells?

 

Aligned Instructional Strategies- Cooperative learning groups, note taking, hands-on activities, posters, student teaching, demonstrations, modeling and real world connections and PowerPoint.

 

Formative Assessment Flashbacks, teacher circulation, Q&A discussions, exit slips, Cooperative learning group presentations, quizzes, posters.

 

Modifications- scribe, reader, manipulative, extended time, hands-on activities, cooperative learning groups, modeling and demonstrations—The team read activity will be done as a classroom, where each student will read a portion of the assignment and then the students will discuss and answer the questions out loud with the teacher facilitating the discussion. This will accommodate all learning styles.

LESSON PLAN

8th grade: week 14

 

 

LESSON NAME - The Earth and the Universe

Combined Curriculum (Program Studies and Core Content) the DOK level

SC-08-2.3.1

Students will DESCRIBE various techniques for estimating geological time (radioactive dating, observing rock sequences, comparing fossils).

 

Techniques used to estimate geological time include using radioactive dating, observing rock sequences and comparing fossils to correlate the rock sequences at various locations. Deductions can be made based on available data and observation of models as to the age of rocks/fossils. DOK 2

 

SC-08-2.3.2 Students will UNDERSTAND that earthquakes and volcanic eruptions can be observed on a human time scale, but many processes, such as mountain building and plate movements, take place over hundreds of millions of years. SC-08-2.3.3Students will:

  • EXPLAIN the transfer of Earth’s internal heat in the mantle (crustal movement, hotspots, geysers);
  • DESCRIBE the interacting components (convection currents) within the Earth’s system.

 

The outward transfer of Earth’s internal heat drives convection circulation in the mantle. This causes the crustal plates to move on the face of the Earth.

DOK 2

 

 

SC-08-3.4.1

Students will EXPLAIN the relationship between structure and function of the cell components using a variety of representations.

 

Observations of cells and analysis of cell representations point out that cells have particular structures that underlie their function. Every cell is surrounded by a membrane that separates it from the outside world. Inside the cell is a concentrated mixture of thousands of different molecules that form a variety of specialized structures. These structures carry out specific cell functions.

DOK 3

 

 

 

Learning Target/Objective- SC-08-2.3.1, SC-08-2.3.3

 

1.)   The students will make inferences about the relationship between geological time, fossils and earths structures. SC-08-2.3.1, SC-08-2.3.3

2.)   The students will describe structure of the cell components of animal cells. SC-08-3.4.1

 

3.)    The students will describe the structure of the cell components of a plant cell.

4.)    The students will describe the structure of the cell components in bacterial cell.

5.)    The students will create a cellular representation and point out the particular structures inside the cell.

 

 

 

Anticipatory Set:

MONDAY: The students will enter the classroom and retrieve their working folders. They will sit in their assigned seats and begin the flashbacks 5min. After the flashbacks, the teacher will review some key points from the previous lesson. The teacher will ask guided questions to check for understanding 5min.The students will complete their KWL charts filling in the remaining letters to bring the concepts together. 20min. The students will answer a list of guided questions that represent the remaining information as a study guide in preparation for the common assessment 20min. Exit slip- Identify three major eras in geologic time.

Vocabulary: sc-8-2.3.1 and sc-8-2.3.2

           

 

            TUESDAY: The students will enter the classroom and retrieve their working folders. They will sit in their assigned seats and begin the flashbacks 5min. After the flashbacks, the teacher will introduce the content for the new unit. The teacher will point out the new vocabulary associated with the content.  The teacher will ask guided questions to check for level of prior knowledge. 5min. The students will watch an interactive PowerPoint on animal cells and their components while they take notes on a guided note sheet supplied by the teacher 30min. The teacher will pause the presentation periodically to formatively assess the students understanding of the material by asking guided questions. After the presentation the students will draw a picture of the animal cell and label the critical components with the word and a brief description of the components job in the cell 20min. Exit slip: What is a ribosome?

Vocabulary: Sc-8-3.4.1

Eukaryotic cell

Prokaryotic cell

Nucleus

Nucleolus

Endoplasmatic recticulum

Ribosome

Cell wall

Vacuoles

Cytoplasm

Lysosomes

Golgi bodies

Cell membrane

Mitochondria

 

WEDNESDAY: The students will enter the classroom and retrieve their working folders. They will sit in their assigned seats and begin the flashbacks 5min. After the flashbacks, the teacher will review some key points from the previous lesson. The teacher will ask guided questions to check for understanding 5min. The students will finish their animal cell if needed 10min. The students will watch an interactive PowerPoint on plant cells and their components while they take notes on a guided note sheet supplied by the teacher 30min. The teacher will pause the presentation periodically to formatively assess the students understanding of the material by asking guided questions. After the presentation the students will add a small section to their drawings that includes the parts of a plant cell and descriptions, which animal cells don’t have. (I will instruct the students to leave room on each side of their cells to include the descriptions of the components from plant and bacterial cells that animal cells don’t have.) 20min. Exit slip: Name one thing that both plant and animal cells have and one thing that only plant cells have.

Vocabulary: SC-08-3.4.1

Chlorophyll

Chloroplast

 

 

 

THURSDAY: The students will enter the classroom and retrieve their working folders. They will sit in their assigned seats and begin the flashbacks 5min. After the flashbacks, the teacher will review some key points from the previous lesson. The teacher will ask guided questions to check for understanding 5min. The students will watch an interactive PowerPoint on bacterial cells and their components while they take notes on a guided note sheet supplied by the teacher 30min. The teacher will pause the presentation periodically to formatively assess the students understanding of the material by asking guided questions. After the presentation the students will add a small section to their drawings that includes the parts of a bacterial cell and descriptions, which animal cells don’t have. 15min. Exit slip- What is a flagella?

VOCABULARY: SC-08-3.4.1

            Nucleiod DNA

            Plasma membrane

            Appendages

            Pili

            Flagella

 

 

 

FRIDAY: The students will enter the classroom and retrieve their working folders. They will sit in their assigned seats and begin the flashbacks 5min. After the flashbacks, the teacher will review some key points from the previous lesson. The teacher will ask guided questions to check for understanding 5min. The students will begin a project that will last 2 class periods. The students will be paired up and choose one of the three main types of cells that we have studied this week. They will design and create a brochure for taking a tour through that type of cell. They will indicate all of the “stops” the tour will make and indicate why that feature of the cell is important and its responsibility or “job” in the cell. The students will be encouraged to be as creative as possible and to really try to “sell” their tour to the tourists. When the brochures are complete the students will present their brochure to the class. 50min.  

 Exit Slip- Which type of cell has chloroplast?

 

 

Flashbacks Study Island Forces and Motion

Warm up activity Flashbacks

Essential Questions:

1.)    What does the study of geologic time, fossils and plate tectonics do for science?

2.)    What is an animal cell?

3.)    How are plant cells different than animal cells?

4.)    How are bacterial cells different than plant and animal cells?

 

Aligned Instructional Strategies- Cooperative learning groups, note taking, hands-on activities, posters, student teaching, demonstrations, modeling and real world connections and PowerPoint.

 

Formative Assessment Flashbacks, teacher circulation, Q&A discussions, exit slips, Cooperative learning group presentations, quizzes, posters.

 

Modifications- scribe, reader, manipulative, extended time, hands-on activities, cooperative learning groups, modeling and demonstrations—The team read activity will be done as a classroom, where each student will read a portion of the assignment and then the students will discuss and answer the questions out loud with the teacher facilitating the discussion. This will accommodate all learning styles.

LESSON PLAN

8th grade: week 13

 

 

LESSON NAME - The Earth and the Universe

Combined Curriculum (Program Studies and Core Content) the DOK level

SC-08-2.3.1

Students will DESCRIBE various techniques for estimating geological time (radioactive dating, observing rock sequences, comparing fossils).

 

Techniques used to estimate geological time include using radioactive dating, observing rock sequences and comparing fossils to correlate the rock sequences at various locations. Deductions can be made based on available data and observation of models as to the age of rocks/fossils. DOK 2

 

SC-08-2.3.2 Students will UNDERSTAND that earthquakes and volcanic eruptions can be observed on a human time scale, but many processes, such as mountain building and plate movements, take place over hundreds of millions of years. SC-08-2.3.3Students will:

  • EXPLAIN the transfer of Earth’s internal heat in the mantle (crustal movement, hotspots, geysers);
  • DESCRIBE the interacting components (convection currents) within the Earth’s system.

 

The outward transfer of Earth’s internal heat drives convection circulation in the mantle. This causes the crustal plates to move on the face of the Earth.

DOK 2

 

 

 

 

 

 

Learning Target/Objective- SC-08-2.3.1, SC-08-2.3.3

 

1.)    The students will explain how fossils correlate to geological time.

