Title of Unit Grade Level 8 Structures and Processes

Title of Unit From Molecules to Organisms:

Structures and Processes (Cells) Grade Level 8

Curriculum Area Science Time Frame 4-6 weeks (Sept-Oct)

Unit Unit 1

Standards/Goals:

MS-LS1-1. Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and

types of cells.

ELA/Literacy-WHST.6-8.7 Conduct short research projects to answer a question (including a self-generated question),

drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

(MS-LS1-1)

MS-LS1-2. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.

ELA/Literacy-SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and

evidence, and add interest. (MS-LS1-2)

MS-LS1-3. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

ELA/Literacy-RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. (MS-LS1-3)

ELA/Literacy-RI.6-8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported

by reasons and evidence from claims that are not. (MS-LS1-3)

ELA/Literacy-WHST.6-8.1 Write arguments focused on discipline content. (MS-LS1-3)

MS-LS1-4. Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal

behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively.


ELA/Literacy-WHST.6-8.1 Write arguments focused on discipline content. (MS-LS1-4)

ELA/Literacy-RI.6-8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by

reasons and evidence from claims that are not. (MS-LS1-4)

MS-LS1-5. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of

organisms.


ELA/Literacy-RST.6-8.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct

from prior knowledge or opinions. (MS-LS1-5)

ELA/Literacy-WHST.6-8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and

information through the selection, organization, and analysis of relevant content. (MS-LS1-5)

ELA/Literacy-WHST.6-8.9 Draw evidence from informational texts to support analysis, reflection, and research. (MS-LS1-5)

MS-LS1-8. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate

behavior or storage as memories.

ELA/Literacy-WHST.6-8.8 Gather relevant information from multiple print and digital sources, using search terms effectively;

assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding

plagiarism and following a standard format for citation. (MS-LS1-8)

Enduring Understandings

Students will understand that … Essential Questions

Students will keep considering…

Cells are the basic units of life

The structure and function of the major parts of cells known as

organelles.

The process of cell division

What organelle has the most important function?

Why is it important for cells to divide?

How is genetic material prepared for reproduction?

Knowledge/Objectives

Students will know… Skills

Students will be skilled at…

The difference between asexual and sexual reproduction,

especially as it relates to the genetic outcome of the offspring.

The difference between plant, animal, and bacteria cells.

The process of cell division.

Using models

Compare and contrast

Make observations

Make inferences

Ask scientific questions

Reading for meaning

Tier II Academic Vocabulary

21st Century Interdisciplinary Themes and Skills

Analyze

Compare

Contrast

Cite

Demonstrate

Evaluate

Describe

Support

Summarize

Synthesize

21ST Century Themes: check all that apply

Global Awareness Financial, Economic, Business, &

Entrepreneurial Literacy Civic Literacy Environmental Literacy Health Literacy

21st Century Skills: check all that apply

Creativity & Innovation Communication & Collaboration Media Literacy Critical Thinking & Problem Solving Information Literacy Information, Communication, & Technology Life & Career Skills

Performance Task Description

Students will show their learning by…

Summative Assessment: Each unit includes the opportunity for students to compose one extended project that uses research to address a significant topic, problem or

issue. This task should entail integrating knowledge from several additional informational texts in various media or formats on a particular topic or question drawn from

one or more texts from the module. Students are expected to perform research that assesses the accuracy of sources and acknowledges the conclusions of others without

plagiarizing. Students can present their findings in a variety of modes. (Research aligned with the standards could take one to two weeks of instruction.

Microscope Lab – Students will research and observe plant and animal cells under a microscope. Students will be required to show proper knowledge of the microscope as

well as an ability to use the microscope in a lab setting. In the lab, students will be responsible for identification of the major organelles of plant and animal cells, ending

with a written Lab Report.

Formative Assessment

Students should be assessed on the unit objectives listed above. Teachers, based on their students’ needs, will determine the amount of

formative assessments to administer and will embed these assessment into their weekly lesson plans.

Suggested Formative Assessments:

Quizzes/Test

OERs

Exit Ticket

Warm-ups

Section Reviews

Poster Review

Cell Project

Suggested Formative Student Self Assessments:

Students will review rubric for each unit weekly and summarize what they know.

Students will review rubric for each unit weekly and design questions about each learning goal.

Students will make a Quizlet and review with a partner.

Students will revise knowledge throughout in the unit using different color pens/pencil.

Adapted from: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum

Development.