2.)    The students will describe the process of Radioactive Dating.

3.)    The students will make inferences about the absolute and relative age of rocks.

4.)    The students will describe the theory of plate tectonics.

 

 

 

Anticipatory Set:

 

 

 

MONDAY: The students will enter the classroom and retrieve their working folders. They will sit in their assigned seats and begin the flashbacks 5min. After the flashbacks, the teacher will review some key points from the previous lesson. The teacher will ask guided questions to check for understanding 5min. The students will continue their investigations/presentations until each group has finished their presentations. This may take the remaining class time. If it does not take the remaining time then, individually, the students will spend that time answering “check for understanding” questions. 20min. Exit slip- Describe what the world looked like during your time period.

Vocabulary: SC-08-2.3.1

 

Geologic Time Scale

Eon

Era

Epoch

Period

Organic evolution

Trilobite

Precambrian Time

Cyanobacteria

Paleozoic Era

Mesozoic Era

Cenozoic Era

 

 

WEDNESDAY: The students will enter the classroom and retrieve their working folders. They will sit in their assigned seats and begin the flashbacks 5min. After the flashbacks, the teacher will review some key points from the previous lesson. The teacher will ask guided questions to check for understanding 5min. The students will copy the new vocabulary words onto the KWL chart. They will answer the L portion for the previous vocabulary and the K portion for the new vocabulary 10min. The students will take part in a pair-share exercise in which one student will read about the relative age of rocks on pages 125-129 in the reading essentials book and the other student will read about the absolute age of rocks on pages 130-133 in the reading essentials book. The students will “teach” the information to the other student and together they will answer the questions on 129 and 134.30min. Then the students will collaborate to complete the L portion of the chart for the new vocabulary 10-15min. Exit slip: What is half-life?

Vocabulary: SC-08-2.3.1

 

Absolute age

Relative age

Radioactive Dating

Principle of Superposition

Unconformity

Half-life (review)

Radioactive decay (review)

Radiometric dating

Uniformitarianism

 

 

THURSDAY: The students will enter the classroom and retrieve their working folders. They will sit in their assigned seats and begin the flashbacks 5min. After the flashbacks, the teacher will review some key points from the previous lesson. The teacher will ask guided questions to check for understanding 5min. The students will add the new vocabulary to their KWL chart (most of which will be a review) and complete the K and W portions 10 min. Then they will be shown a short PowerPoint presentation on the earths’ interior while they complete the L portion of the chart with the teacher stopping to discuss, ask guided questions and check for understanding throughout the presentation.20min. The teacher will give the students a graphic representation of the earths’ interior. The students will identify each part, the associated vocabulary and the pertinent details on the picture 15min. Exit slip- What is a tectonic plate?

VOCABULARY: SC-08-2.3.3

            Crust

            Core

            Mantle

Plate tectonics

Crustal movement

Asthenospher

Lithosphere

Continental plate

Oceanic plate 

Convection

Geysers

Hotspots

 

FRIDAY: The students will enter the classroom and retrieve their working folders. They will sit in their assigned seats and begin the flashbacks 5min. After the flashbacks, the teacher will review some key points from the previous lesson. The teacher will ask guided questions to check for understanding 5min. The students will watch a short video on the results of plate movement-volcanoes, mountains and earthquakes while the teachers stops periodically to ask guided questions 10-15min. The students will answer a set of questions about the videos content as a quiz 5-10min. The students will trade papers for peer assessment 5min. The class will “popcorn” read a short piece on the connection between continental drift, fossils and the age of rocks; how scientist have been able to cross-reference these topics to reach the understanding about earth that they have today . The teacher will stop to ask guided questions that will help pull the content of the unit together. This will be an open discussion for formative assessment purposes 20min. 

Exit Slip- What happens when plates shift?

 

 

Flashbacks Study Island Forces and Motion

Warm up activity Flashbacks

Essential Questions:

1.)    How can fossils determine the age of rocks?

2.)    What is the key difference between relative and absolute age in rocks?

3.)    What is radioactive dating?

4.)    Why does the earth constantly change?

 

Aligned Instructional Strategies- Cooperative learning groups, note taking, hands-on activities, posters, student teaching, demonstrations, modeling and real world connections and PowerPoint.

 

Formative Assessment Flashbacks, teacher circulation, Q&A discussions, exit slips, Cooperative learning group presentations, quizzes, posters.

 

Modifications- scribe, reader, manipulative, extended time, hands-on activities, cooperative learning groups, modeling and demonstrations—The team read activity will be done as a classroom, where each student will read a portion of the assignment and then the students will discuss and answer the questions out loud with the teacher facilitating the discussion. This will accommodate all learning styles.

 

LESSON PLAN

8th grade: week 11

 

 

LESSON NAME - The Earth and the Universe

Combined Curriculum (Program Studies and Core Content) the DOK level

SC-08-2.3.1

Students will DESCRIBE various techniques for estimating geological time (radioactive dating, observing rock sequences, comparing fossils).

 

Techniques used to estimate geological time include using radioactive dating, observing rock sequences and comparing fossils to correlate the rock sequences at various locations. Deductions can be made based on available data and observation of models as to the age of rocks/fossils.

DOK 2

 

Learning Target/Objective- SC-8-1.2.1, SC-8-MF-S-1, SC-08-2.3.1 

1.)    The students will DESCRIBE techniques for estimating geological time through fossils.

2.)    The students will DESCRIBE the processes involved in fossil formation. 

 

3.)    The students will Explain how fossil correlation is used to determine the age of rocks-relative and absolute.

 

 

Anticipatory Set:

 

MONDAY: The students will enter the classroom and retrieve their working folders. They will sit in their assigned seats and begin the flashbacks 5min. After the flashbacks, the teacher will ask guided questions to formatively measure prior knowledge on geologic time and fossils 5 min. The teacher will direct students to use Glencoe Blue, pages 242-249 to read chapter aloud, in cooperative learning groups, and find vocabulary definitions which will be written on note cards 15min. Then the students will use what they have read to write a sentence using each vocabulary word; and then they will answer 5-level critical thinking questions that the teacher has posted on the projector 20min. The teacher will ask for volunteers to read or share either, one of their sentences, or one of their answers to the critical thinking question 5min. Exit Slip- What is a fossil?

CRITICAL VOCABULARY:

Fossil

Permineralized remains

Carbon film

Mold

Cast

Index fossils

 

 

TUESDAY: The students will enter the classroom and retrieve their working folders. They will sit in their assigned seats and begin the flashbacks 5min. After the flashbacks, the teacher will review some key points from the previous lesson. The teacher will ask guided questions to check for understanding 5min. The teacher will introduce the topic and facilitate a classroom discussion on Geologic Time 5-7 min. The teacher will show a “geologic clock” on the projector and discuss “how to interpret the clocks’ time” 2-5 min. Next, the students will create a clock of their own; they will label and illustrate the correlation between the clocks’ time and geologic time (students will be given the opportunity to discuss and share their clocks with the rest of the class15-20min. The teachers will point out the vocabulary words on the word wall. The students will start a KWL CHART for this section. They will complete the K-what you already know and the L- what you want to learn, before the PowerPoint presentation 10min. The students will make a study guide by taking notes over a PowerPoint presentation on Earth’s past and Estimating Geological Time while they complete the L-what you learned portion of their charts 15-20min. This KWL CHART will be a continuing study guide project that will cumulate through the course of the unit. Exit Slip- How do we know the Earths’ age?

 

WEDNESDAY: FIELD TRIP

 

 

 

Flashbacks Study Island Forces and Motion

Warm up activity Flashbacks

Content Vocabulary

SC-8-1.2.1

Friction

Gravitational potential energy  

(Kinetic energy-refresher) 

(Potential energy –refresher)

Resistance   

Work

Balanced

Unbalanced

Velocity

Acceleration

Speed

Motion

Gravity

Buoyancy

 

SC-08-2.3.1

Paleontologist

Fossil

Permineralized remains

Carbon film

Mold

Cast

Index fossils

Principle of superposition

Relative age

Absolute age

Unconformity

Essential Questions:

1.)    How do we know the age of the earth?

2.)    What is a fossil?

3.)    How are fossils made?

4.)    What is the key difference between relative and absolute age in rocks?

 

Aligned Instructional Strategies- Cooperative learning groups, note taking, hands-on activities, posters, student teaching, demonstrations, modeling and real world connections and PowerPoint.

 

Formative Assessment Flashbacks, teacher circulation, Q&A discussions, exit slips, Cooperative learning group presentations, quizzes, posters.

 

Modifications- scribe, reader, manipulative, extended time, hands-on activities, cooperative learning groups, modeling and demonstrations—The team read activity in # 2 will be done as a classroom, where each student will read a potion of the assignment aloud and then the students will discuss and answer the questions out loud with the teacher facilitating the discussion. This will accommodate all learning styles.