Resources/Technology

-Science World online

-Holt Physical Science TextBook

-NGSS Resources http://www.state.nj.us/education/modelcurriculum/sci/7u2.pdf

-BrainPOP

-Bill Nye

-Nova Education online videos

-Discovery Education online videos

-https://njctl.org/courses/science/7th-grade-science/

-Lab equipment and manuals

-NewsELA

BrainPOP

NewsELA

Google Classroom

http://www.state.nj.us/education/modelcurriculum/sci/7u2.pdf

https://njctl.org/courses/science/7th-grade-science/

Title of Unit Heredity: Inheritance and Variation of

Traits (Genetics) Grade Level 8

Curriculum Area Science Time Frame 4-6 weeks (Nov-Dec)

Unit Unit 2

Standards/Goals:

MS-LS3-1. Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins

and may result in harmful, beneficial, or neutral effects to the structure and function of the organism.

ELA/Literacy-RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the

precise details of explanations or descriptions. (MS-LS3-1)

ELA/Literacy-RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they

are used in a specific scientific or technical context relevant to grades 6-8 texts and topics. (MS-LS3-1)

ELA/Literacy-RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that

information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (MS-LS3-1)



MS-LS3-2. Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and

sexual reproduction results in offspring with genetic variation.














organelles.












Using models


Make observations

Make inferences


Reading for critical thinking



Analyze

Integrate

Cite

Claim

Develop

Evidence

Describe

Effect

Affect

Synthesize








Summative Assessment: Each unit includes the opportunity for students to compose one extended project that uses research to address a

significant topic, problem or issue. This task should entail integrating knowledge from several additional informational texts in various media

or formats on a particular topic or question drawn from one or more texts from the module. Students are expected to perform research that

assesses the accuracy of sources and acknowledges the conclusions of others without plagiarizing. Students can present their findings in a

variety of modes. (Research aligned with the standards could take one to two weeks of instruction.

Case Study Group Assessment – Students will be placed into collaborative groups and presented Case Studies pertaining to the passing of

traits from parent to offspring as well as the potential of genetic disorders. Case Study 1 is used to determine if a potential offspring will have

a genetic disorder. Case Study 2 is used to determine whether a condition is genetic or environmental. Upon completing both case studies as a

group, students will complete the assessment by writing an individual lab report showing similarities and differences using evidence from

both case studies.





Quizzes/Test

OERs

Exit Ticket

Warm-ups

Section Reviews

Poster Review

Cell Project


Development










-BrainPOP

-Bill Nye





-NewsELA

BrainPOP

NewsELA

Google Classroom



Title of Unit Biological Evolution: Unity and

Diversity (Plants/Bacteria/Protist/Fungi) Grade Level 8

Curriculum Area Science Time Frame 4-6 weeks (Jan-Feb)

Unit Unit 3

Standards/Goals:

MS-LS4-1. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life

forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. ELA/Literacy-RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the




MS-LS4-2. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and

between modern and fossil organisms to infer evolutionary relationships.





ELA/Literacy-RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia

sources with that gained from reading a text on the same topic. (MS-LS4-2)

ELA/Literacy-SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, teacher-led) with

diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. (MS-LS4-2)



MS-LS4-3. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species

to identify relationships not evident in the fully formed anatomy.







MS-LS4-4. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some

individuals’ probability of surviving and reproducing in a specific environment.





ELA/Literacy-WHST.6-8.9 Draw evidence from informational texts to support analysis, reflection, and research. (MS-LS4-4)



ELA/Literacy-SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant

evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear

pronunciation. (MS-LS4-4)

MS-LS4-5. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of

desired traits in organisms.



ELA/Literacy- WHST.6-8.8 Gather relevant information from multiple print and digital sources, using search terms

effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while

avoiding plagiarism and following a standard format for citation.(MS-LS4-5)

MS-LS4-6. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of

specific traits in populations over time.






organelles.












Using models


Make observations

Make inferences


Reading for meaning



Analysis

Precise

Apply

Specific

Compare

Contrast

Effective

Diverse

Delineate

Emphasize












Classify Organisms found in the Linwood Arboretum – Students will be required to research, observe, identify, and analyze the organisms found in the Linwood

Arboretum. In addition, photographic evidence will be utilized for classification purposes, otherwise a sketch will suffice. After the Arboretum portion is completed,

students will complete a Lab Report with supporting evidence.



Quizzes/Test

OERs

Exit Ticket

Warm-ups

Section Reviews

Poster Review

Cell Project







Development





-BrainPOP

-Bill Nye





-NewsELA

BrainPOP

NewsELA

Google Classroom



Title of Unit Classification, Anatomy, and Physiology

of Animals Grade Level 8

Curriculum Area Science Time Frame 4-6 weeks (April-June)

Unit Unit 4

Standards/Goals:

MS-LS1- Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.