LESSON PLAN

8th grade: week 10

 

 

LESSON NAME -Motion and Force

Combined Curriculum (Program Studies and Core Content) the DOK level

SC-08-1.2.1Students will describe and explain the effects of balanced and unbalanced forces on motion as found in real-life phenomena. Objects change their motion only when a net force is applied. Newton’s Laws of Motion are used to describe the effects of forces on the motion of objects.DOK 3 

SC-08-2.3.1

Students will DESCRIBE various techniques for estimating geological time (radioactive dating, observing rock sequences, comparing fossils).

 

Techniques used to estimate geological time include using radioactive dating, observing rock sequences and comparing fossils to correlate the rock sequences at various locations. Deductions can be made based on available data and observation of models as to the age of rocks/fossils.

DOK 2

 

Learning Target/Objective- SC-8-1.2.1, SC-8-MF-S-1, SC-08-2.3.1 

1.)    The students will review how Newton’s Laws of Motion are used to describe the effects of forces on the motion of objects.

 

2.)    The students will review the effects of balanced and unbalanced forces on motion as found in real-life phenomena.

 

3.)    The students will DESCRIBE various techniques for estimating geological time 

 

 

Anticipatory Set:

 

1.)    The students will enter the classroom and retrieve their working folders. They will sit in their assigned seats and begin the flashbacks 5min. After the flashbacks, the teacher will review some key points from the previous lesson. The teacher will ask guided questions to check for understanding 5min. The teacher will give out guided study/review questions and the students will research the answers as a form of review for the common assessment 35-40min. Exit slip- What is Newton’s first Law? 

2.)    The students will enter the classroom and retrieve their working folders. They will sit in their assigned seats and begin the flashbacks 5min. After the flashbacks, the teacher will review some key points from the previous lesson. The teacher will ask guided questions to check for understanding 5min. Forces and Motion:  COMMON ASSESSMENT REMAING CLASS TIME. Exit Slip- What is a proton?

3.)    The students will enter the classroom and retrieve their working folders. They will sit in their assigned seats and begin the flashbacks 5min. After the flashbacks, the teacher will review some key points from the previous lesson. The teacher will ask guided questions to check for understanding 5min. The students will play the “BLUFFING GAME” as a form of review for the Bullitt County Common Assessment 35-40min.Exit Slip- What is a neutron?

 

4.)    The students will enter the classroom and retrieve their working folders. They will sit in their assigned seats and begin the flashbacks 5min. After the flashbacks, the teacher will review some key points from the previous lesson. The teacher will ask guided questions to check for understanding 5min. The students will take the Bullitt County Common Assessment, remaining class time. Exit Slip- What is newton’s third Law?  

 

5.)    The students will enter the classroom and retrieve their working folders. They will sit in their assigned seats and begin the flashbacks 5min. After the flashbacks, the teacher will review some key points from the previous lesson. The teacher will ask guided questions to check for understanding 5min. The students will read pages 242-243 in Glencoe Blue and make a list of the conditions needed for fossil formation in rocks 10min. The teacher will take the students outside to conduct an “apply your knowledge” lab where the students will examine the geologic structures around the building. They will note the types of plant and animal life. The students will predict what type of remains might be left for future generations to find? And, they will write a 5 point paragraph explaining what conditions would need to exist for the remains to be fossilized? 30min Exit Slip- Students will write in their journals the answer to the following question: What is a mold?

 

 

 

Flashbacks Study Island Forces and Motion

Warm up activity Flashbacks

Content Vocabulary

SC-8-1.2.1

Friction

Gravitational potential energy  

(Kinetic energy-refresher) 

(Potential energy –refresher)

Resistance   

Work

Balanced

Unbalanced

Velocity

Acceleration

Speed

Motion

Gravity

Buoyancy

 

SC-08-2.3.1

Paleontologist

Fossil

Permineralized remains

Carbon film

Mold

Cast

Index fossils

Principle of superposition

Relative age

Absolute age

Unconformity

Essential Question

1.)    How does speed relate to acceleration?

2.)    How are Newton’s laws applied in real life??

3.)    What is a fossil?

4.)    How are fossils made?

5.)    What is the key difference between relative and absolute age in rocks?

 

Aligned Instructional Strategies- Cooperative learning groups, note taking, hands-on activities, posters, student teaching, demonstrations, modeling and real world connections and PowerPoint.

 

Formative Assessment Flashbacks, teacher circulation, Q&A discussions, exit slips, Cooperative learning group presentations, quizzes, posters.

 

Modifications- scribe, reader, manipulative, extended time, hands-on activities, cooperative learning groups, modeling and demonstrations—The team read activity in # 3 will be done as a classroom, where each student will read a potion of the assignment aloud and then the students will discuss and answer the questions out loud with the teacher facilitating the discussion. This will accommodate all learning styles.

 

LESSON PLAN

8th grade: week 9

 

 

LESSON NAME -Motion and Force

Combined Curriculum (Program Studies and Core Content) the DOK level

SC-08-1.2.1Students will describe and explain the effects of balanced and unbalanced forces on motion as found in real-life phenomena. Objects change their motion only when a net force is applied. Newton’s Laws of Motion are used to describe the effects of forces on the motion of objects.DOK 3 

 

Learning Target/Objective- SC-8-1.2.1, SC-8-MF-S-1

1.)    The students will describe the differences in velocity, speed and acceleration.

2.)    The students will explain how Newton’s Laws of Motion are used to describe the effects of forces on the motion of objects.

3.)    The students will differentiate inertia, speed and acceleration and classify real-life examples of each.

 

4.)    The students will explain and experimentally verify how Newton’s Laws show the relationship between objects and motion through the force of gravity.

Anticipatory Set:

 

1.)    The students will enter the classroom and retrieve their working folders. They will sit in their assigned seats and begin the flashbacks 5min. After the flashbacks, the teacher will review some key points from the previous lesson. The teacher will ask guided questions to check for understanding 5min. The teacher will give out and go over instructional sheet, “What you need to know” that discusses the forces involved in speed, velocity and acceleration. The teacher will facilitate a discussion of these forces 10-15 min. The students will pair up and complete a practice sheet on how to identify the units and calculate problems using these force on practice sheet, FORMULA CHALLENGE20-25min. The teacher will go over answers and answer questions over the calculations 5-10min. Students will be given time to complete “hotwheelin” activity if time allows 5-10min. Exit Sip- The students will write in their journals: What is acceleration?

 

2.)    The students will enter the classroom and retrieve their working folders. They will sit in their assigned seats and begin the flashbacks 5min. After the flashbacks, the teacher will review some key points from the previous lesson. The teacher will ask guided questions to check for understanding 5min. PAIR/SHARE ACTIVITY: Students in pairs will Read pages 267-270, Motion and Momentum in Science Reading Essentials. On page 271 students will copy definitions and answer the questions 20-25 min. The students will complete a practice sheet of calculating Speed, velocity and acceleration, Work Sheet 3.1 –Velocity #1-20, 15-20min. The teacher will go over answers and answer questions 10min. Exit Slip- What is the key difference between speed and acceleration?

 

 

3.)    The students will enter the classroom and retrieve their working folders. They will sit in their assigned seats and begin the flashbacks 5min. After the flashbacks, the teacher will review some key points from the previous lesson. The teacher will ask guided questions to check for understanding 5min. The students will take a Forces and Motion practice test 20-25min. After the students are finished with the practice test the teacher will go over the answers and answer any questions 10min. The teacher will write 5 extended practice questions on the board for students to complete after the test 5 min. The students will be given remaining time to complete the “hotwheelin” lab that is set up at the stations on lab counter 5-10min.Exit Slip- The students will write in their journals: What is speed?

 

4.)    The students will enter the classroom and retrieve their working folders. They will sit in their assigned seats and begin the flashbacks 5min. After the flashbacks, the teacher will review some key points from the previous lesson. The teacher will ask guided questions to check for understanding 5min. The teacher will explain the instructions and demonstrate the concepts involved in the lab 5-7 min. The students will be assigned cooperative learning groups to conduct the “Bubble Gum Acceleration” Lab and answer the critical thinking questions at the end of the lab (including an explanation of concepts paragraph) 35-40 min. Exit Slip- Name the units of measure used in calculating speed.  

 

5.)    The students will enter the classroom and retrieve their working folders. They will sit in their assigned seats and begin the flashbacks 5min. After the flashbacks, the teacher will review some key points from the previous lesson. The teacher will ask guided questions to check for understanding 5min. The teacher will give directions and demonstrate the construction of the “Hoover Craft” Lab 5-7min. The Students will work in small cooperative learning groups to build a Hoover Craft 25-30 min. This may take 1.5 class periods. If they finish the construction, students will begin racing their Hoover Craft. The fastest Craft’s team gets a prize 10-15min. Exit Slip- Students will write in their journals the answer to the following question: How does inertia effect roller coaster thrill?

 

 

 

Flashbacks Study Island Forces and Motion

Warm up activity Flashbacks

Content Vocabulary

Friction

Gravitational potential energy  

(Kinetic energy-refresher) 

(Potential energy –refresher)

Resistance   

Work

Balanced

Unbalanced

Velocity

Acceleration

Speed

Motion

Gravity

Buoyancy

 

 

 

 

 

Essential Question

1.)    What are speed, velocity and acceleration?

2.)    How do you describe velocity?

3.)    How are speed and acceleration different?

4.)    How is acceleration measurable?

5.)    Who will build the “fastest” Hoover Craft?

 

Aligned Instructional Strategies- Cooperative learning groups, note taking, hands-on activities, posters, student teaching, demonstrations, modeling and real world connections and PowerPoint.

 

Formative Assessment Flashbacks, teacher circulation, Q&A discussions, exit slips, Cooperative learning group presentations, quizzes, posters.

 

Modifications- scribe, reader, manipulative, extended time, hands-on activities, cooperative learning groups, modeling and demonstrations

LESSON PLAN

8th grade: week 8

 

 

LESSON NAME -Motion and Force

Combined Curriculum (Program Studies and Core Content) the DOK level

SC-08-1.2.1Students will describe and explain the effects of balanced and unbalanced forces on motion as found in real-life phenomena. Objects change their motion only when a net force is applied. Newton’s Laws of Motion are used to describe the effects of forces on the motion of objects.DOK 3 

 

Learning Target/Objective- SC-8-1.2.1, SC-8-MF-S-1

1.)    The students will describe and explain the effects of balanced and unbalanced forces on motion as found in real-life phenomena.

2.)    The students will explain how Newton’s Laws of Motion are used to describe the effects of forces on the motion of objects in reference to velocity.

3.)    The students will differentiate inertia, speed and acceleration and classify real-life examples of each.

4.)    The students will explain and experimentally verify how Newton’s Laws show the relationship between objects and motion through the force of gravity.

Anticipatory Set:

1.)    The students will enter the classroom and retrieve their working folders. They will sit in their assigned seats and begin the flashbacks. After the flashbacks, the teacher will review some key points from the previous lesson. The teacher will ask guided questions to check for understanding. The teacher will show part 3 of a PP. on Newton’s Laws while students continue a running vocabulary/definitions study guide. In small learning groups, the will participate in an exercise that “questions” the nature of balanced and unbalanced forces of “tugboats” scenarios. The students will answer guided questions that pertain to describing the forces that influenced the factors in the scenarios. The teacher will facilitate a discussion of these forces and go over the answers to the exercise. Exit Sip- The students will write in their journals: What are three real world examples of balanced forces?

 

2.)    The students will enter the classroom and retrieve their working folders. They will sit in their assigned seats and begin the flashbacks. After the flashbacks, the teacher will review some key points from the previous lesson. The teacher will ask guided questions to check for understanding. The teacher will show part 3 of the PP while students continue their study guide. The students will pair up for an activity that will demonstrate their explanations of Newton’s Laws while designing and constructing foil boats and then demonstrating their buoyancy while creating unbalanced forces within their boats using marbles. This project will take two class periods. Exit Slip- The students will write in their journals: Explain why do the boats sink when the weight of the marbles hits a certain point?

 

3.)    The students will enter the classroom and retrieve their working folders. They will sit in their assigned seats and begin the flashbacks. After the flashbacks, the teacher will review some key points from the previous lesson. The teacher will ask guided questions to check for understanding. The students will finish creating their foil boats and then demonstrate the concept of balanced and unbalanced forces (Newton’s Laws 1& 2) by floating them in a tub of water or sink while adding marbles until they sink.  The students will complete a practice sheet on calculating speed and acceleration. Exit Slip- Name the concept that describes the point at which the boats sink under the weight of the marbles?  

 

4.)    The students will enter the classroom and retrieve their working folders. They will sit in their assigned seats and begin the flashbacks. After the flashbacks, the teacher will review some key points from the previous lesson. The teacher will show part 4 of PP while students continue vocab. Study guide. The students will gather in cooperative learning groups to conduct an experiment with a penny, flashcard and a cup to run a series of trials that will test the validity of Newton’s First Law and Inertia. The student groups will answer a guided question sheet that will help check for a clear understanding of the principle. Exit Slip- Students will write in their journals the answer to the following question: Describe the force called inertia. 

 

5.)    The students will enter the classroom and retrieve their working folders. They will sit in their assigned seats and begin the flashbacks. After the flashbacks, the teacher will review some key points from the previous lesson. The teacher will ask guided questions to check for understanding. In a pair/ share activity the students will demonstrate the effects of gravity. The students will predict gravitational effects on objects with variable features like differences in surface area, mass and size. Exit slip- How does mass effect gravity?

 

Flashbacks Study Island Forces and Motion

Warm up activity Flashbacks

Content Vocabulary

Friction

Gravitational potential energy  

(Kinetic energy-refresher) 

(Potential energy –refresher)

Resistance   

Work

Balanced

Unbalanced

Velocity

Acceleration

Speed

Motion

Gravity

Buoyancy

 

 

 

 

 

Essential Question

1.)    What are balanced and unbalanced forces?

2.)    How do you describe velocity?

3.)    How are speed and acceleration different?

4.)    What is Newton’s first Law?

5.)    What is Newton’s second Law?

 

Aligned Instructional Strategies- Cooperative learning groups, note taking, hands-on activities, posters, student teaching, demonstrations, modeling and real world connections and PowerPoint.

 

Formative Assessment Flashbacks, teacher circulation, Q&A discussions, exit slips, Cooperative learning group presentations, quizzes, posters.

 

Modifications- scribe, reader, manipulative, extended time, hands-on activities, cooperative learning groups, modeling and demonstrations

LESSON PLAN

8th grade: week 7

 

 

LESSON NAME -Motion and Force

Combined Curriculum (Program Studies and Core Content) the DOK level

SC-08-1.2.1Students will describe and explain the effects of balanced and unbalanced forces on motion as found in real-life phenomena. Objects change their motion only when a net force is applied. Newton’s Laws of Motion are used to describe the effects of forces on the motion of objects.DOK 3 

 

Learning Target/Objective- SC-8-1.2.1, SC-8-MF-S-1

1.)    The students will describe and explain the effects of balanced and unbalanced forces on motion as found in real-life phenomena.

2.)    The students will explain how Newton’s Laws of Motion are used to describe the effects of forces on the motion of objects in reference to velocity.

3.)    The students will differentiate inertia, speed and acceleration and classify real-life examples of each.

4.)    The students will explain and experimentally verify how Newton’s Laws show the relationship between objects and motion through the force of gravity.

Anticipatory Set:

1.)    The students will enter the classroom and retrieve their working folders. They will sit in their assigned seats and begin the flashbacks. After the flashbacks, the teacher will review some key points from the previous lesson. The teacher will ask guided questions to check for understanding. The students will take the Atomic Structure and Matter common assessment. The teacher will show part 1of a PP. on Newton’s Laws while students begin a running vocabulary/definitions study guide. In small learning groups, the will participate in an exercise that “questions” the nature of balanced and unbalanced forces of “tugboats” scenarios. The students will answer guided questions that pertain to describing the forces that influenced the factors in the scenarios. The teacher will facilitate a discussion of these forces and go over the answers to the exercise. Exit Sip- The students will write in their journals: What are three real world examples of balanced forces?

 

2.)    The students will enter the classroom and retrieve their working folders. They will sit in their assigned seats and begin the flashbacks. After the flashbacks, the teacher will review some key points from the previous lesson. The teacher will ask guided questions to check for understanding. The teacher will show part 2 of the PP while students continue their study guide. The students will pair up for an activity that will demonstrate their explanations of Newton’s Laws while designing and constructing foil boats and then demonstrating their buoyancy while creating unbalanced forces within their boats using marbles. This project will take two class periods. Exit Slip- The students will write in their journals: Explain why do the boats sink when the weight of the marbles hits a certain point?

 

3.)    The students will enter the classroom and retrieve their working folders. They will sit in their assigned seats and begin the flashbacks. After the flashbacks, the teacher will review some key points from the previous lesson. The teacher will ask guided questions to check for understanding. The students will finish creating their foil boats and then demonstrate the concept of balanced and unbalanced forces (Newton’s Laws 1& 2) by floating them in a tub of water or sink while adding marbles until they sink.  The students will complete a practice sheet on calculating speed and acceleration. Exit Slip- Name the concept that describes the point at which the boats sink under the weight of the marbles?  