ELA/Literacy - RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. (MS-LS1-3) RST.6-8.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the

text distinct from prior knowledge or opinions. (MS-LS1-5),(MS-LS1-6)

MS-LS1-3.

Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. ELA/Literacy -

RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. (MS-LS1-3)

RST.6-8.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. (MS-LS1-5),(MS-LS1-6)

MS-LS1-8.

Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. ELA/Literacy - RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. (MS-LS1-3) RST.6-8.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the

text distinct from prior knowledge or opinions. (MS-LS1-5),(MS-LS1-6)

MS-LS2-3.

Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. ELA/Literacy - RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. ,(MS-LS1-

6),(MS-LS2-1),(MS-LS2-4) RST.6-8.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the

text distinct from prior knowledge or opinions. (MS-LS1-6) RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of

that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (MS-LS2-1)

MS-LS1- Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal

http://www.corestandards.org/ELA-Literacy/RST/6-8









4. behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. ELA/Literacy - RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. (MS-LS1-4),(MS-LS1-5),((MS-LS3-1),

(MS-LS3-2),(MS-LS4-5) RST.6-8.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge

or opinions. (MS-LS1-5) RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific

scientific or technical context relevant to grades 6-8 texts and topics. (MS-LS3-1),(MS-LS3-2) RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed

visually (e.g., in a flowchart, diagram, model, graph, or table). (MS-LS3-1),(MS-LS3-2)

MS-LS3-2.

Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. ELA/Literacy - RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. (MS-LS1-4),(MS-LS1-5),((MS-LS3-1),

(MS-LS3-2),(MS-LS4-5) RST.6-8.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge

or opinions. (MS-LS1-5) RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific

scientific or technical context relevant to grades 6-8 texts and topics. (MS-LS3-1),(MS-LS3-2) RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed

visually (e.g., in a flowchart, diagram, model, graph, or table). (MS-LS3-1),(MS-LS3-2)

MS-LS4-1.

Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. ELA/Literacy - RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of

explanations or descriptions. (MS-LS4-1),(MS-LS4-2),(MS-LS4-3),(MS-LS4-4) RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed

visually (e.g., in a flowchart, diagram, model, graph, or table). (MS-LS4-1),(MS-LS4-3) RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that

gained from reading a text on the same topic. (MS-LS4-3),(MS-LS4-4)

MS-LS4-2.

Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. ELA/Literacy - RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of


visually (e.g., in a flowchart, diagram, model, graph, or table). (MS-LS4-1),(MS-LS4-3) RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained

from reading a text on the same topic. (MS-LS4-3),(MS-LS4-4)















MS-LS4-3.

Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. ELA/Literacy - RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of




MS-LS4-6.

Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time. ELA/Literacy - RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of







All animals exhibit similar characteristics

All animals have certain needs that must be fulfilled

Data supporting evolution includes DNA, fossils, anatomical

similarities, and embryological similarities.

Evolution results as the best suited survive hardships, and the least

suited die off

How do animal species evolve?

How do we know that species are/have evolved?

How are animals organized?

How do animals grow, develop, and reproduce on a

species or phyla basis?

Why are there differences that are present in animals that

place them in specific phyla?










The differences between specific animal phyla.

The differences in offspring development and reproduction.

Proper technique of dissecting a specimen.

Use Models


Make inferences


Analytically read



Evidence

Cite

Analysis

Determine

Compare

Contrast

Conclusion

Precise

Summary

Simulation



Entrepreneurial Literacy Civic Literacy X Environmental Literacy X Health Literacy


X Creativity & Innovation X Communication & Collaboration Media Literacy X Critical Thinking & Problem Solving Information Literacy X Information, Communication, & Technology X Life & Career Skills







Earthworm Dissection/Grasshopper Dissection/Sea Star Dissection/Frog Dissection – Students will dissect each of the 4 specimens throughout the unit, as each phylum is

studied. After dissections students will be required to complete a Lab Report. At the end of the unit the lab reports will be turned in along with a cumulative write up of

the labs as well as a completed Open Ended Response question regarding the Anatomy and Physiology of the specimens studied.





Quizzes/Test

OERs

Exit Ticket

Warm-ups

Section Reviews

Poster Review

Cell Project


Development.










-BrainPOP

-Bill Nye





-NewsELA

BrainPOP

NewsELA

Google Classroom



Documents

Title of Unit Grade Level 8 Structures and Processes