 

4.)    The students will enter the classroom and retrieve their working folders. They will sit in their assigned seats and begin the flashbacks. After the flashbacks, the teacher will review some key points from the previous lesson. The teacher will show part 3 of PP while students continue vocab. Study guide. The students will gather in cooperative learning groups to conduct an experiment with a penny, flashcard and a cup to run a series of trials that will test the validity of Newton’s First Law and Inertia. The student groups will answer a guided question sheet that will help check for a clear understanding of the principle. Exit Slip- Students will write in their journals the answer to the following question: Describe the force called inertia. 

 

5.)    The students will enter the classroom and retrieve their working folders. They will sit in their assigned seats and begin the flashbacks. After the flashbacks, the teacher will review some key points from the previous lesson. The teacher will ask guided questions to check for understanding. In a pair/ share activity the students will demonstrate the effects of gravity. The students will predict gravitational effects on objects with variable features like differences in surface area, mass and size. Exit slip- How does mass effect gravity?

 

Flashbacks Study Island Forces and Motion

Warm up activity Flashbacks

Content Vocabulary

Friction

Gravitational potential energy  

(Kinetic energy-refresher)

(Potential energy –refresher)

Resistance 

Work

Balanced

Unbalanced

Velocity

Acceleration

Speed

Motion

Gravity

Buoyancy

 

 

 

 

 

Essential Question

1.)    What are balanced and unbalanced forces?

2.)    How do you describe velocity?

3.)    How are speed and acceleration different?

4.)    What is Newton’s first Law?

5.)    What is Newton’s second Law?

 

Aligned Instructional Strategies- Cooperative learning groups, note taking, hands-on activities, posters, student teaching, demonstrations, modeling and real world connections and PowerPoint.

 

Formative Assessment Flashbacks, teacher circulation, Q&A discussions, exit slips, Cooperative learning group presentations, quizzes, posters.

 

Modifications- scribe, reader, manipulative, extended time, hands-on activities, cooperative learning groups, modeling and demonstrations

LESSON PLAN

8th grade: week 6

 

 

LESSON NAME – Application of Structure and Transformation of Matter.

 

Combined Curriculum (Program Studies and Core Content) the DOK level

SC-08-1.1.1 Students will:

  • interpret models/representations of elements;
  • Classify elements based upon patterns in their physical (e.g., density, boiling point, solubility) and chemical (e.g., flammability, reactivity) properties.
  • Models enhance understanding that an element is composed of a single type of atom. Organization/interpretation of data illustrates that when elements are listed according to the number of protons, repeating patterns of physical (e.g., density, boiling point, solubility) and chemical properties (e.g., flammability, reactivity), can be used to identify families of elements with similar properties

DOK 2

 

 

Learning Target/Objective- SC-8-1.1.1, SC-8-1.1.4

1.)    The students will classify elements based on patterns (boiling point, density, solubility).

2.)    The students will identify families of elements with similar properties.

3.)    The students will interpret models/representations of elements that demonstrate patterns.

4.)    The students will classify elements based on how they react in a given situation.

5.)    The students will describe interactions of elements within biogeochemical cycles.

Anticipatory Set:

1.)    The students will enter the classroom and retrieve their working folders. They will sit in their assigned seats and begin the flashbacks. After the flashbacks, the teacher will review some key points from the previous lesson. The teacher will ask guided questions to check for understanding. Then, the students will gather in cooperative learning groups to create a period chart of shoes. There chart will demonstrate classifying objects based on similar properties. The student groups will present their charts to the class and justify their methods of classification. Exit Sip- The students will write in their journals: What are three of the common classifications of elements?

 

2.)    The students will enter the classroom and retrieve their working folders. They will sit in their assigned seats and begin the flashbacks. After the flashbacks, the teacher will review some key points from the previous lesson. The teacher will ask guided questions to check for understanding. The students will pair up for a pair/share activity that will demonstrate a “good study habit” technique by engaging in extracting vocabulary and definitions from a reading selection; and then engaging in peer quizzing. The student groups will be assigned a family of elements (earth metals, representative elements, alkaline metals, transition metals), they will use the class text book Ch. 15-pages 432-454 as well as outside resources to research their elemental family and create a “fun fact” presentation which they will use to teach their section of the book to the rest of the class. This project will take part two class periods. Exit Slip- The students will write in their journals: Who designed the original periodic table of elements?

 

3.)    The students will enter the classroom and retrieve their working folders. They will sit in their assigned seats and begin the flashbacks. After the flashbacks, the teacher will review some key points from the previous lesson. The teacher will ask guided questions to check for understanding. The students will resume Coop. Groups and have 5-10 minutes to finish projects and start presentations. The remaining time will be spent playing atoms and matter baseball as a review for common assessment.

Exit Slip- Give two examples of each of the following: Alkaline earth metals, representative elements and Nobel gases.  

4.)    The students will enter the classroom and retrieve their working folders. They will sit in their assigned seats and begin the flashbacks. After the flashbacks, the teacher will review some key points from the previous lesson. The teacher will ask guided questions to check for understanding. The teacher will finish a short review session. The students will take the atoms and matter common assessment. Exit Slip- Students will write in their journals the answer to the following question: Why it is important to classify elements? 

5.)    The students will enter the classroom and retrieve their working folders. They will sit in their assigned seats and begin the flashbacks. After the flashbacks, the teacher will review some key points from the previous lesson. The teacher will ask guided questions to check for understanding. The student will examine examples of how elements move through earths systems and biogeochemical systems by watching a short film. They will answer questions after the film and share their thoughts on real world examples of these processes with the class. Exit slip- Give three examples of how carbon is in our everyday lives.

Flashbacks

9/13

b.)      Suppose that Uranium has a half life of 20 years. In 20 years, how much of a 40g sample would still exist?

  1. 10 g
  2. 20g
  3. 15g

c.)     When ice melts it is an example of?

  1. Solid going to gas
  2. Liquid going to solid
  3. Solid going to liquid

d.)   Which state of matter contains the slowest moving particles?

  1. Solid
  2. Liquid
  3. Gas

 

 

 

 

9/14

1.)     Carbon is an example of what type of element?

  1. Transition metal
  2. Noble gas
  3. metalloid
  4. representative element

2.)     If you did not have a periodic chart and someone asked,”what is lead?”; based on the simple properties of metals, you could safely state?

  1. Lead is a metal.
  2. Lead is a solid.
  3. Lead is positively charged.
  4. All of these

3.)    Which elemental group is “happy” the way it is and doesn’t change much?

 a. Transition metal

 b. Noble gas

 c. metalloid

 d. representative element

 

 

 

9/15

1.)    Which is NOT a state of matter?

  1. Solid
  2. Liquid
  3. Goo
  4. Gas

 

2.)    Carbon is atomic number 6, so it falls in which group on the periodic chart?

  1. Transition metal
  2. Noble gas
  3. metalloid
  4. representative element

           

3.)    Potassium (atomic symbol K) what type of element?

  1. Transition metal
  2. Alkali metal
  3. Alkaline earth metal
  4. Representative element

 

9/16 

1.)    Why are the noble gases “happy” or stable?

  1. They have lots of isotopes.
  2. They have plenty of protons
  3. Their outer electron shell is full
  4. None of these are true

2.)    The man made elements on the periodic chart are mostly?

  1. fake
  2. radioactive
  3. types of metals
  4. both b & c are correct

3.)    Lithium (Li3) is an example of which group on the periodic chart?

  1.  Alkali metals in group 1  
  2. Transition metals in group 4
  3. Representative elements in group 16
  4. Halogens in group 17

 

     

9/17

1.)    Group 1 on the periodic chart is called?

  1. Transition metals
  2. Halogens
  3. Alkali metals
  4. Noble gases

2.)     Group 3-12 are called?

  1. A Alkaline Earth Metal
  2. A transition metal
  3. A Nobel gas
  4. Halogens

 

3.)    The calogens in group 16 are known as?

  1. Representative elements
  2. Noble gases
  3. Transition metals
  4. Metalloids

 

Warm up activity Flashbacks

Content Vocabulary

Periodic table

Metals

Non-metals

Earth metals

Transition Metals

Nobel gases

Metalloids

Rows

Groups

Reactivity

Solids

Liquid

Gas

 

Essential Question

1.)    How was the periodic table set up?

2.)    What makes each group in the periodic table unique?

3.)    How are the elements on the periodic chart categorized?

4.)    Can I apply the same methods of categorization used on the periodic chart to categorize shoes?

5.)    What forces make elements change forms, example how does carbon become a diamond?

 

Aligned Instructional Strategies- Cooperative learning groups, note taking, hands-on activities, posters, student teaching, demonstrations, modeling and real world connections and PowerPoint.

 

Formative Assessment Flashbacks, teacher circulation, Q&A discussions, exit slips, Cooperative learning group presentations, quizzes, posters.

 

Modifications- scribe, reader, manipulative, extended time, hands-on activities, cooperative learning groups, modeling and demonstrations

LESSON PLAN

8th grade: week 5

 

 

LESSON NAME – Application of Structure and Transformation of Matter.

 

Combined Curriculum (Program Studies and Core Content) the DOK level

SC-08-1.1.1 Students will:

  • interpret models/representations of elements;
  • Classify elements based upon patterns in their physical (e.g., density, boiling point, solubility) and chemical (e.g., flammability, reactivity) properties.
  • Models enhance understanding that an element is composed of a single type of atom. Organization/interpretation of data illustrates that when elements are listed according to the number of protons, repeating patterns of physical (e.g., density, boiling point, solubility) and chemical properties (e.g., flammability, reactivity), can be used to identify families of elements with similar properties

DOK 2

 

 

Learning Target/Objective

1.)    The students will create a foldable study guide that will contain the critical vocabulary.

2.)    The students will participate in a pair/share review exercise and use peer quizzing as a study technique.

3.)    The students will conduct a radioactive half-life exercise.

4.)    The students will take notes on a PP over the periodic table of elements and then pair/share to categorize a set of elements according to a set of criteria.

5.)    The students will construct a representation of the periodic table using students’ pencils and pens.

Anticipatory Set:

1.)    The students will enter the classroom and retrieve their working folders. They will sit in their assigned seats and begin the flashbacks. After the flashbacks, the teacher will review some key points from the previous lesson. The teacher will ask guided questions to check for understanding. Then, the teacher will show the PowerPoint presentation that introduces isotopes. The students will make real world connections through teacher guided questions. The students will make a foldable containing critical vocabulary during the PP. Exit Sip- The students will write in their journals: What are the three main parts of the atom?

 

2.)    The students will enter the classroom and retrieve their working folders. They will sit in their assigned seats and begin the flashbacks. After the flashbacks, the teacher will review some key points from the previous lesson. The teacher will ask guided questions to check for understanding. The students will pair up for a pair/share activity that will demonstrate a “good study habit” technique by engaging in extracting vocabulary and definitions from a reading selection; and then engaging in peer quizzing. Exit Slip- The students will write in their journals: Which part of an element determines if it has isotopes:  protons, neutrons and electrons?

 

3.)    The students will enter the classroom and retrieve their working folders. They will sit in their assigned seats and begin the flashbacks. After the flashbacks, the teacher will review some key points from the previous lesson. The teacher will ask guided questions to check for understanding. The students will take notes on the breakdown of the Periodic Table of Elements PowerPoint. They will get into cooperative learning groups and use a periodic table provided by the teacher to categorize a given set of elements by specific criteria.

    

4.)    The students will enter the classroom and retrieve their working folders. They will sit in their assigned seats and begin the flashbacks. After the flashbacks, the teacher will review some key points from the previous lesson. The teacher will ask guided questions to check for understanding. Then, the students will gather into cooperative learning groups. The teacher will initiate a conversation that will facilitate the students determining the characteristics (weight, mass, color, length, eraser or no eraser) of pens and pencils that can simulate the distinguishing characteristics of the elements on the periodic table. The students will create a periodic chart that includes the categories of their writing utensils. Exit Slip- Students will write in their journals the answer to the following question: What is the atomic number and what does it tell you about an element?

 

Flashbacks

9/7

1.)     If an isotopes half-life is 12 years, how much of a 400 gram sample is left after 24 years?

  1. 100grams
  2. 200grams
  3. 300grams
  4. 400grams

2.)     If an isotope has many elemental forms which of the following is NOT true?

  1. Its’ atomic mass is not an average.
  2. Each form may have a different numbers of neutrons than the others.
  3. The atomic number is the same no matter which form.
  4. All forms carry a charge

3.)    Which state of matter contains the slowest moving particles?

  1. Solid
  2. Liquid
  3. Gas

 

 

 

9/8

1.)    What are isotopes?

  1. Atoms of the same elements with a different # of neutrons.
  2. Atoms of the same elements with a different # of electrons.
  3. Atoms of the same elements with a different # of Protons.

 

2.)    Oxygen’s’ atomic number is 8, so?

  1. Oxygen has 8 protons
  2. Oxygen has 8 electrons
  3. Oxygen has approximately 8 neutrons (the average mass)
  4. All three are true

3.)    The half-life of an isotope is 500 years; approximately how long will it take for a 20 gram sample to decrease to 2.5 grams? (remember it takes 500 years for half to decay)

  1. 2500 years
  2. 1000 years
  3. 5000 years
  4. 1500 years

9/9 

1.)     Atomic mass represents?

  1. The average # of neutrons from all isotopes of an element.
  2. The average # of electrons from all isotopes of an element
  3. The average # of protons from all isotopes of an element

2.)    Radioactive decay refers to?

  1. The release of energy from electron shells
  2. The release of energy from nuclear particles
  3. The release of energy from exercise

3.)    Transmutation means?

  1.  X-MEN’S version of chemistry
  2. During radioactive decay, some protons are lost and the element changes.
  3. During radioactive decay, some electrons are lost and the element changes

 

     

9/10

1.)    Oxygen has an atomic # 8, this tells us?

  1. It has 8 protons
  2. It has 8 electrons
  3. It has an atomic mass of 16
  4. Both A & B

2.)     Neon is an example of?

  1. A Alkaline Earth Metal
  2. A transition metal
  3. A Nobel gas

3.)    Potassium’s atomic # is 19, its elemental symbol is?

  1. A
  2. C
  3. K

9/13

4.)      Suppose that Uranium has a half life of 20 years. In 20 years, how much of a 40g sample would still exist?

  1. 10 g
  2. 20g
  3. 15g

5.)     When ice melts it is an example of?

  1. Solid going to gas
  2. Liquid going to solid
  3. Solid going to liquid

6.)    Which state of matter contains the slowest moving particles?

  1. Solid
  2. Liquid
  3. Gas

Warm up activity Flashbacks

Content Vocabulary

ISOTOPES, STRONG NUCLEAR FORCE, HALF-LIFE, RADIOACTIVE DECAY, TRANSMUTATION

Essential Question

1.)    What are isotopes?

2.)    Which atoms/elements have isotopes?

3.)    How are the elements on the periodic chart categorized?

4.)    Can I apply the same methods of categorization used on the periodic chart to categorize a common writing tools ?

 

Aligned Instructional Strategies- Cooperative learning groups, note taking, hands-on activities, demonstrations, modeling and real world connections and PowerPoint.

 

Formative Assessment Flashbacks, teacher circulation, Q&A discussions, exit slips, Cooperative learning group presentations, quizzes, brainpop.

 

Modifications- scribe, reader, manipulative, extended time, hands-on activities, cooperative learning groups, modeling and demonstrations

LESSON PLAN

8th grade: week 4

 

 

LESSON NAME – Application of Structure and Transformation of Matter.

 

Combined Curriculum (Program Studies and Core Content) the DOK level

SC-08-1.1.1 Students will:

  • interpret models/representations of elements;
  • Classify elements based upon patterns in their physical (e.g., density, boiling point, solubility) and chemical (e.g., flammability, reactivity) properties.
  • Models enhance understanding that an element is composed of a single type of atom. Organization/interpretation of data illustrates that when elements are listed according to the number of protons, repeating patterns of physical (e.g., density, boiling point, solubility) and chemical properties (e.g., flammability, reactivity), can be used to identify families of elements with similar properties

DOK 2

 

 

Learning Target/Objective

1.)    The students will create a foldable study guide that will contain the critical vocabulary.

2.)    The students will compare and contrast the isotopes of elements with their common element.

3.)    The students will conduct a radioactive half-life exercise.

4.)    The students will identify the states of matter.

5.)    The students will participate in a lab that demonstrates key differences in states of matter.

Anticipatory Set:

1.)    The students will enter the classroom and retrieve their working folders. They will sit in their assigned seats and begin the flashbacks. After the flashbacks, the teacher will review some key points from the previous lesson. The teacher will ask guided questions to check for understanding. Then, the teacher will show the PowerPoint presentation that introduces isotopes. The students will make real world connections through teacher guided questions. The students will make a foldable containing critical vocabulary during the PP. Exit Sip- The students will write in their journals: What are the three main parts of the atom?

 

2.)    The students will enter the classroom and retrieve their working folders. They will sit in their assigned seats and begin the flashbacks. After the flashbacks, the teacher will review some key points from the previous lesson. The teacher will ask guided questions to check for understanding. Then, gather in cooperative learning groups to do a compare and contrast activity. Exit Slip- The students will write in their journals: Which part of an element determines if it has isotopes:  protons, neutrons and electrons?

    

3.)    The students will enter the classroom and retrieve their working folders. They will sit in their assigned seats and begin the flashbacks. After the flashbacks, the teacher will review some key points from the previous lesson. The teacher will ask guided questions to check for understanding. Then, the PowerPoint presentation will discuss radioactive isotopes, half-life and radioactive decay. The students will gather into small learning groups and work together to complete a “practice calculating half-life” activity. Exit Slip- Students will write in their journals the answer to the following question: What is the atomic number and what does it tell you about an element?

 

4.)    The students will enter the classroom and retrieve their working folders. They will sit in their assigned seats and begin the flashbacks. After the flashbacks, the teacher will review some key points from the previous lesson. The teacher will ask guided questions to check for understanding. Then, the PowerPoint presentation will introduce the definition of matter and all three of the states of matter. The teacher will demonstrate examples of the states of matter. The students will make real world connects through guided discussion. Exit Slip- Students will write in their journals the answer to the following question: Give three real world examples of the states of matter.

 

5.)    The students will enter the classroom and retrieve their working folders. They will sit in their assigned seats and begin the flashbacks. After the flashbacks, the teacher will review some key points from the previous lesson. The teacher will ask guided questions to check for understanding. Then, the students will go to the lab to participate in a lab experiment that exemplifies the states of matter.

Exit Slip- Students will write in their journals the answer to the following question: What happens when matter changes states?

 

Flashbacks

8/30

1.)     The solid state of matter is measured primarily in?

  1. Tons
  2. Liters
  3. Grams

2.)     When ice melts it is an example of?

  1. Solid going to gas
  2. Liquid going to solid
  3. Solid going to liquid

3.)    Which state of matter contains the fastest moving particles?

  1. Solid
  2. Liquid
  3. Gas

 

 

 

8/31

1.)    What are isotopes?

  1. Atoms of the same elements with a different # of neutrons.
  2. Atoms of the same elements with a different # of electrons.
  3. Atoms of the same elements with a different # of Protons.

 

2.)    Carbons atomic number is 6, so?

  1. Carbon has 6 protons
  2. Carbon has 6 electrons
  3. Carbon has approximately 6 neutrons (the average mass)
  4. All three

3.)    The amount of time that it takes for half of a sample of radioactive material is called?

  1. Life time
  2. Half-life
  3. Half-time

9/01 

1.)     Atomic mass represents?

  1. The average # of neutrons from all isotopes of an element.
  2. The average # of electrons from all isotopes of an element
  3. The average # of protons from all isotopes of an element

2.)    Radioactive decay refers to?

  1. The release of energy from electron shells
  2. The release of energy from nuclear particles
  3. The release of energy from exercise

3.)    Transmutation means?

  1.  X-MEN’S version of chemistry
  2. During radioactive decay, some protons are lost and the element changes.
  3. During radioactive decay, some electrons are lost and the element changes

 

     

9/02

1.)    Oxygen has an atomic # 8, this tells us?

  1. It has 8 protons
  2. It has 8 electrons
  3. It has an atomic mass of 16
  4. Both A & B

2.)     Neon is an example of?

  1. A Alkaline Earth Metal
  2. A transition metal
  3. A Nobel gas

3.)    Potassium’s atomic # is 19, it’s elemental symbol is?

  1. A
  2. C
  3. K

9/03

4.)      Suppose that Uranium has a half life of 20 years. In 20 years, how much of a 40g sample would still exist?

  1. 10 g
  2. 20g
  3. 15g

5.)     When ice melts it is an example of ?

  1. Solid going to gas
  2. Liquid going to solid
  3. Solid going to liquid

6.)    Which state of matter contains the fastest moving particles?

  1. Solid
  2. Liquid
  3. Gas

Warm up activity Flashbacks

Content Vocabulary

ISOTOPES, STRONG NUCLEAR FORCE, HALF-LIFE, RADIOACTIVE DECAY, TRANSMUTATION

Essential Question

1.)    What are isotopes?

2.)    Which atoms/elements have isotopes?

3.)    What is matter?

4.)    What are the states of matter?

5.)    How are matter and atoms connected?

Aligned Instructional Strategies- Cooperative learning groups, note taking, hands-on activities, demonstrations, modeling and real world connections and PowerPoint.

 

Formative Assessment Flashbacks, teacher circulation, Q&A discussions, exit slips, Cooperative learning group presentations, quizzes, brainpop.

 

Modifications- scribe, reader, manipulative, extended time, hands-on activities, cooperative learning groups, modeling and demonstrations

LESSON PLAN

8th grade: week 3

 

 

LESSON NAME - Introduction to Structure and Transformation of Matter.

 

Combined Curriculum (Program Studies and Core Content) the DOK level

SC-08-1.1.1 Students will:

  • interpret models/representations of elements;
  • Classify elements based upon patterns in their physical (e.g., density, boiling point, solubility) and chemical (e.g., flammability, reactivity) properties.
  • Models enhance understanding that an element is composed of a single type of atom. Organization/interpretation of data illustrates that when elements are listed according to the number of protons, repeating patterns of physical (e.g., density, boiling point, solubility) and chemical properties (e.g., flammability, reactivity), can be used to identify families of elements with similar properties

DOK 2

 

 

Learning Target/Objective

1.)    The students will identify the parts of an atom.

2.)    The students will compare and contrast the parts of the atom, proton, neutron and electrons.

3.)    The students will classify given elements according to their number of protons, neutrons and electrons.

4.)    The students will identify the states of matter.

5.)    The students will participate in a lab that demonstrates key differences in states of matter.

Anticipatory Set:

1.)    The students will enter the classroom and retrieve their working folders. They will sit in their assigned seats and begin the flashbacks. After the flashbacks, the teacher will review some key points from the previous lesson. The teacher will ask guided questions to check for understanding. Then, the teacher will show the PowerPoint presentation that introduces atoms and matter. The students will follow along with guided notes. The students will make real world connections through teacher guided questions. The students will make a foldable containing critical vocabulary. Exit Sip- The students will write in their journals: What are the three main parts of the atom?

 

2.)    The students will enter the classroom and retrieve their working folders. They will sit in their assigned seats and begin the flashbacks. After the flashbacks, the teacher will review some key points from the previous lesson. The teacher will ask guided questions to check for understanding. Then, the students will identify the characteristics of each part in the atom and create a model of an atom on a poster. Exit Slip- The students will write in their journals: What charges do protons, neutrons and electrons carry.

    

3.)    The students will enter the classroom and retrieve their working folders. They will sit in their assigned seats and begin the flashbacks. After the flashbacks, the teacher will review some key points from the previous lesson. The teacher will ask guided questions to check for understanding. Then, the PowerPoint presentation will discuss the differences between elements and how to classify them according to their nuclear contents. The students will gather into small learning groups and practice classifying elements. Exit Slip- Students will write in their journals the answer to the following question: What is the atomic number and what does it tell you about an element?

 

4.)    The students will enter the classroom and retrieve their working folders. They will sit in their assigned seats and begin the flashbacks. After the flashbacks, the teacher will review some key points from the previous lesson. The teacher will ask guided questions to check for understanding. Then, the PowerPoint presentation will introduce the definition of matter and all three of the states of matter. The teacher will demonstrate examples of the states of matter. The students will make real world connects through guided discussion. Exit Slip- Students will write in their journals the answer to the following question: Give three real world examples of the states of matter.

 

5.)    The students will enter the classroom and retrieve their working folders. They will sit in their assigned seats and begin the flashbacks. After the flashbacks, the teacher will review some key points from the previous lesson. The teacher will ask guided questions to check for understanding. Then, the students will go to the lab to participate in a lab experiment that exemplifies the states of matter.

Exit Slip- Students will write in their journals the answer to the following question: What happens when matter changes states?

 

Flashbacks

8/23

1.)    What is the primary safety rule in the lab

  1. a.      Always wait for instructions
  2. b.      Do not eat or drink
  3. c.       Goggles are important

2.)    Mass is measured in

  1. Liters
  2. Meters
  3. Grams

3.)    10,000 mm is equal to

  1. 10m
  2. 1m
  3. 100m

8/24

1.)    What is an atom?

  1. The smallest unit of matter.
  2. The largest unit of matter.
  3. The cutest unit of matter.

2.)    Are all parts of the atom?

  1. Proton
  2. Neutron
  3. Electron
  4. All three

3.)    Which part of the atom has a charge?

  1. Protons
  2. Neutrons
  3. Electrons
  4. Both a and c

8/25 

1.)     Today we primarily follow?

  1. Dalton’s model of an atom
  2. Rutherford’s model of an atom
  3. Bohr’s model of an atom

2.)    Dalton’s model of an atom is known as?

  1. The Plum Pudding Model
  2. The Planetary Model
  3. The Electron Cloud Model

3.)    The existing knowledge of science states that electrons are?

  1.  In a constant state of movement
  2. Always in the same place
  3. Not in a definite location

 

     

8/26

1.)    All atoms contain?

  1. Nucleus
  2. Protons
  3. Electrons
  4. All of the above

2.)    The number of protons?

  1. Identifies the element
  2. Tells the mass number of the element
  3. Tells the charge of an element

3.)    The atomic mass is calculated by adding?

  1. The number of neutrons and electrons
  2. The number of neutrons and protons
  3. The number of protons and electrons

8/27

1.)      The solid state of matter is measured primarily in?

  1. Tons
  2. Liters
  3. Grams

2.)     When ice melts it is an example of ?

  1. Solid going to gas
  2. Liquid going to solid
  3. Solid going to liquid

3.)    Which state of matter contains the fastest moving particles?

  1. Solid
  2. Liquid
  3. Gas

Warm up activity Flashbacks

Content Vocabulary

Atoms, protons, neutrons, electrons, charged particles, matter, volume, mass, gas, liquid, solid, 

Essential Question

1.)    What is an atom?

2.)    What are the parts of an atom?

3.)    What is matter?

4.)    What are the states of matter?

5.)    How are matter and atoms connected?

Aligned Instructional Strategies- Cooperative learning groups, note taking, hands-on activities, demonstrations, modeling and real world connections and PowerPoint.

 

Formative Assessment Flashbacks, teacher circulation, Q&A discussions, exit slips, Cooperative learning group presentations, quizzes, brainpop.

 

Modifications- scribe, reader, manipulative, extended time, hands-on activities, cooperative learning groups, modeling and demonstrations

8TH GRADE LESSON PLAN

8/16/10-8/20/10

 

 

LESSON NAME –

 

 

A.)  Introduction to the concepts and steps involved in using Scientific Methods, Measurements and Safety.

 

 

 

Combined Curriculum (Program Studies and Core Content) the DOK level According to the Core Content and Combine Curriculum Document there are no established Standards for Scientific Method, Measurements and Safety; However, I am teaching these skills and processes in preparation for teaching:

 

SC-08-1.1.1

Students will:

  • interpret models/representations of elements;
  • classify elements based upon patterns in their physical (e.g., density, boiling point, solubility) and chemical (e.g., flammability, reactivity) properties.

 

Models enhance understanding that an element is composed of a single type of atom. Organization/interpretation of data illustrates that when elements are listed according to the number of protons, repeating patterns of physical (e.g., density, boiling point, solubility) and chemical properties (e.g., flammability, reactivity), can be used to identify families of elements with similar properties.

DOK 2

 

 

Learning Target/Objective

8/16/10

1.)     I will create a foldable containing critical vocabulary from concepts in Scientific Method.

8/17/10

1.)    B.) I will recall and list the 6 steps in Scientific Method

2.)    B.) I will discuss and make real world connections to the 6 steps in Scientific Method.

3.)    B.) I will create a foldable containing the critical vocabulary for concepts in Measurements (International System “SI”).

8/18/10

1.)    B.) I will practice and demonstrate using various measurement tools i.e. Scales, balance, graduated cylinders, flasks, and rulers ETC.

2.)    B.) I will make real world connections of how Measurements are used in everyday life.

3.)    B.) I will discuss “Science Safety” practices and procedures in the classroom.

 

8/19/10

       

Anticipatory Set:

8/16/10 

1.)    Upon entering the classroom, The Flashback will be on the projector or board, and the students will collect their working folders, sit in their seat and answer the flashback questions on the note card provided.

2.)    The students will be paired with a partner to make vocabulary foldable for critical vocabulary involved in Scientific Method (SM).

3.)     Exit Slip- Identify 3 of the 6 steps in Scientific Method.

8/17/10

1.)    Upon entering the classroom, each student will get their work folders and be seated in their assigned seats. The flashback will be on the board or projector and the students are to answer the 3 questions on the note card provided at their tables.

2.)    Guided discussion: students will review the vocabulary from scientific method and give real world examples of how SM is used in our daily lives.

3.)    Students will make foldable containing critical vocabulary from concepts in Measurements. The teacher will Model and Demonstrate proper usage of the tools used in measurements.

4.)    Exit Slip- Name 1 Measurement Tool from each of the three groups and tell what type of substance or materials it measures. Ex. Graduated cylinder-liquid.

8/18/10

1.)    Upon entering the room, students will get their work folders and go to assigned seats. The flashback will be posted and the students will answer 3 questions on note cards provided.

2.)    The students will work in cooperative learning groups at “weights and measures centers” to practice proper usage of measurement tools.

3.)    Guided Discussion: Students will make real world connections between the units of measure tools and give practical examples of how they are or maybe used in our daily lives.

4.)    Exit Slip- Name something you typically measure when you are at home.

 

8/19/10

Upon entering classroom, students will collect their working folders and begin Flashbacks. After Flashbacks, we will take a quiz that covers the steps in Scientific Method, measurements and measurement tools. The students will be introduced to the concepts of matter.

Exit slip- What are the parts of an atom?

 

8/20/10

Upon entering classroom, students will collect their working folders and begin Flashbacks. After Flashbacks Then we will review the concept of Matter and the associated critical vocabulary. The students will create a foldable containing critical vocabulary. Exit slip-What type of charge do electrons carry?

 

Flashbacks

 

8/16/10

1.)    Which of the following is not a safety practice in the lab?

  1. a.      No eating or drinking
  2. b.      No fooling around or goofing off
  3. c.       Throw broken glass in the trash can

2.)    You must wear goggles when

  1. a.      You wear glasses
  2. b.      You are working with chemical
  3. c.       You are working with fire
  4. d.      All of the above

3.)    When is it ok to start your experiment

  1. a.      When you get into class
  2. b.      When the teacher says to start
  3. c.       When no one else is around

 

 

8/17/10

 

  1. 1.      A Hypothesis is:

 A.) an educated guess.

 B.) a sequence of events.

 C.) a collection of data.

2.)  How many steps are there in Scientific Method?

A.)  2

B.)  4

C.)  6

3.) The last step in Scientific Method is:

      A.) Establish your purpose

      B.) Draw a conclusion.

      C.) Form a hypothesis.

 8/18/10

1.)    The SI for measurements include:

A.)  Pounds, Yards & Gallons

B.)   Grams, Meters & Liters

C.)  Tablespoons, Cups & Quarts

2.)    A graduated cylinder is used to measure:

A.)  Liquid

B.)  Solids

C.)  Neither

3.)    A solid is measured in which unit?

A.)  Liters

B.)  Grams

C.)  Meters

 

8/19/20

 The nucleus contains:

  1. a.      Protons and neutrons
  2. b.      Electrons
  3. c.       Protons with no neutrons

         Protons carry:

  1. Positive charge
  2. Negative charge
  3. No charge at all

         Neutrons carry:

  1. Positive charge
  2. Negative charge
  3. c.       No charge at all

 

8/20/20

 

An atom is:

  1. a.      The smallest unit of matter
  2. b.      The largest unit of matter
  3. c.       The longest unit of matter

        

        All atoms contain:

  1. Electrons, protons, neutrons
  2. Electrons, protons with no neutrons
  3. No electrons, protons only neutrons.

        

        Electrons carry a:

  1. Positive charge
  2. Negative charge
  3. No charge at all

 

 

Warm up activity – FLASHBACKS

 

Content Vocabulary

8/16/10: Question, Research, Hypothesis, Experiment, Data, Analysis, Conclusion, Results

8/17/10: Liter, Mass, Weight, Volume, Meter, Grams, Pressure, Solid, Liquid, Gas, Density

8/18/10

Atoms, Matter, Electrons, Protons, Neutrons, Particle, Nucleus, Elements, Compounds

 

 

 

Essential Question

1.)    What is Scientific Method?

2.)    What are Measurements and Measurement Tools?

3.)    What is matter?

 

 

Aligned Instructional Strategies- Real World Connections, Differentiated Instruction, Cooperative Learning Groups, Centers

 

 

 

Formative Assessment- Flashbacks, Exit Slips and at each stage of the procedure the teacher will review and check for understanding via: Watching students demonstrate proper usages of measurement tools, circulating the room while the students create foldables and teacher guided, question and answer discussions. 

 

 

 

Modifications- Cooperative learning groups, Manipulatives with measurement tools, foldables and centers.

 

Materials & Technology- A power point presentation will follow along with instruction. Paper, Pencil, Projector, Scissors, Markers, Experimental Tools i.e Cylinder, balance, scales, volumetric flask, ruler, Dropper, Pipette, test tubes, various items to weigh and measure i.e water, rocks, String.